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This paper presents recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts.

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2020.

The paper provides a brief description of all 440 sources and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians, researchers and anyone interested in a quick and comprehensive reference to literature on library instruction and information literacy.

Mobile technology research focuses on supporting the individual mobile worker. Computer supported co‐operative work research has primarily focused on supporting distributed, but fixed‐site workers. Bridges both research foci by expanding to include mobile, any‐time, any‐place support. The complementary goal is to investigate better ways to prepare future team members for the new demands in the workplace. The VLab (Virtual laboratory) provides any‐time, any‐place process support for mobile software development teams. Presents a model that focuses on the processes involved in complex systems development and learning, and research propositions to evaluate mobile any‐time, any‐place support. Baseline measurements have been obtained and early results support the value of mobile group support technology.

This paper aims to inform the design of competence development systems for project management, based on a situated learning design framework.

An interpretive action research study of a group support system (GSS) (“e‐discussion”) for co‐present knowledge sharing, applied in a corporate context to promote the development of project management competence.

An in‐depth qualitative description finds the way that “e‐discussion” supported and structured group interaction.

Broader findings pertaining to the underlying situated learning design framework are not presented.

The paper offers a practical method to support development of project management competence and thoughts about possible modifications in its implementation.

The paper addresses research needs for improved understanding of competence development systems; design frameworks and design concepts based on situated learning theory; approaches to improve information technology project management practices through competence development; and interpretive research about GSSs.

Looks at new communications technologies, such as videoconferencing systems, which have enabled the creation of “virtual organizations” and “virtual teams”. Investigates the hypotheses that both “social presence” and “media richness” associated with a communication medium used to support geographically‐dispersed software development teams, will have a significant impact on team productivity, perceived interaction quality, and group process satisfaction. Results supported the predicted superiority of the face‐to‐face setting over the videoconferencing setting with regard to team productivity. They also indicated that a communication medium characterized as high in both “media richness” and “social presence” can engender a greater sense of interaction quality. There were no significant differences between the face‐to‐face and videoconferencing settings for group process satisfaction.

The purpose of this paper is to provide an integrated group decision support system (GDSS) that will select the appropriate human resource (HR) capabilities for a firm by using existing decision algorithms and information technology (IT) software systems.

The proposed GDSS is constructed by taking advantage of the characteristics of some existing analytical and mathematical methods, including electronic focus groups, value chain, HR scorecard, synergy analysis, gap analysis, analytic hierarchy process based on genetic algorithms (GA‐AHP), similarity measures, fuzzy set theory, and fuzzy mathematics programming. A case study is performed to test and evaluate the performance and usability of the GDSS and to identify whether or not it achieved its designed purpose.

The results show that the proposed GDSS can create a flexible and user‐friendly environment that aids managers and other relevant staff members in evaluating all relevant factors in selecting a firm's HR capabilities.

HR capabilities have a significant effect on business performance in the long term. However, not every firm can easily develop suitable HR capability strategies due to lacking of the adapted support tool. The proposed GDSS is proposed to provide a complete procedure to support managers using a strategy‐oriented perspective to decide the right HR capability to be developed. As the result of using the proposed GDSS, tasks are simplified and the time for HR capability analysis can be significantly reduced.

Few studies have discussed the application of IT to the selection of HR capabilities in facilitating managers in the strategic formulation process. This paper particularly focuses on the question of how firms can actually identify HR capabilities. Thus, the model‐developing nature‐oriented support system is provided for managers in solving such decision‐making problems.

In the 21st century team working increasingly requires online cooperative skills as well as more traditional skills associated with face to face team working. Virtual team working differs from face to face team working in a number of respects, such as interpreting the alternatives to visual cues, adapting to synchronous communication, developing trust and cohesion and cultural interpretations. However, co‐located student teams working within higher education can only simulate team working as it might be experienced in organisations today. For example, students can learn from their mistakes in a non‐threatening environment, colleagues tend to be established friends and assessing teamwork encourages behaviour such as “free‐riding”. Using a prototyping approach, which involves students and tutors, a system has been designed to support learners engaged in team working. This system helps students to achieve to their full potential and appreciate issues surrounding virtual teamwork. The Guardian Agent system enables teams to allocate project tasks and agree ground rules for the team according to individuals’ preferences. Results from four cycles of its use are presented, together with modifications arising from iterations of testing. The results show that students find the system useful in preparing for team working, and have encouraged further development of the system.

Group Support Systems (GSS) have been used and studied in the support of facilitated ideation sessions for years. The norm for these sessions has been for participants to work individually at GSS workstations. A review of applicable literature suggests that pairing participants at GSS workstations could result in higher quality ideas and participant satisfaction. This paper reports the results of a lab experiment that tested for differences between paired and unpaired facilitated GSS sessions. These results suggest that pairing participants can yield higher quality ideas from facilitated ideation without negative consequences.

Process‐focused improvement groups form the change dynamic in two world‐class paradigms of change management – TQM and BPR. This paper outlines a research project that implemented and studied three occurrences of asynchronous groupware supported process improvement groups in a New Zealand tertiary education institution. Research data was collected during and after group discussions using discussion transcripts, participant observation, and structured and unstructured interviews of the participants. This paper reports the general success and failure factors that were developed from the material collected.

Electronic meeting facilitation (e‐facilitation) continues to be a critical success factor in the use of information technology to support face‐to‐face collaborative work. Yet researchers and practitioners continue to struggle to understand the subtleties and difficulties in the application of meeting facilitation techniques in the ‘electronic’ context. To clarify that understanding, this paper develops a new theoretical framework that examines how technology interacts with human facilitator behavior in an electronic group meeting. This framework, The Dualities of E‐Facilitation, is composed of two dualities: the Duality of Computer and Human Interaction, and the Duality of Routine and Intuitive Actions. The framework emerged from an analysis of the e‐facilitation behaviors of newly trained face‐to‐face electronic meeting facilitators.