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This paper examines the impact and mechanism of China's digital inclusive finance on rural consumption upgrade. First, the impact of the development of digital inclusive finance on the upgrading of rural household consumption structure is to be theoretically analyzed and empirically tested. Secondly, in terms of heterogeneity analysis, it pays attention to the age heterogeneity of users that digital inclusive finance influencing rural residents' developmental consumption upgrade, which is related to the issue of intergenerational “digital gap”. Thirdly, the mechanism of digital inclusive finance in promoting rural consumption upgrade is to be investigated. Finally, how to promote the role of digital inclusive finance in upgrading the structure of rural consumption to a developmental demand level will be showed.

From the perspective of the micro-household, this study is conducted by using the instrumental variable (IV) method, with 2SLS model and IV-Tobit model, based on the matched city-level data of Digital Inclusive Financial Index (DIFI) with the Chinese Household Financial Survey (CHFS). “The relief degree of land surface” is an ideal instrumental variable of digital inclusive finance, for including regional altitude difference and terrain factors of regional area, has theoretical influence on the development of digital inclusive finance, and is not affected by other economic variables.

The conclusions show that the digital inclusive finance plays a significant role in promoting the rural households' developmental consumption, but has no significant effect on the rural households' survival-type consumption and hedonistic consumption. Furthermore, this paper examines the impact and mechanism of China's digital inclusive finance on rural consumption upgrade. First, the impact of the development of digital inclusive finance on the upgrading of rural household consumption structure is to be theoretically analyzed and empirically tested. Secondly, it is discovered that digital inclusive finance is age heterogeneous in promoting the upgrade of consumption structure of rural household, and its effect on the elderly is weaker than that on the young for the intergenerational “digital gap”. Thirdly, these conclusions reveal that the digital inclusive finance does affect the consumption of rural residents through three mechanisms: increasing income and wealth, easing liquidity constraints and facilitating payment methods. Finally, how to promote the role of digital inclusive finance in upgrading the structure of rural consumption to a developmental demand level will be showed.

The current research on the relationship between digital inclusive finance and rural consumption only stays at the level of total rural consumption and has not stressed the structural problems of rural consumption. Can digital inclusive finance promote the upgrade of rural consumption structure? To what level can digital inclusive finance promote the upgrading of rural consumption structure? Therefore, it is of great theoretical value to study the upgrading of rural consumption structure from the micro level. Can the current digital inclusive finance benefit the elderly and help break the vulnerability of the elderly to enjoy finance? In this regard, evidence of heterogeneity remains to be provided.

This chapter is concerned with exploring the various ways in which Pokémon Go complements or challenges family life. The chapter begins by explicating the multisided concept of play and the myriad definitions that surround this term. Having established the various way in which this phenomenon can improve the lives of those who engage in it – physically, emotionally and cognitively – we go on to consider how play has gradually shifted from public spaces and into designated playgrounds, and how this trend corresponds with children concurrently moving away from the streets and into their bedrooms. Following this, we explore the impact digital technologies are having on the practice of parenting, paying particular attention to video games as a significant facet of youth culture that is often associated with a range of negative connotations. Yet, video games are not intrinsically bad. As we outline, research on intergenerational play and joint-media engagement (JME) readily demonstrate the many benefits families can experience when these games are played together. What is missing from this developing body of work is the familial playing of locative games and the extent to which this practice adds contours to our understanding of this field. The chapter is, therefore, driven by the following research questions. First, why and how do families play Pokémon Go? This includes the different roles that family members adopt, alongside motivations for families playing this game, how the playing of this game complements the rhythms of family life and the extent to which this hybrid reality game (HRG) is suited to intergenerational play. Second, what impact does locative familial play have on families, collectively speaking, and regarding individual family members? Here, we are not just interested in whether this game allows families to bond and how this bonding process is experienced, but also whether the familial play of Pokémon Go provides families with any learning opportunities that might facilitate personal growth beyond the game. Third, what worries might parents have about the familial playing of Pokémon Go and to what extent does the locative aspect of this game reshape their apprehensions?

The purpose of this study is to determine barriers to intergenerational learning.

The research design is phenomenological, which is a qualitative research method. The study was carried out in a large-scale production facility in the Central District of Kocaeli, Turkey, and the study group of the research consists of 61 participants determined using the maximum diversity technique, one of the purposeful sampling techniques. Significant attention was paid to the examination of employees from all levels and every generation within the hierarchical structure of the company while selecting the working groups for the study. Data were collected through semi-structured interviews, and content analysis method was applied in the analysis of the data. Participants were questioned about barriers to their prejudices.

As a result of the research, it was observed that barriers “to being a leader for intergenerational learning” were gathered under three distinct themes: personal factors, relational factors and managerial factors. The most frequently stated subthemes of these were: “seeing knowledge and experience as a power” and “lack of job commitment and motivation” under personal factors, “communication problems” under relational factors and “insufficient support or not being supported or encouraged by management” under managerial factors.

This study should be of interest to researchers interested in educational organization use of barriers to intergenerational learning: a case of a workplace in Turkey, use of intergenerational learning by organization and management.

This study aims to evaluate the potential contribution of a membership in an online family community to older adults' overall well-being.

A total of 427 respondents over the age of 64 participated in the study (M = 74.55, SD = 7.13), answering a survey. To test the contributing of belonging to family online communities (WhatsApp), three hierarchical regression analyses were conducted, with well-being, self-perceptions of aging and loneliness as outcome variables.

Findings show that belonging to an intergenerational family online community was associated with higher levels of well-being, less loneliness and better self-perceptions of aging, even once demographic characteristics and using social media were controlled for.

This study demonstrates the important role that the family online community membership plays in older adults' lives. This has significant implications that may contribute to intergenerational emotional solidarity.

The authors suggest that technology is not per se, but the intergenerational opportunities that technology facilitates that make a difference.

The peer review history for this article is available at: https://publons.com/publon/10.1108/OIR-06-2021-0332

Demographic changes and consequent diversification of teams of employees in organisations require us to change one’s approach to managing human resources and to search for new methods adjusted to contemporary challenges. One of such methods is reverse mentoring. It is a new form of mentoring where the younger employee is the mentor sharing expertise with the older employee. The purpose of this article is to identify advantages that reverse mentoring offers individuals who participate in the mentoring relationship – the younger mentor and the older mentee, and the entire organisation, as well as to identify conditions conducive to revealing desired advantages.

The article presents results of empirical research conducted based on the qualitative method and semi-structured individual interviews. The research focussed on five pairs from five different organisations operating in Poland who applied reverse mentoring as well as managers or human resources managers of these enterprises.

Research results show that reverse mentoring may offer numerous advantages to both individuals engaged in the relation (the mentor and the mentee) and the entire organisation. Thus, reverse mentoring seems to be an efficient tool for sharing knowledge, creating engagement, developing leadership and, first and foremost, building intergenerational relations based on mutual acceptance. Conclusions drawn from the research show that efficacy of reverse mentoring depends on the level of engagement in the mentor/mentee relation and the level of organisational support – engagement of the officers, supportive organisational culture and atmosphere conductive to cooperation.

One of the limitations of the research is the fact that reverse mentoring is not common in Polish organisations, thus the number of the interviews is limited. Furthermore, the data were collected from companies operating in Poland and they refer to one cultural circle. Another limitation is closely connected with the nature of qualitative research, as the research findings may be influenced by the personal perspective of participants.

The paper helps managers to build intergenerational relations. It encourages the use of reverse mentoring by emphasising its various benefits. It also specifies the conditions which need to be taken into consideration in order to increase the chances of enjoying the benefits, especially the necessity to prepare individual development plans adjusted to the needs and expectations of participants, proper selection of pairs for the mentoring relation and sufficient preparation of each party to the relation. This knowledge may be used by practitioners of managing human resources to develop organisational support for mentoring programmes.

The paper presents reverse mentoring as an opportunity for intergenerational knowledge sharing and developing intergenerational cooperation.

The results of the research extend the knowledge in the area of applying reverse mentoring to create intergenerational relationships. So far, this subject has received limited attention in the literature. Since reverse mentoring is not a widespread method, and research in this area is relatively rare, the value of the paper is to fill the gaps in this subject.

This paper presents recently published resources on library instruction and information literacy. It provides an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts. The selected bibliography is useful to efficiently keep up with trends in library instruction for busy practitioners, library science students and those wishing to learn about information literacy in other contexts.

This article annotates 424 English-language periodical articles, monographs, dissertations, theses and reports on library instruction and information literacy published in 2021. The sources were selected from the EBSCO platform for Library, Information Science, and Technology Abstracts (LISTA), Education Resources Information Center (ERIC), Scopus, ProQuest Dissertations and Theses, and WorldCat, published in 2021 that included the terms “information literacy,” “library instruction,” or “information fluency” in the title, abstract or keywords. The sources were organized in Zotero. Annotations summarize the source, focusing on the findings or implications. Each source was categorized into one of seven pre-determined categories: K-12 Education, Children and Adolescents; Academic and Professional Programs; Everyday Life, Community, and the Workplace; Libraries and Health Information Literacy; Multiple Library Types; and Other Information Literacy Research and Theory.

The paper provides a brief description of 424 sources and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians, researchers and anyone interested as a quick and comprehensive reference to literature on library instruction and information literacy within 2021.