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This study aims to explore visual artists’ image needs and the obstacles they face in meeting them.

The visual artists, participating in the study, included painters, graphic designers, textile designers, architects and sculptors who were faculty members in two oldest art institutions of Pakistan. A total of 20 face-to-face interviews representing four participants from each visual artists group were conducted. The textual data were analyzed thematically, using NVIVO 12 software.

Results showed that under-study visual artists need images mainly for academic purposes (teaching, assignments, etc.) and for professional and research purposes. However, they require images quite often, as a majority of the respondents told that they need images on daily basis.

The study findings provide an insight for information science professionals, system designers and image librarians regarding visual artists’ image using behavior.

As the researchers could not find any such study in local context, and a very few globally, therefore, this study may serve as a baseline for further research in this area.

The purpose of this study is to examine the perceptions and attitudes of arts and design faculty on teaching sustainability in higher education institutions in the USA.

Arts and design faculty from nine universities in the USA were approached for the study, using both closed and open-ended questions in a survey instrument. Descriptive statistics and content analysis were used to analyze the collected data.

Results related to arts and design faculty’s perception of sustainability showed high confidence in teaching sustainability but lower confidence in inspiring students to take action on sustainability issues. Faculty also perceived time, resources, knowledge and support as barriers to the integration of the topic into the curriculum. This study revealed that the faculty’s attitude toward sustainability demonstrated their recognition that sustainability should be at the core of their discipline and that they support its integration into courses.

This study is limited to arts and design faculty in higher education institutions in the USA. The results may not be generalizable to other fields or locations. In addition, the use of self-reported data may be subject to bias.

The findings of this study can inform the development of curriculum and pedagogy in arts and design sustainability education. It can also guide institutions in addressing the challenges and barriers related to incorporating sustainability into their curriculum.

Prioritizing sustainability education is crucial in addressing global climate change and related issues. Art and design educators’ perspectives on teaching sustainability can contribute to constructing a sustainable future for everyone.

This study provides insight into the perception and attitude of sustainability among arts and design faculty in higher education in the USA and highlights areas for improvement such as training and resources to better integrate sustainability into the curriculum.

The purpose of this study is to chart the development of Makerspaces in higher education (MIHE), by building a map of existing research work in the field. Based on a corpus of 183 manuscripts, published between January 2014 and April 2021, it sets out to describe the range of topics covered under the umbrella of MIHE and provide a holistic view of the field.

The approach adopted in this research includes development of the 2014–2021 MIHE corpus; literature overview and initial coding scheme development; refinement of the initial coding scheme with the help of a focus group and construction of the MIHE map version 1.0; refinement of the MIHE map version 1.0 following a systematic approach of content analysis and development of the MIHE map version 2.0; evaluation of the proposed structure and inclusiveness of all categories in the MIHE map version 2.0 using card-sorting technique; and, finally, development of the MIHE map version 3.0.

The research trends in the categories of the MIHE map are discussed, as well as possible future directions in the field.

This paper provides a holistic view of the field of MIHE guiding both junior MIHE researchers to place themselves in the field, and policymakers and decision-makers who attempt to evaluate the current and future scholar activity in the field. Finally, it caters for more experienced researchers to focus on certain underinvestigated domains.

Information makes an important contribution to the promotion of the creativity of visual artists. This work aims to explore relevant research through a systematic review of the literature and discuss the impact of information on visual artists' creativity.

A systematic literature review was conducted through Preferred Reporting Items for Systematic reviews and Meta-Analyses method. The authors searched and retrieved 1,320 papers from which, after evaluation, 41 papers have been analyzed.

Two thematic categories were identified for visual artists' information needs: (1) the need for professional development and (2) the need for creative techniques and materials. In terms of information sources visual artists employ, the authors have also identified seven broad categories: (1) conventional resources (galleries, museums, etc.), (2) professional scholar sources, (3) digital art websites, (4) informal information online and colleagues, (5) libraries, (6) personal collections and (7) professional scholar social networks. In addition, the study proceeded to classify the obstacles faced by visual artists in their search for visual information into two general categories: (1) environmental barriers and (2) digital literacy barriers.

Although the investigation of the information needs satisfaction of visual artists as well as the evaluation of their information behavior patterns and information literacy competences is essential, it is understudied. This paper summarizes the relevant literature in a concrete and systematic way providing evidences to be considered in a variety of situations, i.e. developing lifelong learning programs, managing visual art library collections, library services development for artists, etc.

Social media has emerged as a prominent platform for marketers and brands to disseminate brand-related information. This study aims to investigate the impact of color congruence between themes and background on marketing effectiveness, focusing specifically on Instagram.

A laboratory experiment was conducted to investigate how color congruence between themes and background in brand posts influences flow and aesthetic experience, subsequently affecting marketing communication parameters such as brand attitude, visit intention, and eWOM on Instagram. Moreover, Adidas Originals was selected as the focal brand, and blue and white color was chosen as the primary color palette for the experimental material.

This study demonstrates that color congruence, regardless of brand layout or post, significantly influences flow and aesthetic experience, subsequently affecting marketing effectiveness.

This study contributes to the theoretical understanding of congruence theory and social media marketing, providing valuable insights for brands to enhance their communication through photographs and effectively manage their official Instagram accounts.

The use of gamification might offer a partial solution to the decline in students' motivation and engagement the school system is currently facing. However, there has been a lack of empirical evidence on whether and how gamification may be able to improve learning motivation. Specifically, this study aims at exploring the antecedents and consequences of intrinsic learning motivation and its mediating role in gamification context.

A survey method was used to gather the information from students, and regression analysis was used to examine the relationship between three categories of gamification features (social, achievement and immersion), and intrinsic learning motivation. Moreover, this study further used self-determination theory to clarify how students' psychological needs (relatedness, competence and autonomy) mediate the effects of gamification and learning motivation.

Results showed that social, achievement and immersion features are key aspects that impact students' intrinsic motivation. The psychological needs of students can further enhance these relationships.

Overall, the findings illuminate the unique motivations for learning and reveal design strategies that can be implemented to improve teaching through gamification features.

Public libraries are incubators for collective action in the knowledge economy. As three case studies from the United States and Singapore demonstrate, public libraries can serve as influential champions that garner financial resources, communicate an urgent need for change, and respond to the unmet information and economic needs of marginalized individuals and communities. In the Raise Up Radio (RUR) case, public librarians engaged schools, museums, youth, and families in rural communities to develop and deliver STEM (science, technology, engineering, and math) content over local radio stations. In collaboration with organizational partners, RUR librarians created a model for library-community-radio projects for the rural United States. In the What Health Looks Like (WHLL) case, public librarians engaged senior citizens in discussions of health and the creation of health comics. In partnership with an interdisciplinary health research team, WHLL librarians developed a pilot for library-community-public health projects aimed at information dissemination and health narrative generation. In the Singapore shopping mall libraries case, the National Library Board (NLB) created public libraries in commercial spaces serving working families, senior citizens, and the Chinese community. The NLB developed an exportable model for locating information centers in convenient, popular, and useful business spaces. These case studies demonstrate how libraries are nodes in the knowledge economy, providing vital services such as preservation of cultural heritage, technology education, community outreach, information access, and services to working families, small- and medium-size businesses, and other patrons. In the years to come, public libraries will be called upon to respond to shifting social norms, inequitable opportunities, emergencies and disasters, and information asymmetries. As the cases of RUR, WHLL, and the shopping mall libraries show, public librarians have the vision and capacities to serve as influential champions for collective action to solve complex problems and foster sustainable development and equitable participation in the knowledge economy.

There has been a recently growing interest by architects in practice-based research and the impact of research. At the same time, several post-graduate architecture programmes with practice-led research agendas were founded. This shift towards architectural design research is analysed using the notions of “process-driven research”, “output-driven research” and “impact”. The study aims to investigate and unveil the link between graduate programmes and graduates with a research interest and to test the tripartite model of “process-driven research”, “output-driven research” and “impact” in the context of small architectural practices.

The study uses a qualitative and exploratory research approach that includes 11 in-depth interviews conducted in 2020, during the first nationwide COVID-19 lockdown in the United Kingdom (UK) selected interviews were architects representing (1) members or alumni of practice-related graduate architecture programmes in London and (2) founders of London-based small architectural practices within the last decade.

While focussing on the London context, the paper offers transferable insights for the key potentials of practice-led design research in small architectural practices and the actions that might improve research practice.

This paper addresses a lack of studies on how design research differs between diverse types and sizes of architectural firms, why emerging small architectural practices increasingly engage with research and how this shapes their practice. This knowledge is important to fully understanding architectural design research and its strengths or weaknesses.