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The purpose of this paper is to examine how contemporary fact-checking is discursively constructed in Swedish news media; this serves to gain insight into how this practice is understood in society.

A selection of texts on the topic of fact-checking published by two of Sweden’s largest morning newspapers is analyzed through the lens of Fairclough’s discourse theoretical framework.

Three key discourses of fact-checking were identified, each of which included multiple sub-discourses. First, a discourse that has been labeled as “the affirmative discourse,” representing fact-checking as something positive, was identified. This discourse embraces ideas about fact-checking as something that, for example, strengthens democracy. Second, a contrasting discourse that has been labeled “the adverse discourse” was identified. This discourse represents fact-checking as something precarious that, for example, poses a risk to democracy. Third, a discourse labeled “the agency discourse” was identified. This discourse conveys ideas on whose responsibility it is to conduct fact-checking.

A better understanding of the discursive construction of fact-checking provides insights into social practices pertaining to it and the expectations of its role in contemporary society. The results are relevant for journalists and professionals who engage in fact-checking and for others who have a particular interest in fact-checking, e.g. librarians and educators engaged in media and information literacy projects.

Information and digital literacy have recently received much interest, and they are being viewed as critical strategic organisational resources and skills that employees need to obtain in order to function at their workplaces. Yet, the role of employees' literacy seems to be neglected in current literature. This paper aims to explore the roles that information and digital literacy play on the employees' perception in relation to usefulness and ease of use of digital technologies and consequently their intention to use technology in the practices they perform at the workplace.

This paper builds a conceptual model with key constructs (information literacy and digital literacy) as new antecedents to the technology acceptance model and aims to establish that information literacy and digital literacy are indirect determinants of employees' intention to use digital technologies at the workplace. The data set used in this paper comprises of 121 respondents and structural equation modelling was used.

The findings reveal that both information literacy and digital literacy have a direct impact on perceived ease of use of technology but not on the perceive usefulness. The findings also show that both literacies have an indirect impact on the intention to use digital technology at work via attitude towards use.

Managers and decision-makers should pay close attention to the literacy levels of their staff. Because literacies are such an important skillset in the digital age, managers and chief information officers may want to start by identifying which work groups or individuals require literacy training and instruction, and then provide specific and relevant training or literacy interventions to help those who lack sufficient literacy.

This is one of the first studies to consider information literacy and digital literacy as new antecedents of the technology acceptance model at the workplace environment.

The purpose of this study is to ascertain the usage of TikTok by libraries in enhancing access and visibility of services, facilities and resources.

This is a review paper of literature related to the usage of TikTok in libraries

The literature revealed that TikTok is being used mostly for library marketing and advocacy. Though there is scant literature on TikTok for information literacy, this platform is being used for teaching and learning purposes.

This is a welcome contribution to the utilization of TikTok for enhancing library services and reaching out to users beyond the library walls.

The aim of this study is to determine which of previously used survey measures can be considered the most appropriate to assess children’s advertising exposure. First, three levels of content specificity for assessing children’s exposure to advertising were distinguished as follows: exposure to the medium, exposure to broad content and exposure to specific (i.e. commercial) content. Second, using longitudinal data from 165 children between 8 and 11 years old, the test-retest reliability and content validity of survey measures from all three levels were examined.

Due to societal concerns about the effects of advertising on children’s well-being, research into this topic is expanding. To enhance knowledge accumulation and bring uniformity to the field, a validated standard survey measure of advertising exposure is needed. The aim of this study is to provide such measures for television and internet advertising.

The findings suggest that all measures provided solid estimates for children’s television and internet advertising exposure. Yet, due to minor differences in reliability and validity, it may be concluded that television advertising exposure can best be measured by asking children how often they watch certain popular (commercial) television networks, either weighting or not weighting for advertising density. Internet advertising exposure can best be measured by asking children how often they use the internet or how often they visit certain popular websites, weighting for advertising density.

The current measures for children’s advertising exposure through traditional media can easily be adapted to fit new media.