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The purpose of this paper is to investigate the relationship between preferred choice of school subject and student information behaviour (IB).

Mixed methods were employed. In all, 152 students, teachers and librarians participated in interviews or focus groups. In total, 1,375 students, key stage 3 (11-14 years) to postgraduate, responded to a questionnaire. The research population was drawn from eight schools, two further education colleges and three universities. Insights from the literature review and the qualitative research phase led to a hypothesis which was investigated using the questionnaire: that students studying hard subjects are less likely to engage in deep IB than students studying soft subjects.

Results support the hypothesis that preferences for subjects at school affect choice of university degree. The hypothesis that a preference for hard or soft subjects affects IB is supported by results of an analysis in which like or dislike of maths/ICT is correlated with responses to the survey. Interviewees’ comments led to the proposal that academic subjects can be classified according to whether a subject helps students to acquire a “tool of the Mind” or to apply such a tool. A model suggesting how IB may differ depending on whether intellectual tools are being acquired or applied is proposed.

The “inner logic” of certain subjects and their pedagogies appears closely linked to IB. This should be considered when developing teaching programmes.

The findings offer a new perspective on subject classification and its association with IB, and a new model of the association between IB and tool acquisition or application is proposed, incorporating the perspectives of both teacher and student.

In Virginia, former Gov. L. Douglas Wilder accused the state’s library agency of racism for “its slow pace in processing and publicly presenting records from his tenure as the nation’s first elected Black governor” (Associated Press, 2020). The State Librarian responded that this was just a lapse in protocols and framed it as a budget issue and staff turnover. However, “Library of Virginia has been processing papers from his gubernatorial successors before finishing work on his” (Associated Press, 2020). Recently, the Alabama State Department of Archives and History acknowledged their participation in systemic racism, epistemicide, and their history of privileging White voices over those of Alabama African-Americans.

Epistemicide is the killing, silencing, annihilation, or devaluing of a way of knowing (Patin, Sebastian, Yeon, & Bertolini, 2020). Conceptualization and analytic application of epistemicide has an established tradition in a number of social science fields, but information scientists have only recently acknowledged epistemicide (Oliphant, 2021; Patin et al., 2020; Patin, Sebastian, Yeon, Bertolini, & Grimm, 2021). Building from our recent identification of the existence of epistemicide within the IS field (Patin et al., 2020), this work challenges the information field to become an epistemologically just space working to correct the systemic silencing of certain ways of knowing.

This chapter examines the four types of epistemic injustices—testimonial, hermeneutical, participatory, and curricular—occurring within libraries and archives and argues for a path forward to address these injustices within our programs, services, and curricula. It looks to digital humanities and to reevaluations of professional standards and LIS education to stop epistemicide and its harms. This chapter demonstrates how to affirm the power and experience of Black lives and highlight their experiences through the careful acquisition, collection, documentation, and publishing of relevant historical materials. Addressing epistemicide is critical for information professionals because we task ourselves with handling knowledge from every field. There has to be a reckoning before the paradigm can truly shift; if there is no acknowledgment of injustice, there is no room for justice.

The internet and search engines dominate within people’s information acquisition, especially among the younger generations. Given this trend, this study aims to explore if information and communication technology (ICT) practices, internet reliance and views of knowledge and knowing, i.e. epistemic beliefs, interact with each other. Everyday practices and conceptions among beginning undergraduate students are studied as a challenge for higher education.

The study builds upon survey-based quantitative data operationalising students’ epistemic beliefs, their internet reliance and their ICT practices. The survey items were used to compute subscales describing these traits, and the connections were explored using correlations analysis.

The results suggest that the more beginning undergraduate students rely on internet-based information, the more they are inclined to epistemic beliefs where knowledge is regarded as certain, unchanging, unambiguous and as being handed down by some authority.

The approach used in the study applies to the sample used, and further research is required to test the applicability of the approach on larger samples.

The study highlights the risk of everyday information practices being transferred into the educational context.

Ignorance of these changes may pose a risk for knowledge building on different educational levels and in a longer perspective, a threat to democracy.

While there is some research on epistemic beliefs in relation to internet-based information, studies approaching the problem over a possible connection between epistemic beliefs and internet reliance are scarce. In addition, this study implies a conceptual bridge between epistemic beliefs and internet reliance over the concept of algorithmic authority.

Transformative learning and leadership are key leverage points for supporting society’s transition towards sustainability. The purpose of this study was to identify the outcomes of transformational learning within an international sustainability leadership master’s program in Sweden. The study also prototypes a typology for transformative learning (TTL) in the context of sustainability leadership education.

Alumni spanning 15 cohorts provided answers to a survey, and the responses were used to identify the outcomes of the program. Graduates were asked to describe what transformed for them through the program. Empirical data was coded prototyping the use of the TTL in sustainability education context.

Graduates of the Master’s in Strategic Leadership towards Sustainability program, described transformation with regards to their Self-in-relation to Others and the World, their Self-knowledge, sense of Empowerment/Responsibility; their Worldview became More Comprehensive or Complex, and they gained New Awareness/New Understandings which transformed their Worldview. Many described transformations in their general Ways of Being in the world. Findings suggest the TTL learning as a good basis for analysis in the education for sustainable development (ESD) context. Suggestions for the TTL include further development of the process that articulates the relational, interdependent and perhaps a priori relationships between elements that transform.

This study presents the outcomes of transformational learning within an international sustainability leadership master’s program. It prototypes the use of a TTL within the ESD context using empirical data. This combination provides practical insights to a dynamic, often theoretical and hard to articulate process.

This study presents the outcomes of transformational learning within an international sustainability leadership master’s program. It prototypes the use of a TTL in the ESD context and assesses the outcomes of a sustainability leadership program using empirical data. This combination provides practical insights to a dynamic, often theoretical and hard to articulate process.

Drawing on the discursive properties of placemaking theory, this paper discusses the development of film tourism in Crete from the release of the award-winning Zorba the Greek (dir. Michael Cacoyannis, ZG) to date. The approach is “genealogical,” seeking to explain how ZG-inspired tourism on Crete ended up being more than about the film itself owing to historical contingency.

The data economy mainly relies on the surveillance capitalism business model, enabling companies to monetize their data. The surveillance allows for transforming private human experiences into behavioral data that can be harnessed in the marketing sphere. This study aims to focus on investigating the domain of data economy with the methodological lens of quantitative bibliometric analysis of published literature.

The bibliometric analysis seeks to unravel trends and timelines for the emergence of the data economy, its conceptualization, scientific progression and thematic synergy that could predict the future of the field. A total of 591 data between 2008 and June 2021 were used in the analysis with the Biblioshiny app on the web interfaced and VOSviewer version 1.6.16 to analyze data from Web of Science and Scopus.

This study combined findable, accessible, interoperable and reusable (FAIR) data and data economy and contributed to the literature on big data, information discovery and delivery by shedding light on the conceptual, intellectual and social structure of data economy and demonstrating data relevance as a key strategic asset for companies and academia now and in the future.

Findings from this study provide a steppingstone for researchers who may engage in further empirical and longitudinal studies by employing, for example, a quantitative and systematic review approach. In addition, future research could expand the scope of this study beyond FAIR data and data economy to examine aspects such as theories and show a plausible explanation of several phenomena in the emerging field.

The researchers can use the results of this study as a steppingstone for further empirical and longitudinal studies.

This study confirmed the relevance of data to society and revealed some gaps to be undertaken for the future.

This paper investigates how power and narratives among actors relate to the process of agenda-setting and deliberation in the context of climate change loss and damage. The focus is to understand how grassroots voices manifest their concerns on intensifying economic and non-economic impacts of climate change loss and damage which affect them.

This paper is based on the case of the Southeast Asia climate change loss and damage workshop in Bohol, Philippines in August 2022. It utilizes lesson drawing as a critical approach by thematic analysis in making sense of the data gathered from the perspectives of participant observers and facilitators.

There are different levels of power and dominant narratives actors in a deliberative process propel in taking a stance over a particular issue towards agenda-setting and policy framing. The power and narratives help actors to maintain and emphasize their position, exercise authority, and to some point, suppress weak voices. Narratives associated with emotions, sentiments, ideologies, and value systems of the grassroots, community leaders, and climate justice movements tend to be devalued by those in a high level of power and authority.

Techno-authoritarian domination explicitly hampers a genuine grassroots involvement in the policy process, especially towards agenda-setting of immediate concerns about climate change loss and damage which affect the public. Critiquing actors’ power and narratives are productive in identifying and propagating the type of deliberative spaces that speak truth to power.

Government-owned companies (GOCs), such as ports, have engaged in efforts to become more sustainable. Most of such efforts have been technological and policy ones and mainly focusing on the environment, with limited research on organisational change management. This paper aims to provide insights into how ports have been addressing sustainability change forces and pressures.

Twelve semi-structured interviews were conducted with top-level directors and sustainability managers, representing ports across Europe’s maritime regions and a range of port types and sizes. The interviews were analysed using grounded theory’s constant comparative analysis.

The findings highlighted that the ports’ success in their process to become more sustainable depends on how they take advantage of the thrust forces and reduce the drag ones. The findings serve to develop the “ports’ sustainability change management framework”, with five stages: reactive, proactive, transactive, interactive, and sustainable port.

Ports, and other GOCs, should capitalise on their private–public nature in their contribution to making societies more sustainable by adopting a holistic perspective and interactive changes.

This paper provides a dynamic perspective on corporate sustainability efforts, particularly on GOCs, through organisational change management complementing technocentric and managerial approaches.