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Primary teachers play a vital role in fostering pupils' successful futures. Therefore, gaining knowledge of primary teacher students' learning processes, including the achievement of information-seeking skills, is crucial. The aim of this paper is to understand better the interplay between cognitive appraisals and emotions in the constructivist process of learning and achieving information-seeking skills.

In-depth semi-structured interviews were conducted with six Swedish primary teacher students. The analysis of qualitative data was deductive and theory-driven, guided by Kuhlthau's information search process model, Scherer's semantic space of emotions and Pekrun's control-value theory of achievement emotions.

Anger/frustration, enjoyment and boredom were identified as activity emotions and anxiety, hopelessness and hope as prospective outcome emotions. The retrospective outcome emotions found were pride, joy, gratitude, surprise and relief. The appraisals eliciting the achievement emotions were the control appraisals uncertainty/certainty (activity and prospective outcome) and oneself/other (retrospective), and value appraisals negative/positive intrinsic motivation (activity) and failure/success (prospective and retrospective). The interplay between appraisals and emotions was complex and dynamic. The processes were individually unique, non-linear and iterative, and the appraisals did not always elicit emotions.

The study has theoretical and methodological implications for information behaviour research in its application of appraisal theories and the Geneva affect label coder. In addition, it has practical implications for academic librarians teaching information-seeking skills.

The purpose of this study is to identify shared themes and concerns of two local and critical archives by comparing their design and day-to-day practice.

The action research has drawn on the experience of collaboration between a Sydney-based community space (Frontyard) and the Surabaya-based co-working community (C2O) over one year. Each space houses a small physical library of books, which is the focus of this analysis.

Hacking has emerged as a key value of both archives. A hacking approach has shaped the design of each space and the organisation each archive. Hacking frames the analysis of each collection in this study.

Pragmatic and political understanding of such archives have implications for better quality and more authentic exchange between the communities that make use of these libraries in Indonesia and Australia.

While some work on local critical archives has been done in Indonesia and Australia, no research to date has made specific comparisons with the aim of sharing knowledge. Because these archives are often temporary and ephemeral, documenting the work that goes into them, and their practitioners’ perspectives, is urgent, making possible shared knowledge that can inform the ways communities make decisions about their own heritage.

During any crisis situation like a pandemic, war or natural disaster, online/blended learning could meet the academic needs of the learners in a bigger way. The use of information and communication technology (ICT)-based technologies has converted the entire teaching pedagogy to a learner centred pedagogy, following which the skills of using technology are to be seen as the most essential qualifications on the part of both the teachers/educators and learners. Therefore, the purpose of this paper is to understand the perceptions of the teachers and learners regarding the use of online/blended learning modes in teaching learning transactions. Another purpose of the paper being to find out the prospects and challenges of providing online/blended learning in a country like India, particularly during and in post-Covid-19 situations.

The academic analytics approach was used for the study. A structured questionnaire was designed in Google Forms covering the perceptions of the teachers and learners in different Indian universities and colleges regarding online/blended services and analysis was done using Google Analytics. Further, analysis of the data received had been done by using simple statistical tool like percentage.

Blended learning could be the solution for providing education in the context of the 21st century India. However, unlike in case of the conventional education, open education has widened the scope of learning adhering to the motto – “Bring your own device” to learn. The extensive use of open educational resources, massive open online courses, social media and meeting apps during the Covid-19 lockdown, has opened up the minds of the knowledge-hungry people, further enabling them to receive the necessary educational inputs, training and skills even during the current pandemic situation. This is going to have a big impact in the ways of educational transactions in the days to come.

The discussions in the paper are limited to a study of representative states of India, and it is a general study only. The sample size was limited to only 120 as the response rate was significantly low compared to the number of addressees to whom the questionnaire was sent.

This study will help in understanding the present state of online/blended learning in a country like India. The use of online learning was no doubt intensified by the sudden outbreak of the Covid-19 Pandemic. However, the study will also help in preparing a roadmap, at the policy level, regarding the beneficial use of online/blended teaching learning models both by the teachers and learners during any future crisis-like situations in a country like India.

Through this paper, a new social constructivism has been visualised to know the acceptability of online/blended learning opportunities on the part of the teachers and learners across India. If that social constructivism can actually be realised through the benefits of online learning, India might emerge as one of the important leaders of education in the coming days. To that extent, the Covid-19 pandemic can be seen as a blessing in disguise.

It is important to examine the perceptions of both teachers and learners on the use of online learning in their regular curriculum transactions most particularly when the whole world is facing the brunt of the Covid-19 pandemic, which has adversely affected millions of learners across the world. The paper is original because it explores the current state of online/blended learning in a developing country like India to provide a practical and realistic vision of a new way of learning in the post-Covid-19 situations.

This study investigates how important the preprint arXiv is for Slovenian scientists, whether there are differences between scientific disciplines and the reputation of arXiv among Slovenian scientists. We are also interested in what advantages and disadvantages scientists see in using arXiv.

A voluntary sample of active researchers from the scientific fields covered by arXiv was used. Data were collected over 21 days in September 2021 using a 40-question online survey. In addition to descriptive statistics, nonparametric statistical methods such as Pearson's chi-squared test for independence, Kruskal-Wallis' H-test and Mann-Whitney's U-test were applied to the collected data.

Among Slovenian scientists there is a wide range of different users of arXiv. The authors note differences among scientific disciplines. Physicists and astronomers are the most engaged, followed by mathematicians. Researchers in computer science, electrical engineering and systems science seem to have recognized the benefits of the archive, but are still hesitant to use it. Researchers from the other scientific fields participated in the survey to a lesser extent, suggesting that arXiv is less popular in these scientific fields. For Slovenian scientists, the main advantages of arXiv are faster access to knowledge, open access, greater impact of scientists' work and the fact that publishing in the archive is free of charge. A negative aspect of using the archive is the frustration caused by the difficulties in assessing the credibility of articles.

A voluntary sample was used, which attracted a larger number of researchers but has a higher risk of sampling bias.

The results are useful for international comparisons, but also provide bases and recommendations for institutional and national policies to evaluate researchers and their performance.

The results provide valuable insights into arXiv usage habits and the reasons for using or not using arXiv by Slovenian scientists. There is no comparable study conducted in Slovenia.

This study aims to discuss how an online community interacts with a local community during the entrepreneurial process. By having a contextualized view of entrepreneurship, this study acknowledges the social and spatial dynamics of the process.

The inductive approach used in this study is empirically anchored in the case “the library revolt”. This paper analysed interviews conducted in a selected region in Sweden and followed a netnographic method to capture the social interactions online. By using qualitative modes of inquiry, this study attempts to illuminate the social aspects of the entrepreneurial process.

This study shows how social media works as a contextual element in entrepreneurship. By presenting interactions between an online community and a rural community, it is shown how entrepreneurial processes in rural areas can be shaped not only through local community relations but also by online interaction. It illustrates how an online context, where actors are located with their own unique set of resources, contributes to rural development. By being a part of an ongoing process of structuration, we can view the actors are gaining access to the resources online, which contributes to the change happening in a local community.

This study adds to the conversation of the role of context in entrepreneurship studies. Rural entrepreneurship largely discusses the local social bonds and actions, while this study includes the online social bonds as a part of the reality in which entrepreneurship is developed.

The study examined the personal information management (PIM) challenges encountered by faculty in six universities in Ghana, their information refinding experiences and the perceived role of memory. The study tested the hypothesis that faculty PIM performance will significantly differ when the differences in the influence of personal factors (age, gender and rank) on their memory are considered.

The study was guided by a sample survey design. A questionnaire designed based on themes extracted from earlier interviews was used to collect quantitative data from 235 faculty members from six universities in Ghana. Data analysis was undertaken with a discrete multivariate Generalized Linear Model to investigate how memory intermediates in the relationship between age, gender and rank, and, refinding of stored information.

The paper identified two subfunctions of refinding (Refinding 1 and Refinding 2) associated with self-confidence in information re-finding, and, memory (Memory 1 and Memory 2), associated with the use of complimentary frames to locate previously found and stored information. There were no significant multivariate effects for gender as a stand-alone variable. Males who were aged less than 39 could refind stored information irrespective of the memory class. Older faculty aged 40–49 who possess Memory 1 and senior lecturers who possess Memory 2 performed well in refinding information. There was a statistically significant effect of age and memory; and rank and memory.

This study was limited to faculty in Ghana, whereas the study itself has implications for demographic differences in PIM.

Identifying how memory mediates the role of personal factors in faculty refinding of stored information will be necessary for the efforts to understand and design systems and technologies for enhancing faculty capacity to find/refind stored information.

Understanding how human memory can be augmented by technology is a great PIM strategy, but understanding how human memory and personal factors interplay to affect PIM is more important.

PIM of faculty has been extensively examined in the literature, and limitations of memory has always been identified as a constraint. Human memory has been augmented with technology, although the outcome has been very minimal. This study shows that in addition to technology augmentation, personal factors interplay with human memory to affect PIM. Discrete multivariate Generalized Linear Model applied in this study is an innovative way of addressing the challenges of assimilating statistical methodologies in psychosocial disciplines.

The article introduces selected theoretical approaches to time and temporality relevant to the field of library and information science, and it briefly introduces the papers gathered in this special issue. A number of issues that could potentially be followed in future research are presented.

The authors review a selection of theoretical and empirical approaches to the study of time that originate in or are of particular relevance to library and information science. Four main themes are identified: (1) information as object in temporal perspectives; (2) time and information as tools of power and control; (3) time in society; and (4) experiencing and practicing time.

The paper advocates a thorough engagement with how time and temporality shape notions of information more broadly. This includes, for example, paying attention to how various dimensions of the late-modern time regime of acceleration feed into the ways in which information is operationalised, how information work is commodified, and how hierarchies of information are established; paying attention to the changing temporal dynamics that networked information systems imply for our understanding of documents or of memory institutions; or how external events such as social and natural crises quickly alter modes, speed, and forms of data production and use, in areas as diverse as information practices, policy, management, representation, and organisation, amongst others.

By foregrounding temporal perspectives in library and information science, the authors advocate dialogue with important perspectives on time that come from other fields. Rather than just including such perspectives in library and information science, however, the authors find that the focus on information and documents that the library and information science field contributes has great potential to advance the understanding of how notions and experiences of time shape late-modern societies and individuals.

Human resources can differentiate firms from their competitors or directly affect the success or failure of firms. As in many sectors, there is a need for qualified employees in the logistics sector, which is of great importance for the national economies. Qualified employees in this sector contribute to the success of the companies and the development of the industry. In this study, it is aimed to reveal the qualifications and characteristics of the labour force needed by logistics companies. It was also aimed to show the impact of COVID-19 on logistics job ads. For this purpose, a total of 1,410 job vacancy postings (before COVID-19) and a total of 1,700 job vacancy postings (during COVID-19) were searched on the kariyer.net website with the word “logistics” and analysed by content analysis method. As a result, it was found that the most advertised province was Istanbul in both periods, the most looked up experience requirement in the candidates was 1-5 years in both periods, the opportunities provided to the candidates (transportation, food and beverage, career, social activity) were not mentioned much in both periods. This study reveals the status of logistics job postings in the period before COVID-19 and during COVID-19. It was also aimed to show the impact of COVID-19 on logistics job ads. We investigated whether the logistics employee demand has changed and whether the pandemic is affecting workforce characteristics. This is the first empirical analysis of the impact of COVID-19 on logistics vacancy postings.

This paper aims to focus on academic library managers’ learning practices in the context of cooperative work supported by computational artefacts. Academic library managers’ everyday work is mainly cooperative. Their cooperation is supported predominantly by computational artefacts. Learning how to use the computational artefacts efficiently and effectively involves understanding the changes in everyday work that affect managers and, therefore, it requires deep understanding of their cooperative work practices.

Focused ethnography was conducted through participant observations, interviews and document analysis. Ten managers from a university library in Sweden participated in the research. A thematic method was used to analyse the empirical material. Computer supported cooperative work (CSCW) and work-integrated learning was used as the conceptual lens.

Five learning practices were identified: collaboration, communication, coordination, decision-making processes and computational artefacts’ use. The findings show that learning is embedded in managers’ cooperative work practices, which do not necessarily include sufficient training time. Furthermore, learning was intertwined with cooperating and was situational. Managers learned by reflecting together on their own experiences and through joint cooperation and information sharing while using the computational artefacts.

The main contribution lies in providing insights into how academic library managers learn and cooperate in their everyday work, emphasizing the role of computational artefacts, the importance of the work context and the collective nature of learning. It also highlights the need for continual workplace learning in contemporary knowledge work environments. Thus, the research generates contributions to the informatics field by extending the understanding of managers’ work-integrated learning in their everyday cooperative work practices supported by computational artefacts’ use. It also contributes to the intersection of CSCW and work-integrated learning.