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Although there is a growing body of work on immigrants' information behavior, little is known about the pre-arrival information experiences of immigrants who consult formal information sources such as immigration agents. Drawn from a larger study on the information behavior of immigrants, this paper mainly reports the semi-structured interview findings on the pre-arrival information experiences of Bangladeshi immigrants who used formal information sources with discussion on how that affected their post-arrival settlement into Canada.

The study used a mixed method approach with semi-structured interviews (n = 60) and surveys (n = 205) with participants who arrived in Canada between the years of 1971 and 2017. Data were collected from May 2017 to February 2018.

Although the overall scope of the original study is much larger, this paper features findings on the pre-arrival information experiences derived mainly from an analysis of interview data. This study provides insights into the pre-arrival information experiences of Bangladeshi immigrants consulting formal information sources such as immigration firms, individual immigration consultants and more formal government agencies. The author introduces a new concept of “information crafting” by exploring the negative consequences of selective information sharing by immigration consultants/agents in newcomers' settlements in Canada, primarily positive information about life in Canada, sometimes with exaggeration and falsification. The interview participants shared story after the story of the settlement challenges they faced after arriving in Canada and how the expectations they built through the information received from immigration consultants and government agencies did not match after arrival. This study emphasizes the importance of providing comprehensive information about life in Canada to potential newcomers so that they can make informed decisions even before they apply.

The findings of this study have theoretical and practical implications for policy and research. This study provides insights into the complicated culturally situated pre-arrival information experiences of Bangladeshi immigrants. Moreover, the study findings encourage researchers in various disciplines, including psychology, migration studies and geography, to delve more deeply into newcomers' information experiences using an informational lens to examine the information newcomers receive from diverse sources and their effects on their post-arrival settlement in a new country. The study challenges the general assumptions that formal information sources are always reputable, useful, and comprehensive, and it provides some future directions for research that seeks to understand the culturally situated information behavior of diverse immigrant groups.

The aim of this paper is to review the psychological literature on curiosity and its relationship to information-seeking behaviour, and compare this with the information science literature on the same subject.

The approach adopted is that of a comparative literature review, with an analysis of the papers retrieved in terms of their theoretical approach, context, study population and research method.

Curiosity is understood as a multi-faceted cognitive trait in humans and the relationship to information-seeking behaviour is explored through an exploration of other personality characteristics. There is very little citation of the information science literature in the psychological papers, and only a little more citation of the psychological literature in the information science papers.

The author is not aware of any similar exploration of the literature on curiosity.

To illuminate the experience of working with students using the innovative pedagogical approach of dramaturgy, this pedagogy can more effectively address systemic bias within academia.

This paper is rooted in dramaturgical theory which suggests that how a person's identity or background is being constantly reshaped by their interactions with one another and the world around them. Within a classroom setting, it applies to contexts where group activities have a required performative aspect.

The authors found that taking a dramaturgical approach can be a very effective active learning technique within a one-shot information literacy instruction context.

Creative approaches to information literacy instruction often remain untried, and the combination of this work and the consideration of dramaturgical theory within the framework of inclusive pedagogy is a distinct contribution to the field.

This study addresses how algorithmic recommendations and their affordances shape everyday information practices among young people.

Thematic interviews were conducted with 20 Finnish young people aged 15–16 years. The material was analysed using qualitative content analysis, with a focus on everyday information practices involving online platforms.

The key finding of the study is that the current affordances of algorithmic recommendations enable users to engage in more passive practices instead of active search and evaluation practices. Two major themes emerged from the analysis: enabling not searching, inviting high trust, which highlights the how the affordances of algorithmic recommendations enable the delegation of search to a recommender system and, at the same time, invite trust in the system, and constraining finding, discouraging diversity, which focuses on the constraining degree of affordances and breakdowns associated with algorithmic recommendations.

This study contributes new knowledge regarding the ways in which algorithmic recommendations shape the information practices in young people's everyday lives specifically addressing the constraining nature of affordances.

Social media sites contribute significantly to nature conservation in, that they enlighten and educate those members of the public who would ordinarily not be in a position, or would not be fortunate enough to visit the park and experience the various aspects first-hand. The purpose of this paper is to showcase social media pages related to a national game reserve in South Africa. This game reserve is the largest in the country and has a wide variety of conserved fauna and flora.

The theoretical framework used is the SCOPE framework that streamlines strategy development, content choice, refinement of online engagement, choice of social media platform and evaluations of social media campaigns.

The findings relate to the content found on these social media pages, as well as how members of the public interact with each other and officials from the game reserve in sharing experiences related to this wilderness area.

The research is related to the Kruger National Park in South Africa and is limited to three social media sites.

Through its social media presence, this South African game reserve is able to share experiences from what is effectively a living museum, as well as from its library and archives, with members of the public and allowing individual members to share their encounters with wildlife and their historical memories of this wilderness area.

Research shows that postsecondary students are largely unaware of the impact of algorithms on their everyday lives. Also, most noncomputer science students are not being taught about algorithms as part of the regular curriculum. This exploratory, qualitative study aims to explore subject-matter experts’ insights and perceptions of the knowledge components, coping behaviors and pedagogical considerations to aid faculty in teaching algorithmic literacy to postsecondary students.

Eleven semistructured interviews and one focus group were conducted with scholars and teachers of critical algorithm studies and related fields. A content analysis was manually performed on the transcripts using a mixture of deductive and inductive coding. Data analysis was aided by the coding software program Dedoose (2021) to determine frequency totals for occurrences of a code across all participants along with how many times specific participants mentioned a code. Then, findings were organized around the three themes of knowledge components, coping behaviors and pedagogy.

The findings suggested a set of 10 knowledge components that would contribute to students’ algorithmic literacy along with seven behaviors that students could use to help them better cope with algorithmic systems. A set of five teaching strategies also surfaced to help improve students’ algorithmic literacy.

This study contributes to improved pedagogy surrounding algorithmic literacy and validates existing multi-faceted conceptualizations and measurements of algorithmic literacy.

During the coronavirus disease 2019 (COVID-19) pandemic, ubiquitous social media has become a primary channel for information dissemination, social interactions and recreational activities. However, it remains unclear how social media usage influences nonpharmaceutical preventive behavior of individuals in response to the pandemic. This paper aims to explore the impacts of social media on COVID-19 preventive behaviors based on the theoretical lens of empowerment.

In this paper, survey data has been collected from 739 social media users in China to conduct structural equation modeling (SEM) analysis.

The results indicate that social media empowers individuals in terms of knowledge seeking, knowledge sharing, socializing and entertainment to promote preventive behaviors at the individual level by increasing each person's perception of collective efficacy and social cohesion. Meanwhile, social cohesion negatively impacts the relationship between collective efficacy and individual preventive behavior.

This study provides insights regarding the role of social media in crisis response and examines the role of collective beliefs in the influencing mechanism of social media. The results presented herein can be used to guide government agencies seeking to control the COVID-19 pandemic.

This study seeks to collaborate with the discussions on the usefulness of the narrative approach in accounting. In this context, this study aims to elaborate small collective stories, developed from interviews, to expose the population’s perception of the social and environmental impact (positive and negative externalities) resulting from iron ore mining in the city of Congonhas-Minas Gerais (MG).

This research, using counternarratives, aims to elaborate small collective stories, developed from 52 interviews, to expose the population’s perception of externalities resulting from the exploitation of iron ore in the city of Congonhas-MG, Brazil, to give more insight for social and environmental accounting reporting. A qualitative investigation is used with a narrative approach that focuses on a specific event in the participants’ lives.

The authors sought to create a sense of collective experiences of the interviewees through narratives representative of the residents’ perception of externalities in the form of small collective stories. However, it can be observed that the local population recognizes the impact of numerous externalities. Likewise, the use of narratives allows the reader to experience another reality – a reflection on the impact of business activities in a given context. Unlike conventional corporate social reporting, models based on qualitative information can be inclusive, produced by/for the community toward action that transforms the local reality.

This study intends to contribute to the debate on reporting models that are developed by and for external stakeholders. This approach has the potential to improve participants’ both awareness and engagement, supporting transformative social action. This study makes several contributions. It contributes to the literature with a narrative approach, which is not often used in the accounting literature; it brings insights from the Latin American context, which is especially valuable given how the Anglo-American accounting literature includes few papers addressing this context; it presents the view of marginalized communities that are too often overlooked (this narrative approach offers important insights into the lived experience of people at a very granular level).

Leaders lack essential information about their performance from their followers. In light of the frequently encountered error avoidance climate in the police, leaders should actively seek feedback to fill this gap. The purpose of this paper is to explore organizational, personal and situational antecedents of police leaders' daily feedback-seeking behavior.

The authors used a diary study and examined error-management climate, feedback orientation and two situational characteristics, namely daily occasions for feedback-seeking and daily time pressure. Hierarchical linear modeling was used to analyze the N = 188 daily entries from 27 leaders (minimum of three daily entries per leader).

Results show that police leaders seldom seek daily feedback from their followers. A positive (i.e. learning-oriented) error-management climate and occasions for feedback-seeking foster leaders' daily feedback-seeking, whereas no main effects of feedback orientation and time pressure were found. However, time pressure moderated the relationship between occasions for feedback-seeking and daily feedback-seeking, with higher time pressure leading to a weaker relationship.

This is the first study empirically examining feedback-seeking as a key leadership behavior on a daily basis. The results show that organizational conditions promote leaders' feedback-seeking behavior and indicate organizations should foster an error-management climate to promote feedback-seeking of their leaders.

Librarianship’s dominant conception of the freedom to read is governed by a liberal principle of noninterference, wherein free readers are those who face no intentional intervention in their choice of materials. The purpose of this paper is to demonstrate how this account fails to adequately capture systemic threats that impoverish people’s reading lives.

This conceptual paper deploys informal argumentation to expose a flaw in the dominant account of the freedom to read. The author uses a case study of comparative titles or comps, an editorial decision-making and justificatory convention that reproduces racial inequality in Anglophone trade publishing.

Comps present one example of how everyday norms and practices of literary production render people’s reading lives pervasively unfree, even absent some intent to interfere in them. The going account of the freedom to read calls, at best, for a greater diversity of book-commodities from which consumers may choose. However, the comp case suggests that this distributive remedy will be insufficient without relevant changes to the institutional arrangements that condition readers' choices in the first place.

This paper draws together insights from Library and Information Science, political philosophy and print culture studies to illuminate limitations in librarianship’s standard conception of the freedom to read. This reveals the need for an alternative, structural account of that freedom with significant implications for practice.