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Today’s undergraduate students have spent a significant portion of their lives using YouTube for various reasons, whether for entertainment, personal development or academic learning purposes. This study aims to investigate how system factors (i.e. reliability, usability and searchability), interaction factors (i.e. provider and user interactions) and content factors (i.e. format, relevance and coverage) affect undergraduate students’ satisfaction with YouTube and their intentions to adopt YouTube for learning purposes.

This research uses the information systems success model as its theoretical framework to explore the system, interaction and content factors associated with undergraduate students’ satisfaction with YouTube and their intentions to use YouTube for learning. The proposed hypotheses were examined by the structural equation modelling technique based on a survey with 345 undergraduate students at a Southeastern institution in the USA.

The results indicate that both system factors (including reliability, usability and searchability) and content factors (including format, relevance and coverage) have a statistically significant effect on students’ satisfaction with YouTube. This study also demonstrates that students’ satisfaction with YouTube significantly influences their intentions to use the platform for learning purposes.

The proposed research model provides a novel perspective in understanding the complex nature of students’ adoption of YouTube for learning purposes, led by both system and content factors mediated by satisfaction with YouTube.

This study suggests that when YouTube is intuitive to use and relevant content is added to the platform regularly, students are more likely to adopt this platform for learning purposes. As a result, it is critical that librarians remain aware of information-seeking practices and platforms used by students to tailor approaches to teaching information literacy to help students understand how to use the platform effectively.

Using the information systems success model, this research sheds light on the roles of system and content factors in undergraduate students’ satisfaction with YouTube and their intentions to use it for learning.

Research reports a positive relationship between parental rejection and antisocial behavior in adolescents and young adults. Studies also report a positive association between testosterone and antisocial behavior. The purpose of this paper is to examine whether testosterone moderates the influence of parental rejection on antisocial behavior in a sample of young adults.

The current study analyzed a sample of undergraduate students (N=322) to examine the interaction between testosterone and parental rejection in the prediction of antisocial behavior. Multivariate ordinary least squares (OLS) regression was used to explore this association.

Results from OLS regression models revealed that parental rejection and testosterone were independently associated with antisocial behavior and that the effect of parental rejection on antisocial behavior was stronger at higher levels of testosterone.

This current study is the first to examine how testosterone conditions the influence of parental rejection on antisocial behavior in young adults. Findings from the study add to the growing body of literature examining the interplay between biological and environmental factors.

There are a variety of benefits associated with the use of YouTube for learning purposes, such as YouTube is a free open-access tool students can use to facilitate their learning. This study investigates whether an attitudinal factor (i.e. perceived usefulness) and the factor's antecedents, resource quality factors (i.e. credibility, currency, coverage and relevance), normative factor (i.e. subjective norm) and control factor (i.e. perceived ease of use) all affect college freshmen's behavioral intentions to use YouTube for academic learning purposes.

This research employs the theory of planned behavior (TPB) to explore the attitudinal, normative and control factors associated with college freshmen's behavioral intentions to use YouTube for academic learning. After developing a quantitative survey given to 182 college freshmen in a Southeastern institution in the United States of America, structural equation modeling (SEM) was used to examine the seven hypotheses and the research constructs.

The results indicate that attitudinal factor (i.e. perceived usefulness) and its antecedents, resource quality factors (i.e. currency, coverage and relevance) and normative factor (i.e. subjective norm) have a statistically significant effect on college freshmen's intentions to use YouTube for academic learning purposes.

This study suggests that individual motivations (i.e. perceived usefulness and subjective norm) and resource quality factors (i.e. currency, coverage and relevance) play into college freshmen's decisions to use YouTube for learning purposes, while other research indicates that the system or application itself factors into students' decisions to use technology for learning.

This study suggests that college freshmen are more likely to use YouTube for academic learning purposes when the freshmen hold favorable attitudes about the platform and when the freshmen believe the freshmen's peers are also using YouTube to supplement in-class learning.

This is an initial study that focuses on college freshmen's behavioral intentions to use YouTube for academic learning purposes. This research demonstrates the roles that peers as well as resource quality factors play in students' decisions to use specific technology to enhance the students' learning.

The purpose of this paper is to update Carlsson (2015), which examined the research on public libraries and the social web published from 2006 to 2012, and it also intends to go beyond Carlsson (2015) by including six additional variables.

Literature searches were performed against Web of Science Core Collection and EBSCOhost databases. By adapting Carlsson’s (2015) three level key phrase searches, which were then complemented by chain searching, a total of 60 articles were identified and analyzed.

In comparison to Carlsson (2015), this study shows that the recent research, published between 2012 and 2018, leans toward a more general acceptance of the social web’s usage to improve the services provided by public libraries; that the public library is rarely premised to be in a state of crisis; and that the social web is mostly perceived as having a complementary relationship with librarianship and library services. The findings from analyzing the six additional variables are also presented.

The findings from this study provide LIS professionals a greater understanding of where the research stands on the topic at present, and this study also identifies gaps in the literature to offer insight into the areas where future research can be directed.

Given the continued popularity of social web usage among public libraries, this study examines the literature published on the social web in the public library context between 2012 and 2018 and offers implications and future research suggestions.

To examine how reading in electronic formats differs from traditional reading of print.

Concepts about digital print are discussed alongside research studies in fields related to multisensory technologies and electronic means of communication. A model of online reading is proposed integrating aspects of information foraging theory. Pedagogical applications are needed to integrate e-reading theory within classrooms.

With the varied text structures, directionality concerns, and interactive text features, our attention must turn to the theoretical foundations that underpin digital literacy learning today. Online foraging schemes can explain how information is sought and retrieved when reading new information from digital mediums.

Teachers must address the current, digital literacy needs of their students, thus preparing them for challenges in the 21st century. Varying text structures within digital formats as well as providing as-needed facilitation are the scaffolds that students need today. Using technologies such as digital games, tools, and contexts advances the mission of resource-based teaching and learning.

This paper aims to describe the Recovering Citizenship Learning Collaborative (RCLC), a training, consultation and implementation effort for 13 local mental health authorities and two state hospitals.

The learning collaborative used a Recovering Citizenship approach, which holds that recovery occurs in the context of people’s lives in their communities and society, that is, their citizenship. The RCLC was implemented by the Connecticut Department of Mental Health and Addiction Services (DMHAS) in the USA and the Yale Program for Recovery and Community Health along with lived experience leaders. The RCLC supported system change through training DMHAS staff on concepts of recovery and citizenship and developing agency action plans, with the long-term goal of improving citizenship-oriented care at the agency-level and recovery and citizenship-related outcomes for people receiving services.

Lessons learned include the importance of assessing organizational readiness for change, addressing leadership investment and attention to systemic barrier, and offering tools to promote structure and accountability. Next steps are supporting agency action plans through technical assistance, state-wide educational offerings and a resource library.

Systemic barriers are considerable and must be addressed before system transformation is possible.

The authors are hopeful that the RCLC has been part of overcoming those challenges and can be a tool for building foundations for improving citizen practices and people’s citizenship-related outcomes.

Next steps are sustaining agency action plans, ongoing agency-specific technical assistance, ongoing state-wide educational offerings and a resource library.

The RCLC has provided tools and supports to build the foundation for improved citizenship practices and client outcomes at the multiagency system level.

This research investigates procedures and effective practices on staffing needs and utilization for successful implementation of alternative contracting methods (ACMs) in the United Sates, including design–build (D–B) and construction manager/general contractor (CM/GC) delivery methods.

The review of published empirical studies, a national survey of transportation agencies and case studies of highway agencies form the basis of the conclusions in this research. In addition to the national survey, with 46 of 50 agencies participating, the research presents case studies from five highway agencies in the United States including the following: California, Florida, Georgia, Minnesota and Virginia. These five case studies were selected from agencies that have extensive experience in delivering ACM projects. The case studies involved a thorough procedural review and structured interviews of agency personnel. The agencies then validated the results and conclusions.

The results showed that implementing ACM projects requires different knowledge, skills and management and coordination efforts than traditional design–bid–build (D–B–B) projects. The study found that the key success factors of implementing ACMs are the following: (1) establishment of an ACM champion; (2) active involvement of key staff throughout the ACM project development process; (3) appropriate use of consultants and (4) ACM training and staff development.

The issue on how to attract and retain talented staff and a committed core workforce with appropriate skills and competences for ACM implementation is vital for highway agencies, but it lacks information and guidance. The chief limitation of this research is that the primary data were collected from highway agencies in the United Sates. Any future research should include more data to enhance the validity of this study outside of the public transportation sector.

Developing a sustainable level of core staff plays an important role in implementing an ACM program. The result of this research will help transportation agencies and other public owners to develop effective staffing strategies for successful implementation of ACMs. The findings of this research also address the appropriate use of consultants to supplement core staff with regard to delivery of ACM projects.

This research is the first attempt to examine the staffing needs and utilization for ACM projects.

The American Library Association has worked for decades to increase its diversity of individuals from underrepresented groups; however, existing diversity programs in the United States yield just enough new library and information science professionals to replace those retiring or leaving the profession prematurely.

This paper involved performing a review of the literature to assess recruitment and retention strategies of individuals from underrepresented groups within the LIS profession.

This article examines the problems with existing diversity initiatives within the profession and suggests how the field can recruit both students and employees from underrepresented groups. This article offers new ways to recruit students and employees (e.g. how to create job postings and interview questions) and speaks about strategies for retaining LIS students and employees from underrepresented groups (e.g. formal and informal mentoring networks). Finally, this article offers some suggestions to create a more inclusive environment for LIS students and professionals alike.

This paper offers practical suggestions to increase representation of individuals from underrepresented groups that LIS programs and libraries alike can implement. Suggestions for how to create an inclusive work environment are also presented.

The decision of the Wolverhampton Stipendiary in the case of “Skim‐milk Cheese” is, at any rate, clearly put. It is a trial case, and, like most trial cases, the reasons for the judgment have to be based upon first principles of common‐sense, occasionally aided, but more often complicated, by already existing laws, which apply more or less to the case under discussion. The weak point in this particular case is the law which has just come into force, in which cheese is defined as the substance “usually known as cheese” by the public and any others interested in cheese. This reliance upon the popular fancy reads almost like our Government's war policy and “the man in the street,” and is a shining example of a trustful belief in the average common‐sense. Unfortunately, the general public have no direct voice in a police court, and so the “usually known as cheese” phrase is translated according to the fancy and taste of the officials and defending solicitors who may happen to be concerned with any particular case. Not having the general public to consult, the officials in this case had a war of dictionaries which would have gladdened the heart of Dr. JOHNSON; and the outcome of much travail was the following definition: cheese is “ coagulated milk or curd pressed into a solid mass.” So far so good, but immediately a second definition question cropped up—namely, What is “milk?”—and it is at this point that the mistake occurred. There is no legal definition of new milk, but it has been decided, and is accepted without dispute, that the single word “milk” means an article of well‐recognised general properties, and which has a lower limit of composition below which it ceases to be correctly described by the one word “milk,” and has to be called “skim‐milk,” “separated milk,” “ milk and water,” or other distinguishing names. The lower limits of fat and solids‐not‐fat are recognised universally by reputable public analysts, but there has been no upper limit of fat fixed. Therefore, by the very definition quoted by the stipendiary, an article made from “skim‐milk” is not cheese, for “skim‐milk” is not “milk.” The argument that Stilton cheese is not cheese because there is too much fat would not hold, for there is no legal upper limit for fat; but if it did hold, it does not matter, for it can be, and is, sold as “Stilton” cheese, without any hardship to anyone. The last suggestion made by the stipendiary would, if carried out, afford some protection to the general public against their being cheated when they buy cheese. This suggestion is that the Board of Agriculture, who by the Act of 1899 have the legal power, should determine a lower limit of fat which can be present in cheese made from milk; but, as we have repeatedly pointed out, it is by the adoption of the Control system that such questions can alone be settled to the advantage of the producer of genuine articles and to that of the public.

Statement on Auditing Standards No. 9 (SAS 9) discusses the role of a client′s internal audit department (IAD) in the independent auditor′s examination. Despite the benefits of reliance on the client′s IAD to both the auditor and client, evidence indicates that SAS 9 has not been effectively implemented in practice. This article illustrates the use of the Analytic Hierarchy Process to develop a judgement aid for determining the overall reliance to be placed on a client′s IAD. The judgement aid illustrated may represent an initial step towards effectively implementing auditing standards requiring a great deal of subjective judgement in practice.