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iNNoVaNDiS started in 2005 at the University of Deusto (Spain) as a program that aimed to train students to perform as entrepreneurs. The aim of the chapter is to share the story of this 10-year old experience.

The chapter follows a case study approach, describing in a narrative form the evolution had by the program, from the perspective of the people that have been involved in it. It draws on the analysis of the different stages the program has gone through, over these 10 years, until the current structure of the program has been defined. Primary data are used to explain this evolution.

The chapter illustrates how the approach followed in iNNoVaNDiS has always been action-oriented. The rationale is that being entrepreneurial and innovative is a way of thinking, a mindset, and a personal identity. To achieve this different contexts are built during various workshops, working with real challenges faced by local organizations.

The program is run by a team with very different profiles, including consultants, researchers, academics, coaches, artists, engineers, entrepreneurs, actors, etc. This diversity allows the program to be in constant renewal. The program demystifies prejudices about the entrepreneur, the business idea and failure.

The philosophy behind the program is that entrepreneurship and innovation are not goals or disciplines to learn, and their purposes go far beyond starting a business. The scope of the initiative has not been the development of a business but rather to foster ethical entrepreneurship and innovative behavior in everyday life.

Based on the literature on information security (InfoSec) education and uses and gratifications theory, the purpose of this paper is to propose and test a research model to examine the impact of InfoSec education on social media usage.

The authors employed structural equation modeling to test the research model, with a survey data set of 293 valid subjects from a WeChat subscription about InfoSec education named secrecy view.

The results reveal the significant impacts of perceived content quality, perceived social influence and perceived entertainment on user satisfaction in the context of security education and social media. User satisfaction is significantly associated with user stickiness and security knowledge improvement. Additionally, the authors found that user’s security awareness moderated the effect of perceived entertainment on user satisfaction.

Using a single sample might constrain the contributions of this study.

The authors suggest practical guidelines for InfoSec education on social media by enhancing perceived content quality. Moreover, due to diverse user attributes, the social media operators should recommend targeted content to different users.

This study contributes to studies on InfoSec education of social media usage and identifies factors that affect user satisfaction with social media. Furthermore, the study enriches the security education practices by uncovering differences in security awareness with regard to user satisfaction.

Despite big data analytics capability (BDAC) has received extensive attention, how and under what conditions BDAC influences green supply chain integration (GSCI) remains unclear. This study draws on organizational information processing theory to examine the mediating effect of supply chain visibility in the BDAC–GSCI link and the moderating effects of flexibility- and control-oriented culture.

The authors examined the research model using two-waved survey data gathered from 317 Chinese firms. The authors employed hierarchical regression analysis and bootstrapping method to test hypotheses and assessed the robust of theoretical model using structural model.

The authors found that BDAC facilitates all three dimensions of GSCI. Supply visibility mediates the relationship between BDAC and all three dimensions of GSCI, whereas demand visibility only mediates the positive effects of BDAC on green internal and customer integration. In addition, control-oriented culture strengthens the positive impacts of BDAC on supply and demand visibility, while the moderating effects of flexibility-oriented culture are insignificant.

This research contributes to opening the “black box” of how BDAC affects GSCI and provides novel guidelines for firms enhancing the degree of GSCI.

This paper aims to present recently published resources on information literacy and library instruction through an extensive annotated bibliography of publications covering all library types.

This paper annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2017 in over 200 journals, magazines, books and other sources.

The paper provides a brief description for all 590 sources.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

This paper aims to present 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 2019.

The paper provides a brief description of all 370 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.

This paper aims to present recently published resources on information literacy and library instruction providing an introductory overview and a selected annotated bibliography of publications covering all library types.

This paper introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2016.

The paper provides information about each source, describes the characteristics of current scholarship and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

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.

This paper aims to provide an introductory overview and selected annotated bibliography of recent resources on library instruction and information literacy across all library types.

It introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2014.

It provides information about each source, discusses the characteristics of current scholarship and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

Introduces and annotates English-language periodical articles, monographs and other materials on library instruction and information literacy published in 2013.

Provides information about each source, discusses the characteristics of current scholarship and describes sources that contain unique scholarly contributions and quality reproductions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.