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The purpose of this study is to gain a deeper understanding of female spouses’ lived experiences of changes in everyday life while living with a husband with dementia.

Nine individual interviews of female spouses were conducted in 2017. A phenomenological narrative approach was applied during data collection, and the analysis was inspired by Amedeo Giorgi’s analytic steps.

Female spouses experienced changes in their marital relationships, and found ways of managing these changes, although they realized life was marked by loneliness and distress. The identified themes reveal how female spouses experienced changes in everyday life as the disease progressed. Everyday routines gradually changed and they actively sought ways to uphold everyday life and a marital relationship.

Research should focus on developing supportive interventions, where the people with the lived experiences in relation to dementia are involved in the research process, to better target the needs for support, when developing interventions.

Insight into everyday life can help health-care service providers to better the support to female spouses and contribute with more individualized support, which may contribute to the quality of care.

In this study, the authors disclose the invisible and silent work that takes place in an everyday life, when living with a husband with dementia during the time span of caregiving. Spouses’ experiences are important to include, when developing intervention to support spouses to better tailor the interventions.

The purpose of this paper is to argue that scholars in the information behavior (IB) field should embrace the theoretical framework of the everyday to explore a more holistic view of IB.

The paper describes the theory of the everyday and delineates four opportunities offered by scholars of the everyday. The paper concludes with three examples that highlight what a more everyday-focused everyday information behavior might look like.

The theory of the everyday provides a useful theoretical framework to ground research addressing the everyday world as well as useful concepts for analysis and research methodology.

The theoretical framework of the everyday contributes to IB research by providing a theoretical justification for work addressing everyday life as well as useful concepts for analysis. The paper also outlines the benefits of integrating methods influenced by institutional ethnography, a methodology previously used to address the nuances of the everyday world.

This chapter presents the research questions, approaches, and arguments of the book, asking how our everyday lives with media have changed after the smartphone. I introduce the topic of media use in everyday life as an empirical, methodological, and theoretical research interest, and argue for its continued centrality to our digital society today, accentuated by datafication. I discuss how the analytical concepts of media repertories and public connection can inform research into media use in everyday life, and what it means that our societies and user practices are becoming more digital. The main argument of the book is that digital media transform our navigation across the domains of everyday life by blurring boundaries, intensifying dilemmas, and affecting our sense of connection to communities and people around us. The chapter concludes by presenting the structure of the rest of the book, where these arguments will be substantiated in analysis of media use an ordinary day, media use in life phase transitions, and media use when ordinary life is disrupted.

The term “everyday” can be found in almost every qualitative sociological study done today, though its usage, meaning, and importance are often taken for granted. The everyday world has not always had such a prominent place, however. This paper examines the development of “the everyday” an as area of study through everyday life sociologies and cultural studies, using quilting to compare sociological usage to the development of the everyday as a topic in the arts in the 1960s. As a focal point for discussions of art hierarchies, as cultural resistance, and as a form of women's cultural production, quilting's role in everyday life illuminates the new way of seeing that everyday life sociologies developed.

The purpose of this study is to investigate how first-year students conduct everyday life research and how, if possible, their everyday research skills can inform information literacy instruction in higher education. Very few studies in information literacy emphasize existing knowledge that students bring with them to college; instead, the emphasis tends to fall on deficits in students’ academic research skills. Strengths-based approaches or asset-based approaches as found in the literature of psychology and education provide a basis for exploring this direction in information literacy education.

The research used a phenomenographic methodology, interviewing 40 first-year students from two large universities, a medium-sized university and a community college.

The qualitative study suggests that first-year students are capable of using information purposefully to learn or research interests that have sparked their curiosities. They are also capable of reflecting on the ways that their investigations fulfilled their purposes, resulted in unexpected outcomes or made them consider their issue in a new light. These existing capacities provide promising starting points for strengths-based approaches to information literacy instruction.

Dialogue with students about prior research experiences enables teaching librarians to plan engaging, authentic information literacy curriculum that acknowledges existing strengths.

This study provides a valuable contribution to empirical evidence of student research skills prior to entering higher education and suggests connections between those skills and the ACRL Information Literacy Framework. In addition, the study provides a case for strengths-based education, activating students’ prior knowledge to learn and create new knowledge. Authors have presented at Library Instruction West, July 2018.

Purpose: We examine how one's occupational class affects emotional experience. To do this, we look at both general affective outcomes (job satisfaction, respect at work, and life happiness) and the experience of specific positive emotions (overjoyed, proud, and excited) during the week.

Methodology/Approach: Using affect control theory simulations, we find the characteristic emotions of four occupational classes, derived from Maloney's (2020) block model analysis: everyday specialists, service-to-society occupations, the disagreeably powerful, and the actively revered. Using these characteristic emotions, we make predictions about how likely it is that individuals in these occupational classes will report workplace affective experiences: job satisfaction and respect at work, and broader affective experience: general happiness in the prior year. Lastly, we generate and test predictions about everyday emotional experience of positive emotions.

Findings: We find mixed results for our hypotheses. In general, our predictions regarding the actively revered as the highest status block in Maloney (2020) are supported for general happiness, job satisfaction, and daily emotional experience. However, we find higher probabilities of happiness and job satisfaction for the disagreeably powerful, a lower evaluation but higher power block, than were expected.

Research Limitations: The current analysis uses only 268 occupations out of the 650 occupational titles in the US Census three-digit occupational codes. An analysis that includes the entire occupational structure would be more definitive. Additionally, it would be preferable to have emotion-dependent variables that were specifically tied to work, rather than broader emotional experience, to have a cleaner test of our hypotheses about occupational identities.

Practical and Social Implications: Prior research has shown how the emotional experiences associated with different identity labels can explain mental health outcomes, workplace anger, and broader patterns of inequality (Foy, Freeland, Miles, Rogers, & Smith-Lovin, 2014; Kroska & Harkness, 2008, 2016; Lively & Powell, 2016). Understanding how occupational class elicits certain types of emotions in everyday interactions may help scholars explain differences in health and overall life satisfaction across occupations that are not explained by material resource differentiation.

This chapter embraces a rhythmanalytic approach to address the complexities of a city recovering from a disaster. Bridging Henri Lefebvre's work on everyday life with his later work on rhythms this chapter engages his theory to analyse the case of L'Aquila, a city in central Italy that was destroyed by an earthquake in 2009. To this day, the city's skyline is dominated by cranes, while life unfolds along with sounds of the ongoing reconstruction. While the city is still recovering from the earthquake, the landscape of ruins co-exists with a landscape of construction. More than 10 years after the earthquake stripped away life from its historical centre, the city continues to live in a temporal in-between the disaster and its future ‘rebirth’. While most of the current research on the city neglects the city's everyday experience, my research decentres the debate by analysing the everyday rhythms of L'Aquila's historical centre. Additionally, drawing from walking interviews this chapter highlights the perplexing aspects of everyday life in the city emphasising how the city is negotiated and learned from the locals. This chapter highlights the way different temporalities blur in the everyday practices of reconstruction, emphasising how the city is lived and created in the here-and-now.

This conclusion summarizes key insights from the former chapters, and highlights political dimensions of media use in digital everyday life. I particularly underline how our more digital everyday lives intensify communicative dilemmas, in which individuals in everyday settings negotiate with societal norms and power structures through their uses of media technologies. I also discuss how everyday media use connects us to different societal spheres and issues, also pointing to global challenges such as the pandemic and the climate crisis, arguing that everyday media use is key to our understandings of society. I discuss how to analyze this in media use research, emphasizing attention to processes of change and disruption.

The purpose of this paper is to show how material gathering and elicitation can induce metacognition and metaemotions in interviewees and its usefulness for the study of affective phenomena.

The author will draw on the exploratory study on sound affects conducted with five individuals in Lisbon’s metropolitan area in order to discuss these aspects. After presenting the methodology, the author will address the concepts of metacognition and metaemotion. Afterwards, the author will explain how these occur during the gathering of data by ordinary people and the use of elicitation of materials during interviews.

Metacognitive and metaemotional experiences can be triggered through material gathering and their elicitation during interviews with the purpose of identifying aspects of the everyday experience that are usually unnoticed. Furthermore, they are instrumental to obtain empirical data that illustrates subjects in their everyday lives as simultaneously affective-reactive and reflexive, meaning-making individuals.

The interview has often been disregarded as a method for interpreting affective phenomena. However, the author argue that this method remains very useful to address the distinct interpretations that subjects make of themselves and their emplaced experiences, by calling for attention to the role of metacognition and metaemotions, an instrumental yet unrecognized tool for interpreting affective phenomena.