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COVID-19 pandemic has caused a massive transformation in K-12 settings towards online education. It is important to explore the factors that facilitate online teaching technology adoption of teachers during the pandemic. The aim of this study was to compare Learning Management System (LMS) acceptance of Finnish K-12 teachers who have been using a specific LMS as part of their regular teaching before the COVID-19 pandemic (experienced group) and teachers who started using it for emergency remote teaching during the pandemic (inexperienced group). Based on the Unified Theory of Acceptance and Use of Technology framework, a self-report questionnaire was administered to 196 teachers (n[subscript experienced] = 127; n[subscript inexperienced] = 69). Our findings showed no difference between the two groups of teachers in terms of performance expectancy, effort expectancy, LMS self-efficacy and satisfaction. However, the experienced group had higher behavioural intention to use LMS in the future, reported receiving higher online teaching support and displayed higher online teaching self-efficacy in terms of student engagement, classroom management, instructional strategies and ICT skills. For the experienced group, the most significant predictor of satisfaction with LMS was performance expectancy whereas for the inexperienced group, it was the effort expectancy. In terms of behavioural intention to use LMS in the future, the most significant predictor was the performance expectancy for both groups. Further, support was also a significant predictor of behavioural intention for the inexperienced group. Overall, our findings indicate that teachers should not be regarded as a unified profile when managing technology adoption in schools.

In this conceptual paper I suggest that hermeneutic phenomenological view on humans in the world can lay a premise to understand our embodied, dialogical way of living in the world with information of all kinds. This gives us ethical stance to the development of information‐intensive world and points out our limits as human beings. First, I explicate the implicit and explicit traces of phenomenology in the field of Library and Information Studies (LIS). After that, I continue to explicate how human beings and their relation to the world of information can be conceptualized also by the means of understanding, and dialogicality, with hermeneutic phenomenology of Martin Heidegger, 1985 and Hans‐Georg Gadamer, 2004 T. Then, I introduce the concepts and conceptions of understanding human beings as living bodies in the world, based on hermeneutic phenomenology of Maurice Merleau‐Ponty, 2006. Together, these form a strong basis for understanding humans with information in their environment. Finally, I explicate why it is essential and meaningful to understand humans as embodied and dialogical, to be able to understand and examine information use, action, and interaction in our field in different contexts critically and sustainably. [ABSTRACT FROM AUTHOR]

This theoretical article examines the conceptual premises of the research and practice of information literacy (IL) in the workplace in relation to research on knowledge creation in the field of knowledge management. As with education more generally, IL should prepare students for life after formal schooling ends. How can we make the leap, though, from IL in the educational context to successful participation in an information-rich work environment? A hermeneutic phenomenological analysis of IL and knowledge creation presents IL as a way of being able to sense, live, and be in the world with an open and dialogic attitude. This approach might offer some clues that bridge IL in the two environments while extending IL practices in the Association of College and Research Libraries "Framework for Information Literacy for Higher Education." As such, the study builds on the understanding of IL and knowledge creation as situated, experiential, and collective phenomena. [ABSTRACT FROM AUTHOR]

This study examines young people’s (ages 13–18) perceptions of their own opportunities to influence the development of their own environment through an experiment aimed at developing civic democracy in Finland in 2020–2021. The purpose of the experiment was to try out new ways of participating and influencing meaningfully for young people at school, to encourage young people to bring up grievances, and to support them in finding solutions that end up in decision-making. The experiment involved young people from different educational institutions (secondary school, upper secondary school, and vocational schools), teachers, and local decision-makers. Data was gathered with ethnographic methods by observation, video-taping, and keeping a field diary in the workshops and other events organized during the experiment. Inclusion and participation is examined through the experiences, activities, and interactions of young people and other actors participating in the experiment. Findings suggest that being able to focus on team discussions, creating a safe atmosphere, and providing suitable information during the tasks strengthened participation and experiences of inclusion during the experiment’s lifetime. In addition, it was crucial to connect the activities to the development of existing decision-making structures, as well as to develop school routines, to enable more processual teaching needed in democracy education. [ABSTRACT FROM AUTHOR]

Introduction. This study investigates information practices to develop multi-professional work in the planning of healthy living environments in and around urban planning. Method. A qualitative approach was used to study information practices in two city organisations in Finland. 16 professionals working in urban planning, urban planning, traffic, landscaping, promotion of well-being and environmental health and protection were interviewed in semi-structural interviews. Analysis. Interview data was analysed with content analysis, focusing on the information practices in their organisational and multi-professional context. Results. The professionals maintained and developed information practices to use, seek, share and create information in their work on urban planning within city organisations and in the stakeholder networks. Conclusion. The complexity of information-based decision-making can be understood by understanding the wide range of information practices as using, seeking, sharing, and creating information in multi-professional work. In addition, it is important to note, that also organising and managing both information and information practices are needed in information-based decision-making. [ABSTRACT FROM AUTHOR]

The article highlight a study on conceptual development and interactive practices related to it in face-to-face discussions of a working community to find out, how knowledge on an issue important for the working community is created in organizational settings. It discusses that Ethnographic approach is used to examine the process of knowledge creation and videotaped face-to-face discussions are analysed in a detail to analyse the conceptual development and interactive practices related to it.

Introduction. A framework is introduced for examining interaction in which information and knowledge is shared, used and created in organizational settings. Method. A qualitative approach was applied to examine the phenomenon of knowledge creation by focusing on the events of interaction. The data are the notes from semistructured observation and video recordings from a collaborative work context between seven schools and a city library participating in the Joy of Reading Programme in Finland. Analysis. The data were analysed based on the study's theoretical framework and multimodal content analysis was conducted to study the use of information and knowledge and the factors enhancing the creation of knowledge in interactive events. Results. Factors identified were diversity, familiarity, equality, time, shared rules and shared goals. Goal centeredness was linked with the time as a limited resource. This shaped the interaction and the modes of being in the event: seriousness and full presence in the event were ways to use the available time effectively. The use of information and knowledge to create new knowledge was tightly linked with the goals of the community. Additionally, information and knowledge sharing in the interactive events was emphasised in research data. Conclusions. The proposed framework based on a consistent view of human being and interaction provided by the hermeneutic phenomenology has potential for studying knowledge creation in organizational settings further. In future, the framework should be applied in other contexts. [ABSTRACT FROM AUTHOR]