Search results

The purpose of this paper is to elaborate the nature of everyday life as a context of information behaviour by examining how researchers have approached this issue. To this end, particular attention is directed to how they have characterized everyday life as a constellation of work-related and non-work constituents.

Evolutionary concept analysis was conducted by focussing on 40 studies on the topic. It is examined how the conceptualizations of everyday life and the relationships between work-related and non-work constituents have been evolved since the 1990s. The analysis is based on the comparison of the similarities and differences between the characterizations of the above constituents.

Early conceptualizations of everyday life as a context of information behaviour were largely based on Savolainen's model for everyday life information seeking. Later studies have proposed a more holistic approach to everyday life in times when the boundaries between work-related and free-time activities have become blurred, due to the growing use of networked information technologies and telecommuting. Since the late 1990s, the understanding about the nature of everyday life as a context of information behaviour has become more nuanced; thanks to a more detailed identification of the overlaps of work-related and non-work constituents.

As the study is based on a sample of studies examining the relationships of work-related and non-work constituents, the findings cannot be generalized to concern the contextual nature of everyday life as a whole.

The study pioneers by offering an in-depth analysis of the nature of everyday life as a context of information behaviour.

This performance autoethnography may or may not be interpreted as a continuation of a conversation regarding the experiences of those with devalued statuses in academic settings. The authors rely on “strange accounting” to consider their experiences in the academy from various standpoints: before and after promotion, before and after leaving academia. While reflecting on our past experiences, we introduce the concept of “everyday precariousness” as a way of explaining the normalization of instability, insecurity, and negative affect that is part of everyday life for those with devalued statuses in academic settings and beyond. Everyday precariousness is an embodied experience for those in vulnerable positions. Normalized exposure to risks, such as discrimination, harassment, bullying, or structural instability, produces an undercurrent of threat that permeates academic culture. Our stories of everyday precariousness span race, ethnicity, class, academic roles, and gender boundaries (among many others). Analyzing these experiences furthers previous work on the uses of strange accounting as well as the dynamics of status silencing. In the final analysis, unresisted and unabated, everyday precariousness and status silencing can lead to institutional failure and resonance disasters.

This study examines the dualities of digital services – that is, how customers’ favorite everyday digital services can positively and negatively contribute to their well-being. Thus, the study describes the meanings of favorite digital services as part of customers’ everyday lives and the types of well-being to which such services can contribute.

We used a qualitative research approach through semi-structured interviews conducted in 2021 to collect data from 14 young adults (22–31 years old) who actively used digital services in their daily lives.

Our findings revealed that customers’ favorite everyday digital services can contribute to their mental well-being, social well-being, and intellectual well-being. Within these three dimensions of well-being, we identified nine dualities of digital services that describe their positive and negative contributions: (1) digital escapism versus digital disruption, (2) digital relaxation versus digital stress, (3) digital empowerment versus digital subjugation, (4) digital augmentation versus digital emptiness, (5) digital socialization versus digital isolation, (6) digital togetherness versus digital exclusion, (7) digital self-expression versus digital pressure, (8) digital learning versus digital dependence, and (9) digital inspiration versus digital stagnation.

These findings suggest that everyday digital services have the potential to contribute to customer well-being in various aspects – both positively and negatively – accentuating the need for service providers to decipher the impacts of their offerings on well-being. Indeed, understanding the relationship between digital services and customer well-being can help companies tailor their services to customers’ needs. Companies that prioritize customer well-being not only benefit their customers but also create sustainable growth opportunities in the long run. Further, companies can use the derived information in service design to develop marketing strategies that emphasize the positive impacts of their digital services on customer well-being.

Although prior transformative service studies have investigated the well-being of multiple stakeholders, such studies have focused on services related to the physical and healthcare domains. Consequently, the role of everyday digital services as contributors to customer well-being is an under-researched topic. In addition, the concept of well-being and its various dimensions has received limited attention in previous service research. By investigating everyday digital services and their multidimensional contribution to customer well-being, this study broadens the perspective on well-being within TSR and aids in refining a more precise conceptualization.

This study aims to investigate the everyday life information seeking behavior of transgender people in Pakistan.

A quantitative study, based on a survey design, was conducted to explore the everyday information needs of transgender people along with the types and frequency of using information sources. This study further explored the barriers to seeking everyday life information. Data were collected from 378 transgender people from Pakistan.

Music related information was the most important daily life information need and television appeared as one of the primary information sources frequently consulted by the transgender people. The respondents revealed a variety of challenges in accessing information including lack of education, lack of understanding about available information sources, biased treatment by the public and lack of technological skills. Furthermore, a statistically significant difference was found in everyday information needs and sources consulted on the basis of their age and education.

The findings provide a guideline to educate information providers, government agencies and other stakeholders about the information needs of this marginalized community in Pakistan. This study also suggests ways in which stakeholder may improve information systems and services to better assist transgender people.

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.