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Purpose: Teaching and learning online during the COVID-19 pandemic has forced university instructors to consider online alternatives to the classroom. It is possible to facilitate students' learning in the digital environment in similar ways to the traditional face-to-face classroom. The inclusion of e-guests in the digital learning space presents one such opportunity. The purpose of this paper is to discuss the use of e-guests in online learning. Design/methodology/approach: This paper presents a case study, following a postgraduate class and the role of the e-guest in students' synchronous online learning. Findings: E-guests facilitated student learning. Their approaches to learning ranged from slides to discussions. Students responded well to this method of learning. Practical implications: There is potential for enhancing student learning through the inclusion of e-guests, who bring their expertise to the classroom. E-guests from different regions offer students an opportunity to learn from specialists they would not necessarily have access to in the traditional classroom. Originality/value: E-guests offer one important potential means of enriching online teaching.

Alongside calls in the literature for research skills development for undergraduates, University College Dublin's College of Social Sciences and Law (CoSSL) has identified a need for research skills education for its new Bachelor of Social Sciences programme. In collaboration, academics and the library have created a new course, the Social Sciences Research Accelerator, designed to provide foundational learning of research skills for students transitioning to conduct research projects in their final year. Preliminary testing of the course, which included a small user-testing group of undergraduates who engaged with course activities and then completed a survey evaluation, has been positive. This paper details the partnership between academics and library staff towards a common scholarship goal, including the creation of learning materials, early testing of content, and future work.

Aim/Purpose: This paper reports on a case study project which had three goals; to develop a suite of original interactive digital skills e-tutorials to be embedded in undergraduate and postgraduate courses; to evaluate the students' experience and engagement with the e-tutorials over one semester; and to explore their general attitudes towards online and blended learning. Background: Online and blended learning modes continue to grow in popularity in higher education, with the aim of streamlining and enhancing student learning, supporting collaboration and creativity, and equipping students with the skills they will require to work and live in an increasingly digitized world. This practice-based case study highlights factors which positively and negatively affect user engagement with digital learning objects and explores students' perceptions of the role of online learning within their academic programs. Methodology: A suite of nine interactive e-tutorials, addressing essential digital literacy skills for university students, was developed through instructor and student peer collaboration using Articulate software, informed by best practice. The e-tutorials were embedded in the institutional Learning Management System for three undergraduate and postgraduate courses, in which digital literacy formed the core learning content, to complement classroom-based learning. Students in these courses were surveyed via SurveyMonkey about their specific experience of using the e-tutorials, as well as their general perceptions of digital literacy and online learning. Eighty-six students in total completed the questionnaire, which consisted of twenty-three closed and open-ended questions. Contribution: Through highlighting both the positive and the challenging aspects of the students' reported experience of online learning, this case study contributes useful insights to the body of literature on user engagement with digital learning objects in higher education, as well as students' perceptions and experience of blended learning. Findings: The e-tutorials were perceived as valuable in reinforcing classroom learning, allowing respondents to revise concepts and materials covered in faceto-face classes, at their own pace and in their own time. Survey responses showed that the accessibility, ease-of-use, design and duration of the etutorials were deemed effective in terms of user engagement; however, several technological challenges were identified, such as browser incompatibility, uneven sound quality and general Internet connection issues, which disrupted their learning. Overall, students expressed enjoyment of the learning facilitated by the e-tutorials; however, rather than favoring online learning alone, they expressed a preference for a blended learning environment, with a combination of complementary learning approaches; survey respondents did not generally wish to forego face-to-face classes entirely. Recommendations for Practitioners: Instructors should seek to strategically embed interactive digital learning objects in their courses at defined points of need in a logical structure, e.g., to reinforce classroom-based learning, or to support specific skill development. Potential disruption to learning should be minimized by following best practice guidelines to ensure ease of access, a seamless user experience, and timely feedback, as well as providing adequate support for rapid resolution of technical glitches. Recommendations for Researchers: E-tutorials offer a useful means of exploring ways in which students acquire learning in the digital environment. A wider, collaborative exploration is needed to provide comparative studies which move beyond case studies. Impact on Society: Online learning mechanisms, such as e-tutorials, offer students different means of acquiring essential literacy skills and different ways to interact with content. E-tutorials constitute reusable learning objects, which can be accessed as just-in-time delivery modes, when students perceive they need to review particular skills or reinforce learning material. Future Research: This research is now expanding into different types of reusable learning objects. E-tutorials may be developed in multiple ways, and comparative research around e-tutorial models will deepen our understanding of how students interact with content in formal learning contexts. As the digital educational landscape continues to expand alongside traditional face-to-face and analogue learning modes, a key research focus will be student and instructor perceptions and experience of blended learning in different contexts.

This paper reports the results of two empirical studies which explored the information seeking behaviour of engineering and law students in Ireland. Findings reveal similar patterns in the information seeking behaviour between students studying to become professionals and information seeking patterns of these groups identified in the Leckie et al. model. Students learned their information seeking strategies, including effective and less effective approaches, from educators. Mis-perceptions of the role and value of libraries and information professionals in their studies were common, and as a result, students often adopted information seeking strategies that excluded libraries and library staff. The two studies suggest that engineering and law students in Ireland could benefit from greater information literacy training and awareness, enabling them to acquire the information skills they need to function effectively and efficiently in their future professional work lives.

Aims: This study offers an empirical exploration of self‐assessed digital competencies of students, most of whom studied in nursing courses, using a discipline‐based self‐assessment survey tool. A range of digital competencies were explored: information and communication technology proficiency and productivity, information literacy, digital creation, digital research, digital communication, digital learning and development, digital innovation, digital identity management and digital well‐being. Design: A cross‐sectional empirical study. Methods: Quantitative data were collected from November to December 2021 via a questionnaire survey administered to students. Quantitative results were reported through descriptive statistical analysis. Mann–Whitney (U‐test) and Kruskal–Wallis non‐parametric statistical tests were used to identify statistically significant differences based on age demographics and pre‐ or post‐registration course. Thematic analysis was utilized for survey open‐ended questions data. Results: Students reported low competencies in the following digital literacy dimensions, all of which were imperative for their studies and for their future professional careers: information literacy, digital research, digital innovation. Significant statistical subgroup differences were found between age demographics and pre/post‐registration within most of the digital competence dimensions. The survey open‐ended comments revealed that students encountered challenges around digital skills they had mostly developed via everyday life experiences and trial‐and‐error approaches. Conclusion: Increasing awareness of existing digital gaps and offering tailored digital skills enhancement can empower students as future‐proof evidence‐based practitioners in an evolving digital healthcare landscape. Implications for the Profession and/or Patient Care: Highlights the importance of embedding digital literacy within nursing study programmes, as preparation for comprehensive patient healthcare. Impact: Offers insights into digital competencies gaps of nursing students.Proposes targeted educational digital skills training interventions.Stresses the value of academic staff supporting nursing students to develop digital skills in important areas of professional practice. Reporting Method: JBI critical appraisal checklist. No patient or public contribution. [ABSTRACT FROM AUTHOR]

Discusses work done by information professionals and the increase in teleworking, using telecommunications technology; considers teleworkers' information needs; examines ways in which library and information science professionals can facilitate teleworkers' information access; and investigates information environments of 20 teleworkers and 20 at-office information professionals. (Author/LRW)

While research on media literacy education has focused on varying professional sectors, the role of public libraries in supporting media literacy has yet to be fully explored. This article reports on a university-public library collaboration between University College Dublin, the Libraries Development unit of the Local Government Management Agency (LGMA), the National Adult Literacy Agency (NALA), Meath County Council Libraries and Meta (formerly Facebook). This collaborative partnership sought to develop and pilot a cutting-edge curriculum, incorporating a creative and flexible approach to media literacy training for public library staff. This article details the partnership between the university and the stakeholders toward the common goals of assessing the media literacy training needs of public library staff, and piloting an online professional development course to address these needs. The paper makes several observations on the university-public library collaboration, and proposes that such strategic partnerships might be a key intervention in delivering media literacy education training to the public library sector more broadly. [ABSTRACT FROM AUTHOR]

The concept of digital competences incorporates the effective use of constantly-changing digital tools and media for learning and performing digital tasks, digital behaviours (such as online communication, teamwork, ethical sharing of information), as well as digital mindsets that value lifelong digital learning and development. The current pandemic crisis has accelerated the need to diagnose and understand more systematically Higher Education students' digital competences and the way in which they shape academic performance and outcomes. This empirical study explores the digital competences of students, studying in Law related courses, by means of a self-assessment survey tool, which has been previously tested with information and library science students, and was developed to study students' technology mastery (i.e. the abilities, competences, capabilities and skills required for using digital technology, media and tools) and their digital citizenship mindsets (consisting of attitudes and behaviours necessary to develop as a critical, reflective and lifelong learners). The study found age demographic differences, which presented significant correlations pointing to the presence of diverse levels of competences in the student group. Correlation statistics of the survey data demonstrated that students' prior everyday participation as a digital citizen was connected to a number of important academic skills, such as the ability to identify information in different contexts, students' digital learning and development, their digital abilities to complete academic work, their information literacy skills and their skills around managing their digital wellbeing and identity. Focus groups data with academics revealed that they valued the development of students' digital competences for the purposes of learning, while studying at university and placed less emphasis on digital citizenship skills. These academics also considered the value of digital platforms and tools (the focus on 'ICT Proficiency') to be more relevant for academic study than digital citizenship mindsets. [ABSTRACT FROM AUTHOR]

This paper reviews the experience and outcomes of video creation for peer learning within an online, self-paced undergraduate module centred on building digital research skills for social science students. The project was inspired by the 'students as partners' model and allowed students to contribute to future students' learning through original resource creation. This paper explores the background and context for the project, the process of student engagement and video creation, and project outcomes and future directions. Because student participation was at the heart of the project design and intention, the paper also includes reflective contributions from two students who participated as well as the experience of the Master's student who served as the Video and Project Assistant. [ABSTRACT FROM AUTHOR]

The article marks the beginning of the new Editor in Chief's tenure at Information Research, expressing gratitude towards Professor Emeritus Tom D. Wilson, who founded the journal and retired from the position. Topics include the journal's history and evolution since its establishment in 1995, its unique status as the only fully open access journal in Information Science, and the commitment of the editorial team and contributors to maintaining high-quality, free access to scholarly content.

Digital methods of learning are increasingly common in university education, and digital badges offer a new and evolving way of motivating and rewarding students' learning achievement. The major learning outcome for undergraduate students on the second-year module, Social Media and Computing, was to develop a range of digital literacy competencies that will support their full social participation as digital citizens. To that end, assessment encompassed learning not only about new social technologies, but also about critical evaluation and social application of these technologies and concepts, such as digital ethics and privacy, to solve information problems in students' academic work and future careers. Each digital badge was aligned with assessment learning outcomes. In particular, two methods of badging were trialled over a two-year period: an external open badge, recognising completion of particular skills acquisition that students could display via their LinkedIn accounts in support of their CVs; and an internal digital badge, matched to prescribed university achievement levels through the university's learning management system (LMS), Blackboard. This project was conducted, in part, alongside a university level pilot scheme around digital badging, which provided support for digital badge creation and technical integration. This paper examines the implementation of the trial badging project with undergraduate students, including a comparison of different badging approaches and outcomes. Based on student reactions to badging and staff administrative and teaching roll out of badging for this module, suggestions around badging practices and strategies to enhance learning through assessment are offered. [ABSTRACT FROM AUTHOR]

While information science researchers have for some time examined sharing, non-sharing behaviours have received less attention. This study explored the role and impact of secretive information behaviours in the context of gambling activities and social interactions around harmful gambling. The study followed a qualitative approach, involving in-depth interviews with recovering gamblers and gamblers' families and friends in Ireland. Findings revealed that secretive information behaviours, such as self-concealment, were characteristic of gamblers' and their families' experiences of gambling harm. While self-concealing information behaviours facilitated the gambler's secret participation in gambling, the negative financial and social outcomes had a further serious impact on family members and their coping strategies. Understanding how and why people adopt secretive information behaviours can facilitate positive navigation of information in risky and stressful circumstances. Findings offer a more holistic view of information use, sharing, and decision making, by including negative as well as positive information outcomes in modeling of information behaviour. • Secretive information behaviours have been little explored in information science. • Secretive and self-concealing information behaviours were key features of gamblers' and their families 'experiences. • Technologies facilitated concealment of gambling activities and information. • Secretive information behaviours accelerated harmful gambling. • Understanding how secretive information behaviours affect decision-making facilitates information service and provision. [ABSTRACT FROM AUTHOR]

Urban exploration is a hobby that involves visiting and capturing visual images of urban infrastructure often no longer used, including sewers, towers, factories, and military instalments. Hobbyists then frequently share their visual content via social media sites. The urban explorer's multi-layered construction of content offers an important opportunity to understand how people create information and share experiences and content in a hobby context. Data were gathered through face-to-face interviews with 17 urban explorers from Ireland and the United Kingdom and an analysis of urban explorers' digital presence. Results suggest that urban explorers believe their hobby serves both personal and civic purposes. Urban explorers' creative hobby behaviors further lead them to secretive information behaviors. [ABSTRACT FROM AUTHOR]

Creating information, including how and why people build something new with information, has long been part of our lives and offers an important research focus. The creation of information may occur in a variety of contexts, including genealogy. However, we may overlook this creative process in the context of genealogy, a hobby often associated with older adults, whereas we may commonly associate creating information with user-generated content in participative online venues. This article explores how and why genealogists may participate in information creation, in particular in the pursuit of their family histories. Interviews with genealogists suggest they often use their collective genealogical research to create something new. A model of genealogists' information creation may help us understand the creative process within this hobby. [ABSTRACT FROM AUTHOR]

The in-depth, narrative interview approach, its use as a storytelling vehicle, and its effectiveness in combination with other qualitative methods to elicit individuals' experiences and perspectives on the information behaviors which contribute to the social impact of gambling addiction is presented. This focus on the information behaviors of individuals affected by gambling allows them to speak out about a problem that is often side-lined, in part because it has been hidden and remains misunderstood in wider society. Collecting people's lived experiences supports a meaningful analysis of how people navigate information to respond to the problems associated with addiction, creating an understanding of social impact beyond the story of the numbers about addiction and offering policymakers a significant perspective to ameliorate marginalization of individuals. • Research design that offers multiple data collection points can overcome issues around self-reported data. • The interview remains a key tool in the researcher's repertoire of methods for data collection • In-depth interviews present a critical opportunity for addicted gamblers' family members and friends to tell their stories. • Combined methodological approaches and use of in-depth interviews enabled the exploration of a hidden social issue. [ABSTRACT FROM AUTHOR]

Purpose -- The purpose of this paper is to explore graduate students' behaviour and perspectives regarding personal digital document management, as well as insights into the connections between memory and document re-finding. Design/methodology/approach -- Semi-structured interviews were conducted with 15 graduate students studying information and library science. The interviews were digitally recorded and transcribed. The transcripts were analysed using open and axial coding. Findings -- Participants were overall positive about the importance of managing their digital documents but they had little knowledge about currently available personal information management (PIM) tools. Characteristics of digital documents frequently used by participants to re-find documents include name, subject, storage location, creation time, keyword, document title, document file type, user's location and recency. For participants the act of organizing documents is itself a memory aid. Participants' recommendations for PIM tools include support for information organization and simplistic visualizations that can be customized, e.g., using colour to highlight folders or documents. Research limitations/implications -- The number of study participants was relatively small, and further studies should examine a more diverse participant sample, e.g., to investigate whether tasks influence re-finding. Further studies should also examine PIM with respect to other types of devices and services, including tablets and cloud services. Practical implications -- The results include recommendations for future PIM tool design. Originality/value -- This research identifies documents' characteristics that participants use to re-find documents and the importance of these characteristics. It also examines the usage and expectations of PIM tools in everyday PIM. [ABSTRACT FROM AUTHOR]