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The purpose of this paper is to show that digital natives are different from older age groups.

The first survey asks questions about general computer searching behaviors. The second survey asks the students to find two items to see if they can find them.

Digital natives are different in their search behavior, preferring to use web‐based search engines such as Google, Yahoo and Bing.

There are 120 respondents to the first survey and 27 in the second.

More focus needs to be placed on the digital natives' search habits to find out how best to serve this population.

Unless digital natives are taught how to search academic databases, they will be done a great disservice.

The two surveys are unique in data content.

An increasing amount of research and debate has emerged over the last few years, emphasising the need for developing digitally competent, literate, able, skilled, capable people within a constantly changing technological and online environment. Existing definitions and perspectives in this area go beyond the use of technological tools or media for the creation of a digital literacy mindset, which develops throughout one's life. However, Higher Education strategies have not yet caught up with this agenda.

A student survey with Library and Information Science students from three higher education institutions in Scotland, Ireland and Greece was conducted as a basis of empirical data to support the theoretical propositions of the study. The survey centred on the technical and higher-level digital competences of students and drawing from students' self-perceived digital competences for learning and for the everyday life digital context, addressing e-leisure, e-learning, e-democracy, e-government and e-health activities. The survey critically enabled students to assess digital competences from their perspectives as digital participants.

Students' self-assessment of digital competences were lacking in a number of areas, which involved the development of information literacy, digital creation, digital research and digital identity management. In addition, students' digital competences were found to be linked to previous experiences within the everyday life digital environment. The higher the self-perceived digital competence levels of students were on the basis of dealing with everyday life digital tasks, the more likely they were to also develop high self-perceived digital competence in other digital areas related to their education.

Higher education has not fully embraced digital competences as a core, fundamental literacy which addresses both technology mastery and a digital citizenship mindset. As emerging models begin to challenge traditional teaching and learning paradigms, with global connectivity and personalised approaches, existing digital divides may be further accelerated. This requires revisiting digital competences with emphasis on the diversity of the contexts where it develops and of the learners involved, in the overall continuum of learning for life.

As the metaverse gains popularity, libraries have the potential to play a vital role in this virtual world. However, digital librarians and digital age library users need to develop metaliteracy skills to effectively navigate and evaluate digital information in the metaverse. The main purpose of this paper is to explore the link between libraries and the metaverse, define metaliteracy and highlight its importance for librarians and library users. The challenges of developing metaliteracy skills in the metaverse are discussed, as well as the need for ongoing training and support. This paper also explores the role of libraries and librarians in the metaverse and provides recommendations for enhancing metaliteracy skills.

Through a review of the literature, this paper analyzes various library websites and consulting literature relating to the link between libraries and the metaverse, metaliteracy and its importance for librarians and library users and the challenges of developing metaliteracy skills in the metaverse.

As the metaverse continues to evolve, libraries and librarians must adapt and develop the necessary skills to continue providing valuable resources and services to their communities in virtual environments.

To the best of authors’ knowledge, this paper is the original idea that highlights the importance of metaliteracy for librarians and library users. The challenges of developing metaliteracy skills in the metaverse.

The purpose of this paper is to draw on the philosophy of information, specifically the work of Luciano Floridi, to argue that digital civics must fully comprehend the implications of the digital environment, and consequently an informational ontology, to deliver to students an education that will prepare them for full participation as citizens in the infosphere.

Introducing this philosophy for use in education, the research discusses the ethical implications of ontological change in the digital age; informational organisms and their interconnectivity; and concepts of agency, both organic and artificial in digitally mediated civic interactions and civic education.

With the provision of a structural framework rooted in the philosophy of information, robust mechanisms for civics initiatives can be enacted.

The paper allows policy makers and practitioners to formulate healthy responses to digital age challenges in civics and civics education.

Digitalization encourages the manufacturer to engage in inter-organizational technological activities (i.e. supplier IT integration and supply visibility) with its major supplier, which influences supply chain (SC) governance. This study tests a moderated mediation model that considers supplier IT integration and supply visibility as mediators between supply-side digitalization and supplier opportunism, and relational ties as a moderator in the relationship between inter-organizational technological activities and supplier opportunism.

Ordinary least square (OLS) regression is used to examine data from 200 firms in China describing their supply chain management (SCM) practices and perceived relationships with their major suppliers.

Supply-side digitalization is positively related to supplier IT integration and supply visibility. Supply-side digitalization has a positive indirect effect on supplier opportunism through supplier IT integration but a negative indirect effect through supply visibility. Relational ties weaken the positive effect of supplier IT integration and the positive indirect effect of supply-side digitalization on supplier opportunism. Relational ties also weaken the negative effect of supply visibility and the negative indirect effect of supply-side digitalization on supplier opportunism.

This study enriches understanding of SC governance in the digital age by empirically confirming that digital transformation brings both challenges and opportunities to SC governance and by clarifying the interplay of relational governance and technological activities. In addition, this study contributes to the SC digitalization literature by empirically validating the role of digitalization in promoting inter-organizational technological activities, as well as by revealing its potential dark side.

In a fast-moving world where technology has become intertwined with our daily lives, meaning information is available at our fingertips, information overload (Khabsa and Giles, 2014) is just one of many challenges that this technological overhaul has presented for learners from the primary classroom up to studies within higher education (HE). This paper aims to present skills needed by both pupils and students to navigate their information journey, and discusses how educators can support the acquisition and development of these skills.

Drawing on key literature in the fields of education and academia through the process of systematic review and adopting the analogy of a journey to represent lifelong learning, this bipartite paper explores how both primary school pupils and university students are required to access information in their very own information journeys in this “Information Age”.

The similarities and differences between child and adult learners are considered. This paper shares practical strategies for promoting the smarter use of information – and a shorter journey – for these “travelers” along the way. This paper essentially aims to raise questions in the minds of educators as they help to prepare their learners to learn.

This paper offers an interesting insight for teachers and lecturers as the crossover between two sets of learners, primary-age pupils and students in HE, is considered in terms of how we, as educators, can help to provide more effective and efficient information journeys, and therefore promote successful learning. A five-stage model is presented for the information journey.

This study explores the differences between digital immigrants (DIs) and digital natives (DNs) in the continuance of routine and innovative information system use.

A quantitative survey was conducted with two different samples comprising 100 DIs and 152 DNs in mandatory information system use contexts. Data were analyzed with structural equation modeling to examine the hypothesized relationships in the research model.

Results revealed differences among digital nativity groups. The effect of confirmation of expectations about system use on satisfaction is stronger for DNs whereas the effect on task–technology fit (TTF) is similar in both digital groups. Interestingly, significant differences between digital nativity groups occur in routine use. For DIs, TTF and habit are significant while for DNs, satisfaction significantly affects routine use. The results show no difference between digital native groups regarding innovative use.

This study extends the concept of digital nativity to routine and innovative system use, contributing to an enhanced understanding about the differences in information systems continuance (ISC) based on digital nativity. It also provides a fine-grained discussion of how to classify digital nativity and its impact in working contexts and extends the IS continuance model by considering two types of IS usage.

The author reports on the chief obstacle to successful digital adoption, the resistance to change the fundamental way a firm is managed—one requiring a transformation from industrial-era management to digital-age thinking and management.

The author explains that it has become increasingly apparent that the most successful firms at digital transformation are being run very differently from industrial-era management practices.

As every company becomes a digital company, they need a distributed computing fabric to build, manage, secure and deploy applications anywhere.

The use of “low code/no-code technology” is now “rapidly becoming a priority for every organization’s digital capability building”.

The crucial learning: At Novartis, digital technology did not initially infuse itself throughout the firm as management initially hoped. Some Novartis managers began to realize that technologists and data scientists alone couldn’t bring about the kind of wholesale innovation the business needed, so they began pairing data scientists with business employees who had insight into where improvements in efficiency and performance were needed.

Drawing on social network and social capital literature, this study aims to explore how digital entrepreneurs utilize social networks to build their entrepreneurial capability, creating and developing business ventures in a digitally networked society.

The study takes a qualitative approach, interviewing 35 digital entrepreneurs with businesses operating across multiple industry sectors in Western Australia.

The findings suggest that structural social capital provides a key resource with groups of relational contacts who facilitate in building entrepreneur capability, the venture and customer markets. Relational social capital provides a foundation of trust between entrepreneurs and social network members that is strategically important for digital entrepreneurship (DE). Cognitive social capital provides mechanisms to form relationships based on shared values across social networks.

The study produces early evidence that in a multiplexed networking world, social capital accrual and use online is different from that of off-line. More empirical studies are needed to understand the complexity of the changing nature of online and off-line social networks, the consequential social capital and their interdependence in DE.

This is an exploratory qualitative study using a limited sample of 35 Australian digital entrepreneurs to explore the impact of social network interaction on digital entrepreneurs and their ventures, with the purpose of stimulating a social network approach when studying DE. This study confirms the critical importance of entrepreneurial social networks in the digital age and provides empirical evidence that online networks foster business development, while off-line networks feed self-development.

The study contributes to current research on DE as a dedicated new research stream of entrepreneurship. Specifically, the study contributes to a greater understanding of how digital entrepreneurs leverage social networks in today's digitally connected society.