To address this, I would personally look at the Researcher Development Framework, which uses the SCONUL Seven Pillars of Information Literacy, and was written as an aid for researcher development in Higher Education. However, many of the qualities needed by researchers as listed in the framework are mirrored across a wide spectrum of working practices. These include e.g. communication, creativity, knowledge base etc. If you look at the ‘schema’ or diagram (P2 of the pdf link below) you can swap the word ‘researcher’ for ‘worker’ in loads of instances.
One approach that could incorporate the same diagram (although making it quite a bit more complicated) would be too split ‘the workplace’ into various sectors according to the extent to which they deal with/use/disseminate information. Clearly, not all environments are going to require the same level or type of information skills. You could and develop a kind of flow chart of what skills are needed from the comprehensive ‘pool’.
Hope that helped … and happy new (Chinese) year!
Researcher Development Framework: http://www.vitae.ac.uk/CMS/files/upload/Vitae_Information_Literacy_Lens_on_the_RDF_Apr_2012.pdf
Hi Shida, Interesting question. Agree with Peter. Could also make reference to vocational courses in Higher Education that use industry based tools, databases etc. and incorporate them into the programme as work based projects. Students might not appreciate these as work based information literacy. They may realise once they start work and see how useful their skills are compared to those who didn't benefit from this approach. There seems to be quite a large literature on this. Could look here.
Many concepts of information literacy focus on the lifelong learner, which implies learning at the workplace. A quite early programme funded by the EU, called SIBIS (Statistical Indicators Benchmarking the Information Society), focussed on Work and Skills, among others.
So, I agree with Peter and Matt on that the answer to your question is yes.