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Value co-creation thinking is reshaping the understanding of markets and marketing and presents a significant opportunity to develop the theory and practice of social marketing. However, whilst value co-creation offers thought-provoking new directions for the field, applying this theory and its core concepts in social marketing is not without significant challenges. The paper aims to discuss these issues.

This is a conceptual paper that seeks to integrate lessons from social marketing practice with the value co-creation discourse from commercial marketing. Drawing upon two projects that have applied principles of collaboration and co-design, the paper provides a critical perspective on the adoption of value co-creation in social marketing.

The collaborative and emancipatory ambitions of co-creation seem highly compatible with social marketing. However, the paper notes some significant conceptual, ethical and practical obstacles in the path of a workable theory of value co-creation for social marketing.

While representation of value co-creation and other collaborative approaches is increasing in the social marketing literature, this is the first attempt to provide an integrated and critical review of their compatibility with social marketing at a conceptual, ethical and theoretical level. The analysis shows that value co-creation theory can simultaneously offer opportunities and present obstacles for social marketing.

The purpose of this paper is to review the formation and evolution of the “Making Projects Critical” movement in project management research.

Retrospective and discursive paper.

Reflections on tensions and challenges faced by the MPC movement.

The paper establishes the historical trajectory of this movement and clarifies the tensions and challenges faced by MPC.

A random sample of UK veterinary practitioners was surveyed and interviewed on behalf of the Royal College of Veterinary Surgeons Wellcome Library to identify key issues in veterinary information use (IU) and information seeking behaviour (ISB).1 A greater proportion of respondents used the Internet for veterinary information than used a veterinary library. However, conventional journals, textbooks and conferences were the main information sources used. Some variations in information source use by practice size and type and information type were identified. The majority of library users and non‐users wanted enhanced library access via the Internet, especially to full‐text journals.

The purpose of this paper is to provide a general overview of how the major social media companies are addressing the problem of fake news and the spread of digital disinformation. The fight against bad sources and false authorities is one that librarians have been engaged in for a very long time.

While the inaccurate information may not always have been called “fake news,” misinformation, propaganda, conspiracy, exaggeration, manipulated facts and out and out lies have always been combated by librarians through information literacy. It is nearly impossible to go a day in this current news climate without reading or hearing the term “fake news”; whether it is being tweeted by the 45th president of the USA, discussed in the media, detailed in articles about social media or addressed by librarians in literature, conversation, conferences, tweets and blog posts.

The inescapable phrase was named word of the year for 2017 by both the American Dialect Society (“Fake News,” 2018) and Collins Dictionary (Meza, 2017). While the official definitions provided by a number of different sources may vary, the gist of what is meant by fake news is that it is information that is largely inaccurate, misleading, unsubstantiated, manipulated or completely fabricated that is being passed off as truthful, authoritative and accurate.

Though the phrase “fake news” may seem to be a recent term, it has actually been around since the end of the nineteenth century and it is not limited to just discussing political news according to Merriam-Webster.

The purpose of this paper is to investigate the effect of flood occurrence on mortality rate and life expectancy amongst 53 African countries.

The study utilizes panel data from the period 2000–2018 on 53 African countries and system generalized method of moments (system GMM) for the analysis.

The result indicates that flood occurrence causes the destruction of health facilities and the spread of diseases which reduces life expectancy. In addition, flood occurrence increases mortality rate amongst 53 African countries.

The study recommends that governments amongst African countries should implement strategies being enshrined in Conference of Parties (COP, 2021) on climate change. This will help to reduce the level of climate change and flood occurrence.

Previous studies focussed on the adverse effect of flood occurrence without considering the issue of life expectancy amongst African countries. This study contributes to existing empirical studies by examining the effect of flood occurrence on mortality rate and life expectancy amongst African countries.

The peer review history for this article is available at: https://publons.com/publon/10.1108/IJSE-07-2022-0508.

Many of today’s information and technology systems and environments facilitate inquiry, learning, consciousness-raising and knowledge-building. Such platforms include e-learning systems which have learning, education and/or training as explicit goals or objectives. They also include search engines, social media platforms, video-sharing platforms, and knowledge sharing environments deployed for work, leisure, inquiry, and personal and professional productivity. The new journal, Information and Learning Sciences, aims to advance our understanding of human inquiry, learning and knowledge-building across such information, e-learning, and socio-technical system contexts.

This article introduces the journal at its launch under new editorship in January, 2019. The article, authored by the journal co-editors and all associate editors, explores the lineage of scholarly undertakings that have contributed to the journal's new scope and mission, which includes past and ongoing scholarship in the following arenas: Digital Youth, Constructionism, Mutually Constitutive Ties in Information and Learning Sciences, and Searching-as-Learning.

The article offers examples of ways in which the two fields stand to enrich each other towards a greater holistic advancement of scholarship. The article also summarizes the inaugural special issue contents from the following contributors: Caroline Haythornthwaite; Krista Glazewski and Cindy Hmelo-Silver; Stephanie Teasley; Gary Marchionini; Caroline R. Pitt; Adam Bell, Rose Strickman and Katie Davis; Denise Agosto; Nicole Cooke; and Victor Lee.

The article, this special issue, and the journal in full, are among the first formal and ongoing publication outlets to deliberately draw together and facilitate cross-disciplinary scholarship at this integral nexus. We enthusiastically and warmly invite continued engagement along these lines in the journal’s pages, and also welcome related, and wholly contrary points of view, and points of departure that may build upon or debate some of the themes we raise in the introduction and special issue contents.

The purpose of this paper is to critically examine the current state of literature on peer parental advocacy, offering practical insights and ideas for researchers and practitioners interested in this evolving field.

This narrative review is a comprehensive, critical and objective analysis of the current knowledge on peer parental advocacy.

Parental peer advocacy (PPA) has seen growing interest, with increasing research detailing the benefits and challenges. It is now being considered within children’s services across the UK, drawing upon the success of similar initiatives, especially in the USA. There is a compelling case for PPA, not least as it may contribute to resolving the longstanding challenges within children services of families having the opportunity to meaningfully participate in decision-making (Corby et al., 1996; Muench et al., 2017; Bekaert et al., 2021).

Parental advocacy (PA) continues to be an evolving area of academic research and policy development both in the United Kingdom and internationally. Emerging research suggests a compelling case for an expansion in PPA within child welfare and protection systems, specifically in case, program and policy advocacy.

PA continues to be an evolving area of academic research and policy development both in the United Kingdom and internationally. Emerging research suggests a compelling case for an expansion in PPA within child welfare and protection systems, specifically in case, program and policy advocacy.

To the best of the authors’ knowledge, this is one of the first UK-based narrative reviews that critically analyses the research, highlighting the limitations and strengths of adopting PPA as an approach.

The purpose of this paper is to examine expert ideas about education for citizenship in 1930s Australia. Drawing on a larger study of adolescence and schooling during the middle decades of the twentieth century, the paper explores the role of international networks and US philanthropy in fostering the spread of new psychological and curriculum ideas that shaped citizenship education, and broader educational changes during the interwar period. A second purpose is to provide historical perspectives on contemporary concerns about the role of schooling in addressing social values and student wellbeing.

The discussion is informed by approaches drawn from Foucauldian genealogy and historical studies of transnationalism. It examines constructions of the good and problem student and the networks of international educational expertise as forms of “travelling ideas”. These transnational exchanges are explored through a close analysis of a defining moment in Australian educational history, the 1937 conference of the New Education Fellowship.

The analysis reveals the ways in which psychological understandings and curriculum reforms shaped education for citizenship in the 1930s and identify in particular the emergent role of psychology in defining what it meant to be a good student and a good future citizen. The paper further finds that Australian education during the interwar years was more cosmopolitan and engaged in international discussions about citizenship and schooling than is usually remembered in the present. Elaborating this is important for building transnational histories of knowledge exchange in Australian education.

The paper shows the value of a relational analysis of school curriculum and psychological understandings for more fully grasping the different dimensions of education for citizenship both in the interwar years and now. It offers fresh perspectives on contemporary educational debates about globalisation and youth identities, as played out in current concerns about social values and schooling.