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Public participation is an important – if not the most important – pillar of democracy. When designing new e-participation environments, it is advisable to consider previous appropriation practices of deliberative community networks to encourage broad participation. This can be achieved by sharing appropriation practices and by supporting the situated development of use, which may not only increase user participation but also decrease user frustration.

This paper addresses previously analyzed e-participation appropriation practices and technological limitations that participants faced when using the e-participation environment from the Aarhus’s Artwork design experiment. The lessons learned from these limitations and the appropriation practices identified help us in designing the next generation of e-participation environments and in counteracting their unsuccessful appropriation.

Potential design improvements for future collaborative writing e-environments that facilitate location-agnostic participation, and improvements that enable successful technology appropriation are presented.

These improvements are important to future research to inform a hybrid of in situ and ex situ technologies that enable collaborative writing to increase public participation in leisure spaces, engage a broader range of citizens and thus also encourage less motivated people.

This project presents an opportunity for high school social studies teachers to infuse content on the federal budget, national debt, and budget deficit into civics-courses. The federal budget influences countries’ decisions about domestic and foreign policy, making the study of the topic a necessity for understanding economic interdependence, as well as active and engaged citizenship. The national debt plays an important role in efforts to balance competing interests concerning taxes, entitlement programs, and government spending. Social studies teachers have the opportunity to create connections between economic and public policies about the federal budget, national debt, budget deficit, and the content commonly taught in high school civics classes across the United States. Our two-day lesson, Examining the role of citizens in the U.S. budgetary process: A case study, can be infused into the civics curriculum to help high school students begin to understand the federal budget, national debt, and budget deficit. We model an inquiry-oriented approach for citizen participation about these topics in high school civics classes.

The study examines socio-spatial appropriations in dwellings of Cairo, which were undertaken to expand dwellings affordances and accommodate new utilitarian demands during lockdown. The study questions whether those appropriations impacted dwellers' conceptions of dwellers' dwellings and scrutinizes how those appropriations could feedback the design of dwellings post-pandemic.

The research adopted a mixed-method approach and was constructed over two phases as follows: first, in-depth interviews with 20 participants to acquire qualitative data about the adopted appropriation strategies and the subsequent actualized affordances and second, an online quantitative survey answered by 133 respondents to quantify the frequency of the adopted appropriation strategies and test the relationship between appropriations and mental conceptions of dwellings.

The study identifies five main appropriation strategies undertaken by dwellers and builds upon them to recommend favorable design features of dwellings post-pandemic. Those are: securing unscripted spaces, reviving dormant spaces, space compartmentalization, temporal programing of space and space esthetic personalization. The study also affirms a relationship between undertaking appropriations and improved mental conceptions of dwellings. Finally, the study suggests recommendations for space use optimization which could be deployed in existing dwellings and could ultimately be considered for designing post-pandemic dwellings.

The originality of this study lies in the study's opportune documentation and analysis of such an exceptional condition. Thus far, very few studies have tackled socio-spatial practices in dwellings during lockdown, let alone the impact of the pandemic on the design of future dwellings.

This paper aims to investigate how different trajectories can be detected and classified in business models (BMs) at the level of their underlying product development value-structure (value-creation and appropriation), and what are the drivers. Such BMs are run by multinational firms to accommodate various technologies and innovations; however, this is stressful because of inherent incompatibilities and conflicts.

An explorative study of six product cases from Du Pont’s Textiles Fiber Division (DTFD), namely, nylon yarns, knits and wovens, DTFD blockbusters, Coolmax^®, MicroMattique™, filling materials and Supriva™, is conducted.

In value-creation, technology push or market pull yields resultant technology-forward or market-back trajectories. For value appropriation, new growth opportunities or continuous market expectations lead to breakthrough or continuous innovations. Consistent and inconsistent combinations of these trajectories yield four differential drivers: technological breakthrough, market-back technology, continuous technology and continuous market-back. This is supported by relevant supply chain strategies, either focused through joint ventures and licensees for commodities or vertically integrated for specialty products.

The paper adds to the analysis of ambidexterity in the value structure of BMs along constituent value-creation and appropriation, thus providing a logical lens to understand various complementarities that exist in terms of opposing technology trajectories and product innovation repertoire.

This study contributes to the knowledge of product innovation management in the textile industry, where both large-scale innovation and operational excellence are challenged over the past few decades.

The lessons learnt address the fundamental issue of higher value generation through configuration of multiple contrasting value-structure elements.

This paper aims to present a retrospective analysis of the experience gained in the course of 20 years’ history of S&T priority setting and critical technologies’ identification, in terms of expected and actually achieved effects and lessons learned.

The methodology is based on analysing project documentation and reports, as well as on interviewing project team members. Each project’s effects are evaluated in terms of the six key foresight functions.

The key factors affecting success of priority S&T areas and critical technologies’ selection and implementation have been identified. They include focusing on practical implementation, linking S&T with socio-economic goals, combining thematic priorities with infrastructural and functional ones, as well as integrating priority selection in the S&T policy process.

The task of evaluating priority setting exercises over a long period requires a substantial information base to provide a comprehensive comparative analysis. The projects considered in the paper also need to be analysed in a context of socio-economic development.

The lessons learned presented in the paper could contribute to further development of approaches to selecting science and technology priorities and critical technologies, and their more efficient implementation.

Priority setting has significant influence on policymaking and decision-making at the national and industry level. The evaluation of a unique 20-year experience provides substantial information and practical hints for further increasing efficacy of this instrument.

The authors are developing a model for rural science teacher professional development, building teacher expertise and collaboration and creating high-quality science lessons: technology-mediated lesson study (TMLS).

TMLS provided the means for geographically distributed teachers to collaborate, develop, implement and improve lessons. TMLS uses technology to capture lesson implementation and collaborate on lesson iterations.

This paper describes the seven steps of the TMLS process with examples, showing how teachers develop their content and pedagogical knowledge while building relationships.

The TMLS approach provides an innovative option for teachers to collaborate across distances and form strong, lasting relationships with others.

This paper aims to propose and evaluate a pedagogically sound and innovative strategy to teach a higher education course that prepares future professionals to intelligently use information and communication technologies (ICTs) in their personal and professional lives.

The conceptual framework used for the design of the course was the socio-constructivism and activity theories. The implementation of the course was evaluated using the intrinsic case study methodology by including several instruments.

The pedagogical strategy proposed proved to be sound, as the evaluation showed that students were able to describe, use and propose innovative uses of a wide range of cutting-edge technologies in their both everyday lives and professional settings; they also had the skills to analyse the opportunities and challenges that these presented. Moreover, students liked this innovative way of learning and ended with a positive attitude towards ICT.

Although several courses prepare students to be digital citizens or use ICT to enhance the teaching-learning process, millennials are ill prepared to use cutting-edge technologies in an innovative, responsible and critical way in their future professions. The course that was designed is original in that it goes beyond preparing digital citizens to prepare professionals in any domain to use ICT in an informed and responsible way. Moreover, it is a documented, successful example of an undergraduate universal course in a highly important current society dimension. The authors believe that its pedagogical proposal could be transferred to courses dealing with other global issues such as the environment, economy and peace.

In this article, we feature five students’ initial efforts at developing technological pedagogical content knowledge (TPCK). Five new teachers—four from social studies and one from English/humanities—developed lesson plans that attempt to integrate their own experiences, their evolving teaching skills, and technology expertise (at varying levels) within standards-based content/curriculum requirements. In part, our goal as teacher educators is to begin to consider what kinds of issues our new teachers face as they negotiate their understandings of TPCK. Moreover, we ourselves are negotiating an understanding of how to best debrief them as they reflect on practice and the meaning of technological pedagogical content knowledge in the school context.

This paper aims to provide guidance for managers so that they may develop advanced supply chain management (SCM) capabilities in the context of asymmetric alliances. These alliances, generally characterised by large dissimilarities between the partners, often facilitate value-creating opportunities.

Using case studies, the paper analyses similarities and differences in SCM between symmetric and asymmetric alliances within supply networks. It focusses on the key dimensions of complementarity, value distribution, relational management and specialisation.

It was found that the question of complementarity, although important, should not be equated to the need for symmetry but to the ability of the firms in the supply network to learn to work together. For small firms who seek co-creation with large partners, this means collaboration, specialisation through relation-specific investments, flexibility and understanding the overall value system in which their business relationships compete is important.

Small firms seeking to develop advanced SCM capabilities have to accept responsibility for selecting a reduced number of key partners and managing relationships. Firms should proactively use the contractual process to learn about partners' expectations and goals and to identify committed champions. These factors play an important role in developing communications and trust, as small firms do not have easy access to senior managers in large corporations.

This paper discovered a novel concept – dual value appropriation – where partners do not divide the total value generated as frequently proposed in the literature, but that it is fully appropriated, as it represents a different value proposition for each of them.

This paper aims to present recently published resources on information literacy and library instruction providing an introductory overview and a selected annotated bibliography of publications covering all library types.

This paper introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2016.

The paper provides information about each source, describes the characteristics of current scholarship and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.