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Falsified online reviews (FORs) are the published/viewable consumer-generated online content regarding a firm (or its representatives) or its services and goods that is, to some degree, untruthful or falsified. The purpose of this study is first to explore the nature of FORs, focusing on reviewers' interpretations and refections on falsity, intent, anonymity and the target of their FOR. Secondly, the authors examine the valence and veracity dimensions of FORs and introduce a typology to differentiate their variations.

using an exploratory research design, 48 interviews were conducted with participants who post online reviews on social media about their experiences with food and beverage serving outlets.

The results show four common forms of FORs on social media. These are reviews focused on equity equalizing, friendly flattery, opinionated opportunism and malicious profiteering.

The authors provide exploratory and in-depth information via interviews, but do not analyse the content of FORs.

Firms should be aware of varieties of FORs and that these may not be limited to malicious content. This is important in terms of showing that in dealing with FORs, a one-size-fits-all approach will not work. FORs are not always entirely fabricated, and instead various levels of falseness are observed, ranging from slight alterations to complete fabrications.

Previous research explored how to identify and differentiate FORs from truthful ones, focusing on the reviews or how they are perceived by readers. However, comparatively little is known of the reviewers of FORs. Hence, this study focuses on reviewers and offers new insights into the nature of FORs by identifying and examining the main forms of FORs on social media.

This article aims to explore the impact of interpersonal relationship stimuli and click-like on purchase intention across different generations of bank customers, with a focus on the moderating effect of online trust.

The sample consists of 435 online bank customers from the Facebook community and the data collection was conducted using an online survey method. The model estimation utilized the partial least squares technique, along with multigroup analysis and importance-performance map analysis.

The empirical evidence supports the hypothesized relationships between interpersonal relationship stimuli, click-like and purchase intention, but varies across different generations and is contingent upon online trust. The analysis reveals commonalities in how Generation Z, Millennials and Generation X respond to interpersonal relationship stimuli while exhibiting distinct responses to click-like.

The empirical evidence confirms the hypothesized relationships between interpersonal relationship stimuli, click-like and purchase intention. However, these relationships exhibit variations across different generations and are contingent upon the level of online trust. The analysis highlights shared responses to interpersonal relationship stimuli among Generation Z, Millennials and Generation X, while also revealing distinct reactions to click-like within these generational groups.

This research investigates the collective impact of interpersonal relationship stimuli and click-like on purchase intention, taking into account the moderating role of online trust within various generational cohorts in the banking sector.

In this chapter, we focus on specially designed instruction (SDI) as a core value for the field of specific learning disabilities (SLD). SDI is at the heart of special education, and the field of LD has been built on the core value that effective instruction improves student outcomes. We describe a two-step test and an extended example of what is and is not SDI for Matt, a student with an SLD. Finally, we discuss some of the confusion surrounding SDI and the need for the field to return to its core value of individualized, intentional, targeted, evidence- or high leverage practice–based, and systematic instruction for students with SLD.

This study examines what constitutes competence and how a novice becoming a competent weaver is enabled by information literacy in the fabric-weavers’ workplace landscape.

Ethnography as a research design was employed using participant observation and semi-structured interviews as the data collection techniques.

Competence constitutes the demonstration of Kente knowledge and mentorship capability enabled by information literacy through access to the on-the-loom and off-the-loom information in the Kente-weaving landscape.

This study explains how the transition from a novice weaver to a competent weaver is underpinned by information literacy.

This is one of the first studies that contribute to the understanding of information literacy in the craft workplace. The study proposes a framework for weavers' information literacy practice.