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The purpose of this paper is to re-examine the important question of what is wrong with interactive voice response (IVR) system service by expanding a spatially informed conceptualisation of virtual navigation which recognises the experience of movement within and through space.

First, previous research on IVR systems is reviewed to highlight key themes to a service audience. Second, the metaphorical aspects of language used by the popular and trade press to describe IVR systems is examined. Usability and design issues are identified from previous research as a basis from reinterpreting them from a spatial perspective of navigation.

Both figurative and conceptual spatial metaphors are used to describe the IVR system as an enclosed physical space, within which customers enter, feel stuck, get lost, or try to escape from. The usability issues of human memory, linearity, and feedback, can be reinterpreted from a spatial perspective as a basis for explaining confusion and frustration with IVR systems.

Since the paper is conceptual, further research is needed to empirically investigate different types and features of IVR systems. The possible influence of age and culture upon the spatial nature of experience is especially interesting topics for future study.

The paper identifies the absence of space as an inherent limitation of IVR systems. It subsequently recommends that firms should provide spatial resources to support customer use of IVR systems, which is supported by the recent emergence of visual IVR.

The paper introduces the broader literature on IVR systems to the service field as a basis for raising awareness about this ubiquitous technological component of telephone-based service delivery. It applies and develops a highly abstract conceptual perspective to examine and interpret the representation and experience of IVR systems, as a basis for explaining the confusion, frustration, and dislike of them.

The purpose of this paper is to examine the idea of getting lost during field studies as a point of departure for reframing the initial research question.

The paper presents field notes and reflections to illustrate the process of tracing innovation in the field by means of a theoretical concept – “knot-working” as proposed by Engeström (2008). By paying attention to seemingly irrelevant empirical data and experiences of being lost, the author infuses another theoretical concept – “not-knowing” as proposed by Lather (2007).

By questioning research questions, it becomes possible to challenge conventional assumptions in the field under study as well as assumptions underlying existing theory. It is argued that good research questions evolve iteratively throughout a study and might be even more valuable than answers (Alvesson and Sandberg, 2013). The paper illustrates how not-knowing can serve as a methodological perspective from where ordinary held assumptions can be reconsidered, thus paving the way for novel research questions that can enhance established theory.

The paper questions the initial research question: “How is the elderly care sector affected by innovation imperatives,” and ends up posing the reverse question: How are innovation imperatives affected – or how could they be affected – by the notion of care.

In this chapter, the authors conceptualize corporate entrepreneurship as a mental model that allows firms to adapt to new competitive landscapes by facilitating the development of new cognitive scripts and schemas. The authors begin by explaining what it means for a firm to be competitively bewildered, or lost, in a rapidly changing competitive domain. The authors also describe five stages of being lost competitively. The authors then map the attributes of an entrepreneurial firm – adaptability, speed, flexibility, aggressiveness, and innovativeness – to stages of the bewilderment process wherein they may be most helpful to realign competitive realities and entrepreneurial scripts and schemas. The authors conclude by proposing contributions resulting from conceptualizing corporate entrepreneurship as a bewilderment schema and also explain how this represents a novel perspective.

The purpose of this paper is to explore and discuss some of the possibilities and risks that one can encounter in the process of doing ethnographic organization research with an at-home approach.

The paper draws on self-reflexive analyses of a four-year research process, where the author – a rock musician – investigated how rock bands within the author’s social networks organize their activities. The materials used for analysis were notes and diaries, as well as reflections on memories.

The findings illustrate aspects of the researcher’s “breaking out” process, which involved the researcher’s initial impulse to leave his practitioner-self, a subsequent lack of interest and eventually a return to what felt genuinely intriguing for him to study. The paper argues that one important aspect of the at-home researcher’s breaking out process may involve an active recognition of his/her practitioner-self as a resource – not least to avoid losing interest or getting lost in abstractions.

This paper conceptualizes and builds further upon previous discussions on at-home research, adding insights into the “breaking out” process and the curious paradox of the proposed necessity for the researcher to leave and utilize his/her at-home experience and familiarity.

The purpose of this study is to investigate how first-year students conduct everyday life research and how, if possible, their everyday research skills can inform information literacy instruction in higher education. Very few studies in information literacy emphasize existing knowledge that students bring with them to college; instead, the emphasis tends to fall on deficits in students’ academic research skills. Strengths-based approaches or asset-based approaches as found in the literature of psychology and education provide a basis for exploring this direction in information literacy education.

The research used a phenomenographic methodology, interviewing 40 first-year students from two large universities, a medium-sized university and a community college.

The qualitative study suggests that first-year students are capable of using information purposefully to learn or research interests that have sparked their curiosities. They are also capable of reflecting on the ways that their investigations fulfilled their purposes, resulted in unexpected outcomes or made them consider their issue in a new light. These existing capacities provide promising starting points for strengths-based approaches to information literacy instruction.

Dialogue with students about prior research experiences enables teaching librarians to plan engaging, authentic information literacy curriculum that acknowledges existing strengths.

This study provides a valuable contribution to empirical evidence of student research skills prior to entering higher education and suggests connections between those skills and the ACRL Information Literacy Framework. In addition, the study provides a case for strengths-based education, activating students’ prior knowledge to learn and create new knowledge. Authors have presented at Library Instruction West, July 2018.

The purpose of this paper is to describe the development and progression of offering peer support using personal reflections on mistakes. The paper draws on the core principles of peer support which have the potential to be better understood through self-reflection and honest appraisal.

A reflective and personal approach is used throughout to examine and analyse particular mistakes relating to developing peer support relationships.

Reflections are offered about how working approaches can be developed as a positive consequence of difficult personal interactions.

These reflections contribute to the small number of papers written by peer workers within the UK. Its focus on mistakes and challenges as a means of learning more about peer support is highly unique.

Audio-visual records produced by public broadcasters play a role in preserving the history, culture and language of a country. The records are used by broadcasters to repeat and support programmes on air. The formats that carry these records such as tapes and compact discs are fragile and have a short life span. This is compounded by evolving technologies and results in obsolete playback equipment, which can result in records not being accessible. This study aims to explore the preservation and access of audio-visual records at the South African Broadcasting Corporation (SABC) radio in Limpopo regional offices.

Qualitative data were collected through interviews from purposively selected participants in three radio stations of the SABC in the Limpopo province which are Munghana Lonene FM, Phalaphala FM and Thobela FM. The interview data were augmented through participant observation.

The findings revealed that the SABC radio archive was preserving audio-visual records in obsolete formats such as long plays and cassettes, which also lacked playback equipment. These formats were not properly arranged and were kept in a storage area that was not monitored for decaying and security. It was further established that the radio stations were using IONA technology for retrieval of and access to records while the news division within the radio stations were relying on Electronic News Production System. As audio-visual materials were not catalogued, it proved difficult for users to access these records.

This study adds value to the existing theoretical and conceptual issues that form the ongoing discourse on the preservation of and access to audio-visual records which are often neglected in the developing countries. The study also laid the groundwork for further investigation of the audio-visual records at broadcasting corporations. This is prompted by the findings which established that valuable information has been lost and continues to be lost due to poor management of audio-visual records. Therefore, a further study on migration of content from analogue to digital for the purpose of continuous preservation is recommended.

The study triangulated data collection tools including interviews and participant observation. The context was on the national broadcaster and the focus was on the preservation of and access to audio-visual records for the radio.

Since the 1970s, the North Carolina Legislature has authorized its counties to levy four local option sales taxes (LOST). Proceeds from two of them are partially restricted for school capital needs; two other LOST are used to augment counties' general revenues that may also affect school capital funding. Experiences from other states have raised concerns that the adoption of LOST may increase inequality in school finance, but the empirical results have been mixed. Using a data set of one hundred North Carolina county school districts from 2004 to 2006, this study examines how public school facilities are funded, and investigates whether the adoption of LOST aggravates or alleviates inequality in public school capital revenues in the state.