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A bibliometric study of the online retrieval literature, published in 1978, has been updated. The data are based on a recent bibliography containing 3337 references. The literature continued to grow, reaching a peak annual output of 504 papers in 1981. A plateau, predicted in 1978, was not observed. The conference literature, dispersed at the time of the 1978 bibliometric study, has become centralized in four major proceedings: the annual meetings sponsored by Online, Inc., two conferences sponsored by Learned Information, and the annual meeting of the American Society for Information Science. Online retrieval papers have appeared in 479 journals, 47 of which have published five or more papers on the subject. The distribution of papers follows Bradford's Law if conference publications and journals are considered in the total corpus. Thirty‐one authors have contributed ten or more papers.

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.

Some bibliometric characteristics of the literature of online information retrieval have been studied. A total of 1051 references in two recent bibliographies were examined. The literature grew rapidly from one paper in 1964 to 185 papers in 1975. The most rapid growth took place between 1970 and 1975. It appears that the annual growth rate has slowed since 1975. Most of the literature appeared as articles in 138 journals. 19 journals contained five or more papers each and contributed 392 papers (38% of the total). Papers on online information retrieval are dispersed in a wide variety of journals, many of them not devoted to library or information science. An unsuccessful attempt was made to apply Bradford's Law to the literature. A total of 1059 authors are cited in this literature. 22 of them contributed six or more papers each for a total of 206 papers (20% of the total). 369 of them published a paper in 1976 or 1977.

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.

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

The paper introduces and annotates periodical articles, monographs, and audiovisual material examining library instruction and information literacy.

Information is provided about each source, and the paper 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.

Database publishers have good reason to fear the potential effects of migration from the use of printed services to the use of online services. This paper examines the economics of publishing information services and the effects of migration on profitability. It also points out the likely increasing frequency of experimentation with other than connect‐time charging for online access and three factors other than migration that are important considerations in pricing decisions.

The purpose of this paper is twofold: to perform a synthesis of academic research published between 2009 and 2016 regarding the changes in tourism consumer behavior brought about by the use of social media (SM); and to suggest a set of strategies for tourism businesses to seize opportunities and deal with resulting challenges.

A volume of 146 peer-reviewed journal articles were retrieved from two major databases. Content analysis of this academic research has been performed, exploring the effects of online reviews on tourism consumers and providers.

The content analysis identified three main research themes that were investigated by scholars and classified into two major categories, namely, consumer perspective and provider perspective: the antecedents (factors motivating and influencing tourists); the influence of online reviews on consumer behaviour; and the impact of these reviews on tourism businesses (providers’ perspective).

This study is based on a literature review and outcomes reported by previous studies; hence, the suggestions are indicative rather than conclusive. Some publication sources were not included.

This paper suggests a range of adequate strategies, along with operational actions, formulated for industry practitioners in the fields of management and marketing.

It provides an update of the state of published academic research into SM and an integrated set of management and marketing strategies for tourism providers in seizing the opportunities and dealing with the challenges raised in a digital context.

As online education offerings are extended to more students, organizations are increasingly interested in the effectiveness of online learning compared to a traditional classroom. The need for research on the learning outcomes of students is imperative. The purpose of this study is to compare student learning in a traditional classroom with the equivalent online course. This research explores the research question: What is the difference between student learning in a leadership studies course through online versus traditional delivery methods? This study utilizes a directed content analysis to investigate student assignments using Kolb’s Experiential Learning Model as a foundational theory. Previous research reveals a contradiction on student outlook on the instructor and format of the class, as well as understanding the effectiveness of each method of delivery. Findings in this study indicate that online students may engage more often in deeper learning on assignments than those in the traditional classroom environment.

The purpose of this paper is to know the rate of loss of online citations used as references in scholarly journals. It also indented to recover the vanished online citations using Wayback Machine and also to calculate the half-life period of online citations.

The study selected three journals published by Emerald publication. All 389 articles published in these three scholarly journals were selected. A total of 15,211 citations were extracted of which 13,281 were print citations and only 1,930 were online citations. The online citations so extracted were then tested to determine whether they were active or missing on the Web. W3C Link Checker was used to check the existence of online citations. The online citations which got HTTP error message while testing for its accessibility were then entered in to the search box of the Wayback Machine to recover vanished online citations.

Study found that only 12.69 percent (1,930 out of 15,211) citations were online citations and the percentage of online citations varied from a low of 9.41 in the year 2011 to high of 17.52 in the year 2009. Another notable finding of the research was that 30.98 percent of online citations were not accessible (vanished) and remaining 69.02 percent of online citations were still accessible (active). The HTTP 404 error message – “page not found” was the overwhelming message encountered and represented 62.98 percent of all HTTP error message. It was found that the Wayback Machine had archived only 48.33 percent of the vanished web pages, leaving 51.67 percent still unavailable. The half-life of online citations was increased from 5.40 years to 11.73 years after recovering the vanished online citations.

This is a systematic and in-depth study on recovery of vanished online citations cited in journals articles spanning a period of five years. The findings of the study will be helpful to researchers, authors, publishers, and editorial staff to recover vanishing online citations using Wayback Machine.

The purpose of this paper is to examine the benefits of online guided group journaling for an individual’s mental health. The authors focused on a specific social networking platform called Family eJournal.

In total, 51 female participants were recruited from an American university with an average age of 20 years. Participants completed an online survey called the Relationship and Lifestyle Questionnaire. The questionnaire utilized two subscales, the Multidimensional Scale of Perceived Social Support (Diener et al., 1985) and the Depression and Anxiety Stress Scale (Lovibond & Lovibond, 1995). In addition, the questionnaire also measured several items related to an individual’s health choices such as smoking or dieting. Half of the participants in the study were randomly assigned to the Family eJournal user group.

Following the ten-week time period, the Family eJournal group reported significantly higher social support and lower scores of depression compared to the non-Family eJournal control group. However, there was no difference between groups in regard to anxiety or health choices. Implications of online group journaling and future directions are discussed.

Current findings suggest that online journal sharing may provide a buffer from depression. For those who experience a negative perception of social experiences, building and maintaining interpersonal relationships becomes increasingly difficult, furthering the experiences of social isolation. Therefore, the ability to self-disclose and share personal experiences is crucial, albeit difficult to express (Heinrich and Gullone, 2006; Wei et al., 2005). As depression increases, individuals may alter the types of social, cognitive and emotional behaviors they employ. In turn, online asynchronous communication platforms may foster a reduction in discomfort in self-disclosure and increase positive perceptions of social experiences.

The findings suggest that the SNS platform FamilyeJournal may provide a simple opportunity to improve family relationships. Asynchronous online communication is immune to drawbacks and barriers associated with traditional means of communication such as busy schedules and geographic disparity (Perron, 2002).

Online social networking may be a beneficial way to connect with others and facilitate positive mental health.

While the authors have known the benefits of journaling for some time, few studies to date have examined the potential benefits of asynchronous communication via online journaling. Online journaling platforms may provide an attractive avenue for enhancing the well-being for individuals who have limited opportunities to communicate in real time.