This volume has put forward new ways of understanding the phenomena of learning and schooling, the nature of literacy, and the role of various sources and types of information in the development of expertise. It has highlighted various ways in which information literacy as a social practice is spoken about, acted upon and inextricably tied with the specific activity setting in which information and knowledge are used and produced. Many of the chapters in this book indicate that the situated and dialogic theories of learning and literacies necessarily disrupt the traditional educational discourse through which we, as practitioners and researchers, have learned to build our understanding of the nature of knowledge, schooling and learning. How can we then continue to design new research agendas to make it easier for us to overcome in practice our traditional assumptions concerning relationships between information, learning, and knowing? In this final section, we summarize some insights arising from the chapters in this volume. We translate these insights into research themes that will continue to form permanent challenges in learning, literacies and information practice research, and we point out emerging themes and questions that deserve to be studied in greater depth in the future.