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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.

Information literacy (IL) within the everyday life context is regarded as an important condition for civic participation and engagement, informed citizenship, health and well-being. However, compared to the significant amount of IL research within educational and workplace settings, there has been relatively little research in relation to the value of IL within everyday life situations. The purpose of this paper is to explore existing empirical research that addresses aspects of IL within the context of everyday life, identifying current gaps in the literature, highlighting key theoretical positions, and mapping trends.

The review has been conducted in the form of a scoping study that aims to map the key concepts underpinning this research area and the main sources and types of evidence available. It is based on journal literature reporting primary research, published from 2000 to 2016 and sourced from a range of different databases covering IL research.

IL practices take place within diverse everyday life contexts. The key research directions have been categorised into four broad contextual areas, encompassing leisure and community activities, citizenship and the fulfilment of social roles, public health and critical life situations. These point to the need for developing an IL mind-set which is discussed as an adaptive, transferable and ongoing activity that transgresses the boundaries of prescribed skills within the specific contexts of work and education.

This research area is still in its infancy and more varied contexts need to be explored to nurture a robust understanding of the use and impact of IL in people’s everyday lives. The paper also highlights the implications of the lack of IL and identifies the key players in the advocacy of IL within different everyday life settings.

This study used qualitative discourse analysis to explore how researchers use the concept of ingenuity to understand the everyday work of social entrepreneurs. Data were drawn from a sample of 69 research articles published across 41 academic journals between 1998 and 2018. The findings showed ingenuity to be an underdeveloped concept in the social entrepreneurship literature and revealed a paucity of research on the everyday work performed by social entrepreneurs. A framework for studying the work of social entrepreneurs at the “scale of the everyday” through the lens of ingenuity is proposed, and recommendations for future research are provided.

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.

This paper aims to respond to the circumstances that have made hybridity both a popular term in cultural analysis and a contested, problematic concept. It promotes the need to look at what has been dismissed in discussions of hybridity, namely, mundane and un-exotic examples of cultural mix.

This study uses a conceptual and interpretive approach to theoretical and empirical work that engages with the theme of hybridity.

The findings highlight how a celebration of hybridity has limited the ways in which the concept can be used for empirical work. It proposes the paradigm of everyday hybridity to work with practical examples of cultural hybridity.

The implications are to decentre the Western bias that has theorised hybridity without exploring how the concept is relevant to other regions, such as East Asia.

The value of this work is in providing an audit of the concept of hybridity and a working paradigm for future qualitative research.

Institutional ethnography is a method of inquiry that brings attention to people’s everyday work while simultaneously highlighting broader sites of administration and governance that may be organising that work. The purpose of this paper is to argue that the integration of institutional ethnography in health information practice research represents an important shift in the way that Library and Information Science professionals and researchers study and understand these practices.

This paper first explores the key tenets and conceptual underpinnings of Dorothy Smith’s institutional ethnography, illuminating the importance of moving between translocal and the local contexts and identifying ruling relations. Drawing from a library and information science study that combined interviews and textual analyses to examine the social organisation of family caregivers’ health-related information work, the paper then explores the affordances of starting in the local particularities and then moving outwards to the translocal.

The paper concludes with an overall assessment of what institutional ethnography can contribute to investigations of health information practices. By pushing from the local to the translocal, institutional ethnography enables a questioning of existing library and information science conceptualisations of context and of reappraising the everyday-life information seeking work/non-work dichotomy. Ultimately, in considering both the local and the translocal, institutional ethnography casts a wider net on understanding individuals’ health information practices.

With only two retrieved studies that combine institutional ethnography with the study of health information practices, this paper offers health information practice researchers a new method of inquiry in which to reframe the application of methods used.

All scholarly writing must straddle the universal and the particular. The universal is commonly addressed in terms of theoretical frameworks and analytical models, supported by the objectivity norm that has guided scientific inquiry since its inception. The particularities, on the other hand, the details and the nuts and bolts of everyday life and organizational reality, are oftentimes associated with subjectivity and therefore raise concern regarding the scholar’s preferences and convictions. In order to better balance objectivity and subjectivity in the organization studies literature, it is important to pay attention to how the choice of literary style may apprehend and convey organizational realities. The paper aims to discuss these issues.

Discussing the role of literature, and the work of the American short-story writer and poet Raymond Carver, more specifically, as a domain wherein language resonates with the pace and breathing of everyday life, it is suggested that an increased level of “lyrical sensibility” in scholarly vocabularies is conducive to more nuanced accounts of organizational practices. To substantiate Carver’s argument, ethnographies of occupational work is referenced and compared to Carver’s work.

Carver’s emphasis on writing stories and dialogs that do not hide behind jargon, nor impose unnecessary literary experiments or heavy-handed literary vocabularies on texts, is exemplary to organization researchers. In particular, Carver emphasizes the role of materiality and objects in his stories, the understated tension and concealed conflicts in social situations and relations, and points at how individuals interpret situations wherein they are located; in many cases, leading to apathy and indolence as the protagonists cannot consider meaningful ways to handle perceived issues or to move along. Carver’s emphasis on mundane experience is therefore conducive to a wider recognition of subjectivity in organization studies.

The paper broadens the discussion about organization studies writing by introducing the work of Raymond Carver, a seminal author only sparsely featured in organization and management studies.

Reports and discusses the findings of an investigation that examined the efficacy of guided learning in the workplace. The investigation comprised the trialing of guided learning strategies and an analysis of the learning occurring in five workplaces over a period of six months. The guided learning strategies selected for investigation were questioning dialogues, the use of diagrams and analogies within an approach to workplace learning emphasising modelling and coaching. Throughout the investigation, critical incident interviews were conducted to identify the contributions to learning that had occurred during these periods, including those provided by the guided learning. As anticipated, it was found that participation in everyday work activities (the learning curriculum) was most valued and reported as making effective contributions to learning in the workplace. However, there was also correlation between reports of the frequency of guided learning interactions and their efficacy in resolving novel workplace tasks, and therefore learning. It is postulated that some of these learning outcomes could not have been secured by everyday participation in the workplace alone. Further, factors associated with the readiness of enterprise and those within it were identified as influencing the likely effectiveness of guided learning at work.

Analyses the development of vocational knowledge through two contrasting approaches which are referred to as the “instructional media” and everyday practice. The former is the text‐based approach currently favoured by government and the latter is an approach to learning through participation in everyday activities. Using data from a study conducted in the workplace, appraises the processes and outcomes of these two approaches to learning. Indicates that everyday practice offers the greatest likelihood of securing vocational knowledge. Concludes that access to, and ongoing engagement with, authentic learning activities are significant attributes to this approach to the acquisition of vocational knowledge.