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The purpose of this paper is to examine Swedish upper secondary school teachers’ and students’ views and use of ICT in education.

In total, 25 individual teachers and 39 students in small focus groups were interviewed. A qualitative content analysis was performed using NVivo11. The analysis was conducted in three steps: with each individual teacher, the student groups and the cohort of teachers and students. A comparative analysis was also conducted.

The teachers’ views and use of ICT are diverse. Teachers and students identify similar challenges when using ICT in education, e.g. time and subject, the shortcomings of a school’s learning management system (LMS) and teachers’ digital competence. Students report an extensive out-of-school use of smartphones and an extensive in-school use of laptops and LMS.

The relatively small number of teachers and students in three schools make generalisations difficult. The examination of teachers’ and students’ views and use in the same context reveals new knowledge.

The study may influence teachers’ use of ICT in education, based on a better understanding of students’ use.

The study may lead to a better understanding of teachers’ and students’ different perspectives and a more enhanced and sustainable in-school use of ICT.

The originality is that teachers’ and students’ views and use of ICT in education are examined at the same time. The paper contributes new knowledge about how teachers and students conceptualise and use ICT in upper secondary school practices.

The main argument behind this paper is learning in the digital age should not be restricted to creating digital infrastructures for supporting current forms of learning nor taking schools in their current form as God-given, natural entities, but changing current forms of education by developing new frameworks and socio-technical environments for making learning an integral part of life. The authors provide a framework for this argumentation as well as a call-to-action for research on the co-evolution of learning, media, and learning organizations.

This paper theoretically and argumentatively explores the core assumption that the digitalization of society results in challenges and opportunities for learning and education based on fundamental transformations (Collins and Halverson, 2009; Fischer et al., 2020).

The digital age greatly enhances the opportunities and supports the necessity for “making learning a part of life”. But while the growth of technology is certain, the inevitability of any particular future is not. The impact of schooling goes beyond that new information about computers, the Internet, and social media are integrated into the schools of today. The transformation of schools needs to be informed by an understanding of the impact of mindset formation that will determine people's approach to learning for the rest of their lives. The authors’ framework is focused on moving “beyond gift-wrapping” by not only fixing and existing systems but to change them and not only reforming but transforming them.

It is the authors’ hope that this article will be of interest to many stakeholders (including learners, teachers, curriculum designers, technology experts, parents, and politicians) and provide a foundation for an ongoing debate and informed actions for “Making Learning a Part of Life” in the digital age.

The purpose of this paper is to explore upper secondary school students’ voices on how information and communication technology (ICT) could structure and support their everyday activities and time at school.

In all, 11 group interviews were conducted with a total of 46 students from three upper secondary schools. NVivo PRO 11 was used for a qualitative content analysis.

The results show that ICT plays a central role in the students’ schooling, not in terms of “state-of-the-art” technology, but rather as “state-of-the-actual”, by for example supporting the writing process and for peer support, digital documentation and storage.

A relatively small number of students in three schools and three specific programmes make generalisations difficult.

Students’ perspectives on the “state-of-the-actual” could influence teachers’ use of ICT in education, their professional development activities and the development of an in-school ICT infrastructure.

The study could lead to a better understanding of students’ expectations and use of ICT at school and in everyday life.

The originality of this paper is the focus on students’ voices about how the basic use and functionality of ICT could structure and support their everyday activities at school.

The purpose of this paper is to examine whether and how a methodological coupling of visualisations of trace data and interview methods can be utilised for information practices studies.

Trace data visualisation enquiry is suggested as the coupling of visualising exported data from an information system and using these visualisations as basis for interview guides and elicitation in information practices research. The methodology is illustrated and applied through a small-scale empirical study of a citizen science project.

The study found that trace data visualisation enquiry enabled fine-grained investigations of temporal aspects of information practices and to compare and explore temporal and geographical aspects of practices. Moreover, the methodology made possible inquiries for understanding information practices through trace data that were discussed through elicitation with participants. The study also found that it can aid a researcher of gaining a simultaneous overarching and close picture of information practices, which can lead to theoretical and methodological implications for information practices research.

Trace data visualisation enquiry extends current methods for investigating information practices as it enables focus to be placed on the traces of practices as recorded through interactions with information systems and study participants' accounts of activities.

The purpose of this paper is to increase the understanding of organizational challenges when decision-makers try to comply with technological developments and increasing demands for a more rational distribution of health care services. This paper explores two decision-making processes from 2007–2019 in the area of vascular surgery at a regional and a local level in Norway.

The study draws upon extensive document analyses, semi-structured interviews and field conversations. The empirical material was analyzed in several steps through an inductive approach and described and explained through a theoretical framework based on rational choice (i.e. bounded rationality), political behavior and institutionalism. These perspectives were used in a complementary way.

Both decision-making processes were resource-intensive, long-lasting and produced few organizational changes for the provision of vascular services. Stakeholders at both levels outmaneuvered the health care planners, though by different means. Regionally, the decision-making ended up in a political process, while locally the decision-making proceeded as a strategic game between different departments and professional fields.

Decision-makers need to prepare thoroughly for convincing others of the benefits of new ways of organizing clinical care. By providing meaningful opportunities for public involvement, by identifying and anticipating political agendas and by building alliances between stakeholders with divergent values and aims decision-makers may extend the realm of feasible solutions.

This paper contributes to the understanding of why decision-making processes can be particularly challenging in a field characterized by rapid technological development, new treatment options and increasing demands for more rational distribution of services.

Information practices become highly complex in biodiversity citizen science projects due to the projects’ large scale, distributed setting and vast inclusion of participants. This study aims to contribute to knowledge concerning what variations of information practices can be found in biodiversity citizen science and what these practices may mean for the overall collaborative biodiversity data production in such projects.

Fifteen semi-structured interviews were carried out with participants engaged with the Swedish biodiversity citizen science information system Artportalen. The empirical data were analysed through a practice-theoretical lens investigating information practices in general and variations of practices in particular.

The analysis shows that the nexus of biodiversity citizen science information practices consists of observing, identifying, reporting, collecting, curating and validating species as well as decision-making. Information practices vary depending on participants’ technical know-how; knowledge production and learning; and preservation motivations. The study also found that reporting tools and field guides are significant for the formation of information practices. Competition was found to provide data quantity and knowledge growth but may inflict data bias. Finally, a discrepancy between practices of validating and decision-making have been noted, which could be mitigated by involving intermediary participants for mutual understandings of data.

The study places an empirically grounded information practice-theoretical perspective on citizen science participation, extending previous research seeking to model participant activities. Furthermore, the study nuances previous practice-oriented perspectives on citizen science by emphasising variations of practices.

The purpose of this study is to contribute with knowledge about how valid research data in biodiversity citizen science are produced through information practices and how notions of credibility and authority emerge from these practices.

Data were collected through an empirical, interview-based study of the information practices of 15 participants active in the vicinity of the Swedish biodiversity citizen science information system Artportalen. Interview transcripts were analysed abductively and qualitatively through a coding scheme by working back and forth between theory and data. Values of credibility, authority and validity of research data were unfolded through a practice-oriented perspective to library and information studies by utilising the theoretical lens of boundary objects.

Notions of credibility, authority and validity emerge through participant activities of transforming species observations to data, supplementing reports with objects of trust, augmenting identification through authority outreach and assessing credibility via peer monitoring. Credibility, authority and validity of research data are shown to be co-constructed in a distributed fashion by the participants and the information system.

The article extends knowledge about information practices in emerging, heterogeneous scholarly settings by focussing on the complex co-construction of credibility, authority and validity in relation to data production.