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This study addresses how algorithmic recommendations and their affordances shape everyday information practices among young people.

Thematic interviews were conducted with 20 Finnish young people aged 15–16 years. The material was analysed using qualitative content analysis, with a focus on everyday information practices involving online platforms.

The key finding of the study is that the current affordances of algorithmic recommendations enable users to engage in more passive practices instead of active search and evaluation practices. Two major themes emerged from the analysis: enabling not searching, inviting high trust, which highlights the how the affordances of algorithmic recommendations enable the delegation of search to a recommender system and, at the same time, invite trust in the system, and constraining finding, discouraging diversity, which focuses on the constraining degree of affordances and breakdowns associated with algorithmic recommendations.

This study contributes new knowledge regarding the ways in which algorithmic recommendations shape the information practices in young people's everyday lives specifically addressing the constraining nature of affordances.

This study aims to reveal how mobile app stickiness is formed and how the stickiness formation process differs for apps of different social levels.

This study proposed and validated a stickiness formation model following the cognitive–affective–conative framework. Data were collected from surveys of 1,240 mobile app users and analyzed using structural equation modeling. Multigroup analysis was applied to contrast the stickiness formation process among apps of different social levels.

This study revealed a causal link between cognitive, affective and conative factors. It found partial mediation effects of trust in the association between perceptions and satisfaction, and the full mediation role of satisfaction and personal investment (PI) in the effects of subjective norm (SN) on stickiness. The multigroup analysis results suggested that social media affordances benefit stickiness through increased PI and strengthened effects of SN on PI. However, it damages stickiness through increased perceived privacy risk (PPR), decreased trust and strengthened effects of PPR on trust.

This study contributes to both stickiness scholars and practitioners, as it builds a model to understand the stickiness formation process and reveals the effects of the “go social” strategy. The novelty of this study is that it examined social influences, considered privacy issues and revealed two mediation mechanisms. The findings can guide the improvement of mobile app stickiness and the application of the “go social” strategy.

This study aims to investigate the impact of customer perceptions of Augmented Reality (AR) attributes such as augmentation, interactivity and vividness on attitudes towards AR mobile apps, virtual product and behavioural intentions. Also, the mediation role of customer engagement in the effect of perceptions of AR attributes on attitudes and behavioural intentions is examined using the Theory of Interactive Media Effects.

The study used a cross-sectional design. A total of 456 valid data were collected from the Millennials and Generation Z cohorts using purposive sampling. The conceptual framework was assessed using Partial Least Squares-Structural Equation Modelling (PLS-SEM) and Partial Least Squares-Multi Group Analysis (PLS-MGA).

The research revealed that customer perceptions of AR features such as augmentation, interactivity and vividness significantly influenced customer engagement, leading to favourable attitudes towards both the AR mobile app and the Virtual product as well as behavioural intentions. Furthermore, the study substantiates the role of customer engagement as a mediator in the relationship between customer perceptions of AR attributes and both attitudinal and behavioural outcomes.

To the best of the authors’ knowledge, this is the first attempt to investigate the significance of perceived augmentation as an antecedent to customer engagement and the mediating role of customer engagement on the influence of perceptions of AR attributes on attitudinal and behavioural intention.

This research paper aimed to investigate the affordances of using virtual reality (VR) in teaching culture among in-service teachers of teaching Persian to speakers of other languages (TPSOL) in Iran.

This qualitative case study, conducted at two Iranian universities, used purposeful sampling to select 34 eligible in-service Persian teachers from a pool of 73. Data collection used an open-ended questionnaire and interviews.

Before the TPSOL in-service training workshop, teachers expressed their reservations regarding the use of VR to teach culture in TPSOL courses. The emerged themes were “skepticism toward effectiveness,” “practicality concerns,” “limited awareness of VR applications,” “technological apprehension” and “prevalence of traditional teaching paradigms.” During the post-workshop interview, it was discovered that the teachers’ perceptions of VR in teaching culture had undergone a positive shift. The workshop generated emergent themes that reflected positive perceptions and affordances for using VR to teach culture in TPSOL, including “enhanced cultural immersion,” “increased student engagement,” “simulation of authentic cultural experiences,” and “facilitation of interactive learning environments.”

One primary limitation is the lack of prior experience with VR for teaching practices in real-world classrooms among the participants. While the study aimed to explore the potential of VR in enhancing pedagogical approaches, the absence of participants with prior exposure to VR in educational contexts may impact the generalizability of the findings to a broader population. Additionally, the study faced practical constraints, such as the unavailability of sufficient facilities in the workshop. As a result, the instructor had to project the VR cont7ent on a monitor, potentially diverging from the immersive nature of true VR experiences. These limitations offer opportunities for future research to refine methodologies and gain a more comprehensive understanding of the implications of integrating VR into teaching practices.

Extensive research has been conducted on the effectiveness of VR in language education. However, there is a significant gap in research on TPSOL, which is considered a less commonly taught language. This study aims to address this gap by exploring the use of VR in the TPSOL through the lenses of in-service teachers. As part of a larger investigation, this qualitative inquiry focuses on the perceptions of in-service teachers about VR, with a particular emphasis on the cultural understanding of the Persian language.

This study of job advertisements for internal communication practitioners aims to investigate the signals that organisations are sending the profession about what is required of these roles. The concept of corporate voice – the “voice” of the organisation – is problematised to explore tensions in vocality. The aim is to support communication practitioners to navigate multi-vocality in the evolving professional context of digital communication technologies and changes in the workplace.

This qualitative study considers the role of voice in corporate communication practices and offers insights into “digital disruption” and the discursive pressure of employers' priorities on the profession and its practices. Job advertisements for internal communication practitioners were examined during 6-month periods in 2018, 2020 and 2022, which was a significant time of change for the profession with the global COVID-19 pandemic.

Qualitative content analysis of 514 internal communication job advertisements identifies that control and consistency are valorised, and continue to dominate descriptions of internal communication skills and responsibilities. The digital affordances that communication practitioners rely on has not changed significantly and a preference for “broadcasting” is evident.

This study provides insights into how Australian organisations shape and sustain univocal corporate communication practices, and the incompatibility of narrow configurations of voice with emerging organisational challenges such as social connectedness.

The purpose of this study is to determine what technological strategies were used within each of the phases of the ADDIE framework when developing content for professional training. The study also examined the affordances of those technologies in training.

A PRISMA systematic review methodology (Moher et al., 2015) was utilized to answer the four questions guiding this study. Specifically, the PRISMA extension Preferred Reporting Items for Systematic Reviews and Meta-Analysis for Protocols (PRISMA-P, Moher et al., 2015) was used to direct each stage of the research, from the literature review to the conclusion. In addition, the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA principles; Liberati et al., 2009) are used to guide the article selection process.

The findings reveal that the majority of the studies were in healthcare (36%) and education (24%) and used an online format (65%). There was a wide distribution of ADDIE used with technology across the globe. The coding for the benefits of technology use in the development of the training solution revealed four trends: 1) usability, 2) learning approaches, 3) learner experience and 4) financial.

This systematic review only examined articles published in English, which may bias the findings to a Western understanding of how technology is used within the ADDIE framework. Furthermore, the study examined only peer-review academic articles from scholarly journals and conferences. While this provided a high level of assurance about the quality of the studies, it does not include other reports directly from training providers and other organizations.

These findings can be used as a springboard for training providers, scholars, funders and practitioners, providing rigorous insight into how technology has been used within the ADDIE framework, the types of technology, and the benefits of using technology. This insight can be used when designing future training solutions with a better understanding of how technology can support learning.

This study provides insight into the uses of technology in training. Many of these findings and uses of technology within ADDIE can also transfer to other aspects of society.

This study is unique in that it provides the scholarly community with the first systematic review to examine what technological strategies were used within each of the phases of the ADDIE structure and how these technologies provided benefits to developing a training solution.

This paper aims to trace how Asian American girls engaged with civic learning in a virtual out-of-school literacy community featuring a curriculum of diverse literary texts.

The researcher used practitioner inquiry to construct a virtual literacy education community dedicated to the civic learning of Asian American girls.

The paper explores how participants mobilized critical practices of textual consumption and production rooted in their intersectional identities and embodied experiences to make meaning of the civic constraints and affordances of marginalized identities and to read and (re)design author choices for civic purposes. These findings – examples of youths’ critical civic meaning-making – indicate how they claimed space for Asian American civic girlhoods in literacy education.

This paper foregrounds how Asian American girls mobilize critical processes of text consumption and production to assert civic identities in literacy education – a significantly under-examined topic in literacy studies. This work has implications for how literacy practitioners and scholars can prioritize Asian American civic girlhoods through pedagogy and research.

Michael Buckland's works have spanned theoretical, historical and practice-oriented foci and genre. This article focuses on some of his theoretical-historical works that span over 20 years, which demonstrate a reading and critique of European Documentation in terms of what has been called “Documentality.” This turn to a philosophy of information called “Documentality” marks the moment of “neo-documentation.” This article surveys this moment in Buckland's works by reading his articles “Information as Thing,” “What is a ‘Document’?”, and “Documentality Beyond Documents.” It shows the transition from Documentation as a philosophy of information as representation to Documentality as a philosophy of information as function and performance. Some concepts and works of Bruno Latour are used to illuminate this transition from Documentation to Documentality. Implications and further research directions are discussed at the end.

Conceptual and historical analyses.

The article follows a neo-documentalist transition in Buckland's works in the thinking of documents from an Otletian representationalist epistemology (“Documentation”) to a functionalist and performative epistemology (“Documentality”) for documents.

This is a conceptual work on a limited corpus in Buckland's oeuvre. It has a limited discussion of Documentality in the works of other writers, namely the works of Bernd Frohmann and Maurizio Ferraris.

The article points to historical shifts in the study of documents in Library and Information Science.

Documentality critically and materially studies documents in sociotechnical information management systems and elsewhere.

This work highlights the importance of the above works and the importance of the neo-documentalist perspective of Documentality.

In this study, STEM resources reviewed in Goodreads were investigated to determine their authorship, linguistic characteristics and impact. The analysis reveals gender disparity favoring titles with male authors.

This paper applies theoretical concepts of knowledge commons to understand how individuals leverage the affordances of the Goodreads platform to share their perceptions of STEM-related books.

The analysis reveals gender disparity favoring titles with male authors. Female-authored STEM publications represent popular science nonfiction and juvenile genres. Analysis of the scholarly impact of the reviewed titles revealed that Google Scholar provides broader and more diverse coverage than Web of Science. Linguistic analysis of the reviews revealed the relatively low aesthetic disposition of reviewers with an emphasis on embodied experiences that emerged from the reading.

This study contributes to the understanding of the impact of popular STEM resources as well as the influence of the language of user-generated reviews on production, consumption and discoverability of STEM titles.

Through critically reflecting on existing research on information and communication technology (ICT) in hospitality, the purpose of this study is to propose recommendations for future research to further narrow the theory-practice gap.

Personal experiences along with evidence from the literature provide a foundation for discussion, which is further enriched by integrating industry practitioners’ points of view.

Single-perspective and technology adoption studies have dominated ICT research in the hospitality literature. Technology effectiveness has often been measured indirectly. Oversimplifying technological issues has limited the generalizability of research findings.

Future studies are suggested to go beyond examining technology adoption, embrace multi-perspective approaches and incorporate a wider range of situational and contextual factors.

Through a unique perspective, this study highlights the limitations of previous ICT research in the hospitality literature and provides suggestions for future research to better meet the needs of practitioners. The arguments presented are not purely from an academic standpoint, as they have been endorsed by senior industry executives.