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This paper aims to report on a project aimed at moving Foster's nonlinear model of information seeking behaviour forwards from an empirically based model focused on one setting and towards one that is robustly transferable and enables testing of the model in other information‐seeking situations.

The method utilised recoding of the original dataset, comparison of code decisions, and testing of the code book on a second dataset.

The results of the coding confirm the structure and interactions in version one of the model. The dynamic and nonlinear nature of information seeking is confirmed, as are the core processes and contextual dimensions of the original model with some extension and refinement of coding.

Changes to the model include new scales of extent and intensity, refinement of code descriptions, and extension of some elements to include multidisciplinary theories. Collectively these changes enable testing of the model in other information situations and opportunities for further research.

The results incorporate a number of enhancements that have been developed since the original Foster model was created; cognitive dimensions relating to personality and learning are enhanced and the codes essential to the revised Foster model are described along with a code book. The paper concludes by highlighting areas for further research.

The purpose of this paper is to explore the concept of serendipity and approaches to its study particularly in relation to information studies.

The origins of the term serendipity are described and its elaboration as an exploratory and explanatory concept in science and the social sciences are outlined. The distinction between serendipity and serendipity pattern is explained and theoretical and empirical studies of both serendipity and the serendipity patterns are explored. The relationship between information encountering is described. Empirical studies of serendipity using Citation Classics and other research approaches in information studies are described.

The discrepancy between occurrences of serendipity in studies using Citation Classics and reported serendipity in philosophy of science, research anecdotes, information encountering and information seeking by inter-disciplinary researchers is highlighted. A comparison between a process model of serendipity and serendipity as an emergent behavioural characteristic are indicates directions for future research.

The paper provides and original synthesis of the theoretical and empirical literature on serendipity with particular reference to work in information studies and an indication of the methodological difficulties involved in its study.

The purpose of this study is to identify the role of mediators in supporting value co-creation for vulnerable consumers in a service context. The authors propose that in transformative services, the roles of actor mediators facilitate control and empowerment for the vulnerable consumer – labelling these transformative service mediators (TSMs).

The authors develop a theoretical framework for the activities of mediators in value co-creation considering the interrelationships of vulnerability, structure and agency. The authors then use Prahalad and Ramaswamy’s DART (Dialogue, Access, Risk Assessment and Transparency) model as the integrating framework to describe the TSM roles in the context of the foster care service ecosystem.

The authors introduce a future research agenda regarding TSM roles in transformational service experiences and value co-creation with vulnerable consumers. Service researchers and providers are encouraged to explore effective training and motivation of TSMs.

Understanding value co-creation for vulnerable consumers is an emerging area in service research. The TSM concept introduces a new approach to explore how value co-creation and transformative outcomes can be enhanced in service contexts where consumers experience vulnerability.

This paper presents an agenda for future research. The outcomes of future research based on TSM roles may help guide service providers in identifying opportunities for enhancing well-being and reducing vulnerability in service delivery.

This paper suggests that exploring the role of TSMs in the service process offers new insights into reducing vulnerability in service relationships.

This paper aims to put forward a “balanced palette” approach using balanced scorecard principles to evaluate the multiple elements of behaviour and process identified in a recent conceptual model developed by Foster and Ferguson‐Boucher at Aberystwyth University.

Building on Foster and Ferguson‐Boucher's conceptual model the paper reports on a tripartite approach applying information behaviour, records management and organization behaviour theory that is used to develop an analytical tool to measure information and process in organizations.

The study identified compatibility between the principles identified in the Foster Ferguson‐Boucher (FFB) model and the principles associated with the balanced scorecard (BSC) technique and Broady‐Preston's earlier work. Bringing together the FFB model and the BSC technique the resulting matrix, the Information Situation Scorecard, permits the assessment of information agent roles in the context of some accepted strategic measures while also reflecting the different emphasis that information and behaviour require.

Building on analysis of earlier work, and adapting the principles of the balanced scorecard this paper offers a holistic evaluation of information situations that encompass information behaviour, organization behaviour and records management within a single evaluative framework.

This study aims to demonstrate which course elements were responsible for community building, fostering subjectification and learning for being in an online course on environmental and sustainability education (ESE) during the COVID-19 pandemic and physical distancing.

The study investigates a graduate-level course on Environmental Education for Sustainable Living that due to COVID-19 had to be taught mainly online. A retrospective analysis was conducted when the facilitators reflected on why the course, against expectations, appeared to have affected so many students in such a meaningful and profound way as shown by their personal reflections and the course evaluation. Methodologically, this study can be described as explorative and interpretative, although it was complemented by a standardised empirical analytical end-of course evaluation.

Within the context of this study, sense of community is linked to and facilitated by the online learning environment and the educators’ and students’ roles throughout the course. This study found that interaction and inclusion can be augmented by a hybrid educational design and supported by the mutual efforts of educators and students. Reflective tasks and discussions most prominently evoked subjectification. The encouragement of students to see themselves as central subjects and the inclusion of creative tasks supported both personal exploration and sense of community.

This study provides educational institutions teaching online with valuable information regarding course elements that foster subjectification and create a sense of community. This is particularly of interest for the design of online ESE emphasising learning for being and more relational approaches towards teaching and learning.

Over the past two decades significant attention has been given to the topic of historical empathy, yet the manner in which historical empathy is currently defined, operationalized, and put into classroom practice lacks consistency and often is based on dated conceptualizations of the construct. Scholars have employed a variety of theoretical and practical approaches to utilizing historical empathy with students, leading to persistent confusion about the nature, purpose and fostering of historical empathy. Our goal is to present an updated conceptualization that clearly defines historical empathy as a dual-dimensional, cognitive-affective construct and differentiates historical empathy from exclusively cognitive or affective modes of historical inquiry. We further provide an updated instructional model for the promotion of historical empathy that includes consideration for historical empathy’s proximate and ultimate goals. We aim to highlight where research has produced some consensus on best practice for promoting empathy and where further study is needed.

The article presents a historical narrative model designed to encourage analytical thinking. My historical narrative inquiry model (a) teaches procedural knowledge (the process of “doing” history); (b) enhances interpretative skills; (c) cultivates historical perspectives based upon evidentiary history; and (d) encourages student authorship of historical narratives. The instructional model emphasizes small- and large-group activities, including oral presentations, discussions about primary documents, and considerations relative to the creation of written history. Students generate their own historical narratives in order to articulate their perspectives. The purpose of the model is to facilitate students’ historical understandings by developing more empathetic perceptions of the people of the past.

This paper examines the effect of national culture on the process of innovation and research and development activities in the subsidiaries of multinational companies. For this purpose, we use a sample of 222 subsidiaries for five European countries. The paper has drawn up two important findings. Firstly, cultural dimensions such as individualism, masculinity, power distance and uncertainty avoidance influence research and development activities of the subsidiaries. Secondly, the type of management model, defined according to the location of the parent company, influence the organization of the research and development activities.

Less than half a century ago almost the entire population of the United States lived upon food that was home‐grown and home‐prepared. With the exception of a few articles requiring a different climate than our own for their production, such as coffee, tea, sugar, spices, and chocolate, the inhabitants of the country lived exclusively upon food of their own producing, while the dealers of the city were supplied with the products of the neighbouring farms. Provisions of all kinds were supplied in an unprepared condition, and their preservation or preparation for the table was accomplished at the home.

This paper discusses key themes from British Library funded research carried out between 1995 and 1997 into electronic communication in academic libraries in the UK. The research focused in particular on the intra‐organisational use of electronic mail (email) ± that is, on its use by colleagues within the same library organisation for internal activities and collaborative work. The main features of current practice in email use in academic libraries are outlined, and, drawing on experience in the sector and on pointers from the literature, the paper discusses a number of issues of relevance to developing effective network communities in information services.