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Primary teachers play a vital role in fostering pupils' successful futures. Therefore, gaining knowledge of primary teacher students' learning processes, including the achievement of information-seeking skills, is crucial. The aim of this paper is to understand better the interplay between cognitive appraisals and emotions in the constructivist process of learning and achieving information-seeking skills.

In-depth semi-structured interviews were conducted with six Swedish primary teacher students. The analysis of qualitative data was deductive and theory-driven, guided by Kuhlthau's information search process model, Scherer's semantic space of emotions and Pekrun's control-value theory of achievement emotions.

Anger/frustration, enjoyment and boredom were identified as activity emotions and anxiety, hopelessness and hope as prospective outcome emotions. The retrospective outcome emotions found were pride, joy, gratitude, surprise and relief. The appraisals eliciting the achievement emotions were the control appraisals uncertainty/certainty (activity and prospective outcome) and oneself/other (retrospective), and value appraisals negative/positive intrinsic motivation (activity) and failure/success (prospective and retrospective). The interplay between appraisals and emotions was complex and dynamic. The processes were individually unique, non-linear and iterative, and the appraisals did not always elicit emotions.

The study has theoretical and methodological implications for information behaviour research in its application of appraisal theories and the Geneva affect label coder. In addition, it has practical implications for academic librarians teaching information-seeking skills.

The purpose of this paper is to elaborate the picture of situational relevance by examining how modes of music information are viewed as situationally relevant at different stages of information-seeking processes among music students.

Empirical data of the present longitudinal study were collected in two phases by utilizing questionnaire and interview methods. Informants comprised of 14 university-level music students representing the fields of music performance, music education and music theory and composition. Modes of music information were approached through the information typology presented by Rousi, Savolainen and Vakkari.

The findings indicate that not only the modes of music information were seen as situationally relevant for different reasons by the three participating music student groups when at the beginning of their tasks, but also that the perceived situational relevance of the information modes underwent changes as their tasks progressed to focus formulation and post-focus stages.

Due to the small number of participants, further research is needed to verify the results concerning the differences in information-seeking processes between diverse music student groups.

The paper showcases that approaching music information through frameworks that classify information sources at diverse levels of abstraction enables an accurate description of information-seeking processes and illuminates context-sensitive development of situational relevance of music information of diverse modes.

The aim of this paper is to review the psychological literature on curiosity and its relationship to information-seeking behaviour, and compare this with the information science literature on the same subject.

The approach adopted is that of a comparative literature review, with an analysis of the papers retrieved in terms of their theoretical approach, context, study population and research method.

Curiosity is understood as a multi-faceted cognitive trait in humans and the relationship to information-seeking behaviour is explored through an exploration of other personality characteristics. There is very little citation of the information science literature in the psychological papers, and only a little more citation of the psychological literature in the information science papers.

The author is not aware of any similar exploration of the literature on curiosity.

The purpose of this paper is to elaborate the picture of situational relevance of music information from a performing musician’s point of view by delving into its diverse layers within the context of Doctor of Music students’ information seeking.

Music-related information is approached through six modes that categorize music information sources based on their levels of abstraction. Situational relevance of the modes of music information is examined in relation to the situational requirements of accomplishing a dissertation on music task consisting of both a series of concerts and a written thesis. The empirical material was collected by interviewing Finnish doctoral students in the field of music performance.

A set of situational relevance types related to each mode of music information were identified. As a whole, the differences between the perceived importance of the modes varied a little.

The goal of the present paper is not to create a generalizable list of situational relevance types suggested by modes of music information, but to show that the modes may suggest diverse situational relevance types of their own when evaluated by performing musicians.

The present paper provides a rare account on performing musicians’ vocational and school-related information seeking. For studies of music information retrieval, the present paper offers new contextual facets explaining why diverse music information could be relevant to musicians. For studies of music-related information seeking, the present study offers new insights on why performing musicians have information needs regarding certain types of music information sources.

This paper offers a definition of the core of information science, which encompasses most research in the field. The definition provides a unique identity for information science and positions it in the disciplinary universe.

After motivating the objective, a definition of the core and an explanation of its key aspects are provided. The definition is related to other definitions of information science before controversial discourse aspects are briefly addressed: discipline vs. field, science vs. humanities, library vs. information science and application vs. theory. Interdisciplinarity as an often-assumed foundation of information science is challenged.

Information science is concerned with how information is manifested across space and time. Information is manifested to facilitate and support the representation, access, documentation and preservation of ideas, activities, or practices, and to enable different types of interactions. Research and professional practice encompass the infrastructures – institutions and technology –and phenomena and practices around manifested information across space and time as its core contribution to the scholarly landscape. Information science collaborates with other disciplines to work on complex information problems that need multi- and interdisciplinary approaches to address them.

The paper argues that new information problems may change the core of the field, but throughout its existence, the discipline has remained quite stable in its central focus, yet proved to be highly adaptive to the tremendous changes in the forms, practices, institutions and technologies around and for manifested information.

To elaborate the nature of critique presented in the models and concepts of human information behaviour (HIB) research by identifying the issues to which the critique is directed and the ways in which the critique is conducted.

Conceptual analysis focusing on 58 key studies on the topic. First, the objects and ways of conducting the critique were identified. Thereafter, three levels of depth at which the critique is conducted were specified. The conceptual analysis is based on the comparison of the similarities and differences between the articulations of critique presented at these levels.

At the lowest level of depth, critique of HIB research is directed to the lack of research by identifying gaps and complaining the neglect or paucity of studies in a significant domain. At the level of critiquing the shortcomings of existing studies, the attention is focused on the identification and analysis of the inadequacies of concepts and models. Finally, constructive critiques of research approaches dig deeper in that they not only identify weaknesses of existing studies but also propose alternative in which the shortcomings can be avoided, and the conceptualizations of HIB enhanced.

As the study focuses on critiques addressed to HIB models and concepts, the findings cannot be generalized to concern the field of Library and Information Science (LIS) as a whole. Moreover, due to the emphasis of the qualitative research approach, the findings offer only an indicative picture of the frequency of the objects critiqued in HIB research.

The study pioneers by providing an in-depth analysis of the nature of critiques presented in a LIS research domain.

Misinformation is a significant phenomenon in today's world: the purpose of this paper is to explore the motivations behind the creation and use of misinformation.

A literature review was undertaken, covering the English and Russian language sources. Content analysis was used to identify the different kinds of motivation relating to the stages of creating and communicating misinformation. The authors applied Schutz's analysis of motivational types.

The main types of motivation for creating and facilitating misinformation were identified as “in-order-to motivations”, i.e. seeking to bring about some desired state, whereas the motivations for using and, to a significant extent, sharing misinformation were “because” motivations, i.e. rooted in the individual's personal history.

The general model of the motivations underlying misinformation is original as is the application of Schutz's typification of motivations to the different stages in the creation, dissemination and use of misinformation.

The purpose of this paper is to contribute to the creation of a holistic picture of information behavior by examining the connections between information seeking and sharing.

Conceptual analysis is used to focus on the ways in which the researchers have modeled the interplay of information seeking and sharing. The study draws on conceptual analysis of 27 key studies examining the above issue, with a focus on the scrutiny of six major models for information behavior.

Researchers have employed three main approaches to model the relationships between information seeking and sharing. The indirect approach conceptualizes information seeking and sharing as discrete activities connected by an intermediating factor, for example, information need. The sequential approach assumes that information seeking precedes information sharing. From the viewpoint of the interactive approach, information seeking and sharing appear as mutually related activities shaping each other iteratively or in a cyclical manner. The interactive approach provides the most sophisticated research perspective on the relationships of information seeking and sharing and contributes to holistic understanding of human information behavior.

As the study focuses on information seeking and sharing, no attention is devoted to other activities constitutive of information behavior, for example, information use.

The study pioneers by providing an in-depth analysis of the connections of information seeking and information sharing.

The purpose of this investigation is to gain insight into parents' perceptions of benefits vs burdens (value) of educational and healthcare service received for their child with ASD. Parents are the main integrators of long-term educational and healthcare service for their child with ASD.

Design/methodology/approach included (1) a sentiment analysis of discussion forum posts from an autism message board using a rule-based sentiment analysis tool that is specifically attuned to sentiments expressed in social media and (2) a qualitative content analysis of one-on-one interviews with parents of children diagnosed with ASD, complemented with interviews with experienced educators and clinicians.

Findings reveal the link between customized service integration and long-term benefits. Both parents and service providers emphasize the need to integrate healthcare and educational service to create holistic long-term care for a child with ASD. Parents highlight the benefits of varied services, but availability or cost are burdens if the service is not publicly provided, or covered by insurance. Service providers' lack of experience with ASD and people's ignorance of the challenges of ASD are burdens.

Ensuring health outcomes for a child with ASD requires an integrated service system and long-term, customer-centric service process because the scope of service covers the child's entire childhood. Customized educational and healthcare service must be allocated and budgeted early in order to reach the goal of a satisfactory service output for each child.

This is the first service research to focus on parents' challenges with obtaining services for their child with ASD. This paper provides service researchers and managers insight into parents' perceptions of educational and healthcare service value (i.e. benefits vs. burdens) received for their child with ASD. These insights into customer-centric perceptions of value may be useful to research and may help service providers to innovate and provide integrated service directly to parents, or indirectly to service providers, who serve children with ASD.