Search results

This paper presents recently published resources on library instruction and information literacy. It provides an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts. The selected bibliography is useful to efficiently keep up with trends in library instruction for busy practitioners, library science students and those wishing to learn about information literacy in other contexts.

This article annotates 424 English-language periodical articles, monographs, dissertations, theses and reports on library instruction and information literacy published in 2021. The sources were selected from the EBSCO platform for Library, Information Science, and Technology Abstracts (LISTA), Education Resources Information Center (ERIC), Scopus, ProQuest Dissertations and Theses, and WorldCat, published in 2021 that included the terms “information literacy,” “library instruction,” or “information fluency” in the title, abstract or keywords. The sources were organized in Zotero. Annotations summarize the source, focusing on the findings or implications. Each source was categorized into one of seven pre-determined categories: K-12 Education, Children and Adolescents; Academic and Professional Programs; Everyday Life, Community, and the Workplace; Libraries and Health Information Literacy; Multiple Library Types; and Other Information Literacy Research and Theory.

The paper provides a brief description of 424 sources and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians, researchers and anyone interested as a quick and comprehensive reference to literature on library instruction and information literacy within 2021.

This paper presents recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts.

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2020.

The paper provides a brief description of all 440 sources and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians, researchers and anyone interested in a quick and comprehensive reference to literature on library instruction and information literacy.

The research and practice agree that social media are reshaping strategy and organization rules across industries. Nevertheless, how social media can become a source of competitive advantage remains under-investigated and there is no evidence about which capabilities and competencies can effectively and strategically exploit social media. By merging the literature on social media management and hospitality, the authors develop and test a theoretical framework that identifies the most relevant capabilities and competencies for using social media in the food service sector. The paper aims to map them and understand which ones are relevant according to different strategic choices of social media use.

The authors adopted a qualitative methodology using semi-structured interviews to managers or owners of 14 restaurants in a big city in Northern Italy.

The theoretical framework suggests that social media could be strategically used for different aims by relying on specific capabilities and competencies. The authors tested it and found that, though nowadays restaurant managers mainly focus on a narrow set of social media competencies linked to relational and marketing capabilities, some also rely on social media to promote organizational change and innovation.

The authors propose a theoretical framework and preliminary evidence on capabilities and competencies declined for the food service sector. The model considers different uses of social media and related capabilities and competencies by mapping them accordingly to their strategic use. The authors preliminarily validate our framework and highlight the competencies possessed by the restaurant managers of our sample and their alignment with the strategic use of social media.

The purpose of this paper is to present a conceptual framework of development, commitment, and retention of Generation Y employees.

Based on a review of existing literature and using social exchange and social constructivist approach, this study presents a conceptual framework with mentoring, strategic leadership, social media, and knowledge sharing as its key constructs to retain Generation Y employees.

Mentoring, strategic leadership, social media, and knowledge sharing have a great potential to foster competency development. Competency development is critical to evoke affective commitment of Generation Y employees, which in turn results in intention to stay forth.

The proposed conceptual framework should be empirically validated in the future research.

Organisations should incorporate mentoring, strategic leadership, social media, and knowledge sharing into their talent management strategy for Generation Y employees. Competency development then in turn evokes commitment of Generation Y employees, leading to intention to stay forth. The framework suggests an approach for generation-specific retention strategy.

This is one of the first studies to propose a holistic framework to retain Generation Y employees. This paper adds a new dimension to the talent management literature by focusing on young generation employees.

The purpose of this paper is to show how social media technologies (SMT) make the firm proficient to act on business opportunities and reconfigure business resources by encouraging networks to routinize the firm’s knowledge and innovation competencies.

The paper analyzes data obtained from a sample of 201 technological firms located in Spain. Structural equation modeling with Lisrel is used to test the hypotheses.

This paper contributes to the literature by reflecting empirically in a structural model how SMT drive technological knowledge competencies to improve organizational performance directly and indirectly by leveraging processes of innovation capability in the firm.

The study has some limitations, among them transversal analysis of different constructs. The number of relationships analyzed is limited, as is the literature focuses on a digital vision from a social media point of view.

Some implications for managers emerge. SMT both enable an emergent participatory culture through ubiquitous digital devices and social networks and balance constant connectivity afforded by digital devices.

Drawing on complexity science, the authors develop a conceptual framework to explain how social media, as emergent IS phenomena, help firms to create business value, leveraging network effects and knowledge flows, and increasing innovative capability.

The purpose of this exploratory study is to examine individual perceptions about the impact that social media use has on career satisfaction and perceived career benefits. We examined whether informal online learning through “typical” types of social media behaviors (e.g. liking a post or messaging another user) and “networking” types of social media behaviors (e.g. endorsing another user, writing recommendations, going “live,” or looking for a job) impacted career-related perceptions.

In this study, we analyzed Amazon Mechanical Turk survey data gathered from adult participants (n = 475). We focused our inquiry specifically on two social media sites, Facebook and LinkedIn. We asked participants about their social media use and behaviors, as well as their perceptions of career satisfaction and career benefits related to social media.

We found that both typical and networking types of social media behaviors positively predicted the “knowing whom” career competency (defined as career relevant networks and contacts that individuals use to develop their careers) and career satisfaction. Only networking behaviors were positively associated with perceived career benefits of social media use. We further found that LinkedIn users’ career satisfaction was lower compared to non-LinkedIn users.

This study adds to the small, but growing body of career research focusing on social capital and social media. Our results suggest that informal online learning via social media may have a positive impact on employees’ career-related perceptions.

Based on the social capital theory, the authors assume that personal and professional experts are both relevant to people's competence development. However, to date, there is little empirical evidence of how professional experts can support, or impede, people in learning how to deal with social media. The purpose of this paper is to examine the role and position of social media experts in the distribution of information on social media within the library as organization.

The paper draws upon social network and qualitative methods, within three public libraries located in Belgium.

The findings suggest that as the most central actors, social media experts in a library play a significant role in either supporting or constraining the distribution of information on social media.

While the sample size was chosen to conduct a mixed methods study that would explore how the position of a social media expert in an organization such as the library facilitates or prevents the exchange of social media information, the authors acknowledge the need for large-scale empirical studies that can substantiate the findings in larger and more diverse samples.

This unique study explores how the role and position social media experts in Belgian public libraries can support, or impede, librarians in learning how to deal with social media. This study is useful for other public libraries who want to implement social media, establish a social media policy and/or provide social media training.

The use of social media is becoming increasingly important for entrepreneurial marketing as a way to gain psychological empowerment through female entrepreneurship. The participation of female entrepreneurs on social media has witnessed an increasing trend. The purpose of this study is to understand the impact of social media participation on female entrepreneurs towards digital entrepreneurship intention and their psychological empowerment.

This cross-sectional study integrates the Stimulus–Organism–Response framework with uses and gratification theory to understand and determine a theoretical framework in understanding the importance of social media for female entrepreneurship in the contemporary digital era. To ensure internal consistency of the latent constructs, this study determines Cronbach’s alpha for all the variables. Further, exploratory factor analysis is performed to ensure the unidimensionality of the latent constructs. Structural equation modelling is performed to test the theoretical framework.

Data analysis confirms the significant effect of social media participations on female entrepreneurs towards their digital entrepreneurship intention which further affects their psychological empowerment.

The practical contributions of this study highlight the importance of female entrepreneurship which is essential for attaining self-reliance by reducing the socio-economic barriers. Further, female entrepreneurs’ participation in social media communities enhances the levels of empowerment.

The purpose of this paper is to examine both the Latino/Hispanic entrepreneurs’ social media adoption (SMA) for business purposes and the influence of culture on personal versus business social network platform (SNP) selection.

The Technology Acceptance Model’s (TAM) factors of perceived usefulness (PU) and perceived ease of use (PEU) as drivers of Latino/Hispanic entrepreneurs’ social network platform selection are examined as well as the effect of SMA on revenue. Data was collected from 633 small business owners across the United States via an online survey administered in English and Spanish.

Results indicate that Latino/Hispanic business owners use personal SNP more than business SNP for business purposes. PU and PEU were not found to predict personal SNP for Latino/Hispanic entrepreneurs. However, for Non-Latino/Hispanics, PU was significant while PEU was marginally significant. Findings for PU and PEU as predictors of business SNP indicate similar results for both Latino/Hispanic and non-Latino/Hispanic entrepreneurs, where only PEU was significant. Finally, there was no relationship between either business or personal SNP and revenue for either Latino/Hispanic or non-Latino/Hispanic entrepreneurs.

This research provides more insight into Latino/Hispanic entrepreneurs’ self-directed engagement in personal SNP (Facebook) and business SNP (LinkedIn) for business purposes and invites future research in this population to further examine cultural influence and business performance. The findings support the need for Latino/Hispanic entrepreneurs’ strengthening their competency in social media usage to remain competitive, as doing so will enhance their capability for building customer relationships, brand development, and equity financing.

This investigation 1) examines SMA’s role in Latino/Hispanic small and medium enterprises (SMEs); 2) distinguishes between personal and business social network platforms; 3) investigates TAM’s relevance for Latino/Hispanic entrepreneurs’ use of social media for business; and 4) explores SME social media usage as a predictor of revenue. We seek to provide practitioners with a greater understanding of how they may influence business success and sustainability through better competency development and usage of social media platforms.

The purpose of this paper is to explore undergraduate student attitudes towards the inclusion of social media training within higher education pedagogy, student perceptions of social media proficiency as professional expertise and its impact on graduate employability.

In all, 81 undergraduate students studying medicine, law, science and arts volunteered to complete an online survey. Questions examined student attitudes towards the delivery of social media pedagogy at university and the perceived benefits of social media proficiency.

Participants stated that social media skills should be taught in optional classes (85 per cent) covering generic competencies (56 per cent). The majority (91 per cent) of respondents reported that social media skills and training were valuable for employability.

This was a pilot study and was therefore limited by the self-selection of participants, sample size and geographic location.

This study identifies that undergraduates across a range of disciplines are receptive to developing professionally relevant social media skills within higher education pedagogy and identify a link between social media proficiency and graduate employability.

Despite the increasing necessity for social media skills in professional environments, few studies have examined the teaching of social media skills as a core competency in higher education. Instead, social media is largely examined in relation to curriculum delivery and student engagement. This study explores attitudes towards the delivery of social media pedagogy at university and the perceived benefits of social media proficiency exclusively from the viewpoint of undergraduate students, to provide an alternative insight rarely explored in the literature.