ABSTRACT
Continuous workplace learning is critical for today’s society that is rapidly changing and knowledge-driven (Kyndt, Dochy & Nijs, 2009; Littlejohn, Milligan & Margaryan, 2012). Workplace learning is often informal and social (Hart, 2010; Tynjälä, 2008). The informal nature of workplace learning means that knowledge workers must be capable of and supported in deploying self-regulatory learning processes to identify and address their learning needs (Carneiro, Lefrere & Steffens, 2007; Littlejohn et al., 2012). The social nature of informal, workplace learning draws attention to the role of the collective in learning processes. Further challenges arise from the contextual nature of workplace learning (Illeris, 2011; Margaryan, Littlejohn & Milligan, in press) and the fact that learning and work contexts are inextricably interwoven. Therefore, to address users’ information needs in the workplace, both work and learning processes should be considered and supported.
