In many academic and professional settings, IL is treated as something people either possess or lack. Once someone is qualified or trained, they are often assumed to be information literate by default. In contrast, we believe that becoming information literate in the workplace is a continuous, effortful, and highly contextual process, particularly for neurodivergent people, for example, for autistic librarians in the workplace.
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Theory- and experience-grounded contemplations about the impact of the COVID-19 global health crisis were reflected in the recent study of disabled and neurodiverse Ph.D. students in information science programs in Canada and the U.S. that we conducted. Ph.D. students present a unique demographic in academia, blending the characteristics of students, researchers, and often teachers as well. Responses from 42 participants revealed a wide range of experiences in their doctoral programs that were both pandemic-specific and transcending the pandemic period.
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