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Objectives: In early 2021, Western Sydney school principals expressed heightened concern about rising e-cigarette usage among high school students. This prompted us to assess knowledge, attitudes and perceptions surrounding adolescent vaping in students, school staff and parents, and their preferred strategies to effectively communicate prevention messages. Design: Exploratory qualitative study. Setting: Participants included students (aged 12-16 years), school staff and parents from government high schools in Greater Western Sydney, Australia. Methods: We held research workshops with 162 students, 133 school staff and 29 parents across seven schools. We used interactive activities which included individual written responses, small-group brainstorming and open group discussions. Data analysis was undertaken by two researchers using Framework Analysis. Results: Findings demonstrated differing perceptions among students, staff and parents regarding reasons why adolescents vape. Although common motives emerged, such as the perception that vaping differs from smoking, social normalisation, peer pressure and mental health considerations, there were important differences in emphasis. Students were concerned about dependency and vaping to cope, staff were concerned about the impact of vaping on students' learning and behaviour, and parents were concerned about being ill-equipped to support their children. Strategies to tackle vaping also differed, with an emphasis on education and engagement over surveillance and consequences. Conclusion: Adolescent vaping is a pressing concern within Australian school communities, necessitating a comprehensive, holistic approach supported by strong partnerships between the health and education sectors. Addressing this issue effectively demands heightened education and engagement among students, staff and parents.

LBGTQ+ students often miss the support and information they need in the school nursing, but little is known about junior high school (JHS) nurses' work with LGBTQ+ students. 15 JHS nurses were interviewed in focus groups about their perceptions of supporting LGBTQ+ students. Four interconnected themes were identified with inductive thematic analysis: (1) JHS nurses' professional identity and practice; (2) Recognition of sexual and gender diversity in school; (3) Family acceptance process; and (4) LGBTQ+ students as school nursing clients. JHS nurses self-identified as accepting professionals, but having limited skills, knowledge, and education needed in supporting LGBTQ+ students. Supporting LGBTQ+ students is a complex phenomenon, and to enhance JHS nurses' competence in providing care for these students, sexual and gender diversity needs to be included in evidence-based nursing information sources, covered in nursing education, and the school needs to be secured as LGBTQ+ safe place.

Autistic individuals with intellectual disability are at greater risk of experiencing anxiety than their non-autistic peers without intellectual disability. Anxiety in this group may present as behaviour that challenges, often leading families to reach out to healthcare or support services. However, many families experience difficulties accessing services and, due to the lack of research into evidence-based anxiety interventions for people with intellectual disability, may not receive individualised support once in a service. This study explored caregivers' experiences of accessing services for autistic individuals with intellectual disability, and their considerations when developing new interventions for this population. Interviews and focus groups were completed with 16 caregivers of autistic people with intellectual disability. Reflexive thematic analysis was used to develop five themes about service access experiences, and three themes about caregiver considerations for anxiety interventions. Caregivers reported that their experiences of accessing services did not meet their expectations, and considerations for future anxiety interventions were often reflective of this. Interventions being flexible to family circumstances to aid accessibility, the embedding of peer support in services, and skills that can be generalised across the lifespan could be applied when aiming to improve outcomes and develop interventions for this under-served population.

Mission-driven nonprofit organizations sometimes struggle within a cycle of disempowerment resulting from oversaturation of data collection that is reactive to funder demands. In this article, we problematize Community Music School (CMS) data-collection and analysis efforts and discuss alternate approaches to learning about family and community desires and building community engagement. We first review literature on CMS goals, CMS engagement with communities, and the importance of student voice in educational research. Then, we briefly describe secondary analysis of a data subset from a previous study as context for critical discussion. Finally, drawing on literature from communications, urban planning, and school-family engagement, we make broader suggestions for how CMS can transform data collection practices into pathways for community engagement. We assert data quality and usefulness may improve when institutions seek input from community members who have not elected to participate and when CMS involve stakeholders in program design, goal setting, and measurement schemes from the outset. To that end, we describe three frameworks that could help CMS improve community engagement and make suggestions for future research.

Background: Despite the enactment of disability laws/policies in India, research shows that caregivers of adults with intellectual and/or developmental disabilities experience inadequate formal supports/services due to dissemination barriers and lack of awareness about them. To address discrepancy between caregivers' support needs and the professionals' understanding of their needs, the study proposed to conduct a caregiver needs assessment so that culturally-tailored programs are developed. Method: A strengths-based mixed methods needs assessment was conducted with a convenience sample of 100 caregivers in Hyderabad, India. One hundred caregivers completed the survey and 15 caregivers participated in semi-structured interviews. Results: Caregivers needed more and improved formal supports/services, particularly from the government. Caregivers faced systemic and attitudinal barriers, and personal impediments to accessing them. Needs differed by care recipients' intellectual disability level, gender, and intellectual disability related conditions. Conclusions: Researchers, service providers and policymakers need to adopt innovative strategies to improve formal supports/services access.

While significant progress has been made in broadening information literacy's (IL's) scope, its conception of the user and their relationship to information remains painfully limited. This is particularly evident when the affective or emotional factors of information seeking behaviour are considered. Thus far, IL's models and discourses have failed to acknowledge emotion's fundamentally disruptive nature and have either ignored, repressed, or misrepresented users' emotions. This has resulted in a deeply limited and inaccurate conception of the user's information needs, and this has a particularly harmful impact on marginalised users and users engaging with affectively fraught information. This article seeks to address this oversight, initially by outlining the origins of IL's repression of emotion and then examining the consequences of this repression in the standardised IL models; specifically in Carol C. Kuhlthau's Information Search Process and the ACRL's "Framework for Information Literacy for Higher Education." Subsequently, this essay will examine several critical models of librarianship and IL--including Holocaust librarianship and Indigenous conceptions of relationality--in order to illuminate models of IL that adopt a relational perspective that enables an engagement with the affective elements of the user's information needs. Finally, this essay will suggest that these relational perspectives facilitate the adoption of an ethics of care that helps address the insufficiencies inherent to our current conceptions of IL.

The present study assessed the world of work awareness of a random sample of (N = 486) higher education undergraduate students from an emerging country. In addition, the study explored these students' needs for information they need from their studies about the technology-driven world of work. The needs were evaluated in terms specific career capital resources that should be addressed in the higher education curriculum to foster the employability of graduates in a rapid evolving digital-era workplace. A mixed methods concurrent triangulation design was employed to analyse quantitative (numeric descriptive statistics and correlations) and qualitative (text) data from the same sample. The quantitative descriptive findings suggested an open-mindedness toward new technology, being responsive to changing work conditions and a need for continuous upskilling opportunities. The participants exhibited sound awareness of the impact of technology on their future employability and careers. Predominantly, the qualitative findings indicated a strong need for 'knowing how' career capital resource development in the form of career planning and job search guidance and gaining deeper knowledge and understanding of the impact of technology on the job market, job and occupation opportunities and employability requirements. Participants expressed a need to understand the relevance of the qualification curriculum and content to the digital-era world of work and shifting employer expectations. The findings also revealed a need for 'knowing what', 'knowing why' and 'knowing whom' career capital resource development for employability as part of university studies. Recommendations are made for incurriculating career and employability development in university courses.

This paper presents an evaluation of the information literacies used by community representatives when engaging with participatory budgeting in São Paulo City, Brazil. Using questions established from context-setting interviews with stakeholders, a focus group was held in 2019 with eight participative councillors, with "in situ" interpretation, resulting in a translated transcript of the discussion. Thematic analysis was used to understand information issues faced by community representatives in relation to past research. It was found that the community representatives face informational barriers to their engagement with participatory budgeting, in (a) learning about their role (b) understanding the information needs of the communities served and (c) gathering and sharing information about local issues with stakeholders. These findings allow the refining of CILIP's definition of information literacy (IL) for citizenship and provide the basis for proposing a model for the IL of community representatives. It is also proposed that future IL research could further develop the role of digitally-enabled place and community in shaping the landscape of literacy and the role of hyperlocal representation. Additionally, the role of translation in cross-lingual IL research is considered.

Amid the landscape of digital literacies and frameworks is a common assumption that contemporary youth, frequently dubbed "digital natives," intuitively understand and use online technologies. While their use of these technologies may be frequent and highly skilled in some respects (e.g., communicating with friends), their use and abilities in other areas, such as those valued in school settings and the workforce, may differ. This survey of 350 college students examines how they use an array of online platforms for everyday life information-seeking purposes, including the frequency with which they engage in different networked knowledge activities. Findings show that while students often use platforms associated with personal networking, such as Instagram, professional platforms like LinkedIn are less commonly used. Students are much more likely to engage in passive online activities than active ones. In particular, skills related to tagging, writing, and creation are infrequently used. Additionally, about half of these college students do not believe social media, which fosters these networked knowledge activities, is relevant to their careers. These findings show opportunities for better developing college students' digital skill sets, with guidance for skills that might be targeted, taught together, and supported through learning activities in online spaces to prepare college students for digital information tasks in the workplace.

Many college students are motivated to vote in presidential elections. Like most Americans, however, they are far less likely to vote in elections for local officeholders. Often this is because they have little to no information about the candidates. Starting in 2020, with university support, the author and a colleague began providing nonpartisan information about candidates for local offices in their county. Their website is available to students and voters throughout their county. More colleges and universities should undertake similar ventures, which would fill a vital and underserved public need, strengthen the civic behaviors of college students, and enhance democracy.

Health literacy is critical for individual empowerment because it affects how people obtain health information and use it in ways that benefit their health. Healthcare practitioners frequently lack adequate training in health literacy principles. The present study evaluated the psychometric properties of the Health Literacy Measure for Adolescents (HELMA) instrument to assess the health literacy and the predictors of health literacy among youth from Malaysia and Sri Lanka studying at a medical institution. Following ethics clearance, students aged between 18-24 years enrolled in semesters I through V were approached. Following informed consent, using convenience sampling/complete enumeration, i.e., all students were invited to participate. Overall, 315 participants provided complete data. Cronbach's alpha for the HELMA instrument was 0.74. Based on factor loading, Access, Reading, and Self-efficacy were combined under the sub-domain 'Approach.' Health literacy was highest in the domain of 'Numeracy' followed by 'Understanding' and 'Approach'. Lower health literacy was observed among younger students and those in lower semesters while having a health worker in the family significantly improved health literacy among participants. Our findings support the use of the HELMA instrument to assess youth health literacy.

Numerous higher education institutions apply a full costing system in their accounting model due to the imposition of formal agents (governments/funding institutions), or by suggestion of informal agents (associations). This paper analyzes whether the rationale applied by these agents to justify the use of the full costing rather than the direct/variable system is consistent with the theoretical bases underlying both costing systems. Methodologically, we review the mainstream literature that explores the links between the management accounting model and the use of its informative outcomes for the decision-making in higher education institutions. We conclude that there exists a gap between the theory-based statements and the information needs of these institutions. Remarkably, the full costing system falls short of adequateness for these institutions, which need information for their managerial decision-making process rather than for other industries' decisions such as stock valuation. Thus, this paper contributes to a critical view on the use of full costing systems and calls for redirecting current practices towards other more effective partial costing systems. Our findings have implications for academic, managers and policymakers interested on the implementation and improvement of managerial accounting in public higher education institutions.

Background: Constipation is common in children with intellectual disabilities and/or autism, but poorly researched. This study looks to understand parental knowledge, attitudes and management practices towards constipation in children with intellectual disabilities and/or autism. Methods: A cross-sectional online survey developed with patient facing organisations was circulated to parents of children with intellectual disabilities and/or autism using an exponential and non-discriminatory snowballing method for recruitment. A smaller sample were purposively sampled for their in-depth experiences. Results: Of 68 responses, people were open to discussing constipation and knowledgeable about risk factors. In the qualitative interviews, of 15 parents, they wanted to be treated as an expert in their child's care. They desired a service that was more responsive when in difficulty. While wanting more information about medication options, parents want a more holistic approach. Conclusions: Services need more emphasis on holistic management. Listening to parents and treating them as experts is important.

Background: Previous studies have focused mostly on the negative experiences of parents of children with Down syndrome. We aimed to explore both the stressful experiences and coping strategies of parents from a non-Western country. Methods: Twenty-six parents of children aged 8-48 months with Down syndrome were included. Semi-structured interviews were conducted, and the data were analysed using thematic analysis. Results: The main themes of the stressful experiences were emotional burdens, caregiving burdens, struggle against stigma and discrimination, concerns about the future, challenges related to health, education, and financial issues. Parents used a variety of coping strategies to overcome the challenges by seeking support and help, searching for information, accepting and adapting, and adopting optimistic attitudes. Conclusion: Although being a parent of a child with Down syndrome has many challenges, most parents effectively used coping strategies and adapted their lives to their new parental roles in their child's early years.

Information literacy (IL) has been considered by Library and Information Studies (LIS) research and praxis to be vital in helping citizens be 'informed', 'active' and 'engaged' within society. LIS discourse has explored different conceptions of citizenship and its relationship with IL within the paradigm of liberal democratic societies. Critical IL approaches have in turn promoted a citizenship of personal agency, empowerment, challenging the status quo and the pursuit of social justice, as well as focusing on what has been termed 'political literacy'. However, critical information literacy has also problematised some of the approaches to citizenship found in LIS discourse. Despite the complexity of the subject, empirical study into these issues is still severely lacking. This research moves to start addressing this need by investigating how IL is understood and enacted from the perspective of UK citizenship. Using a qualitative approach of semi-structured interviews with five UK citizens based in Oxford, UK, in the summer of 2019, it set out to establish the relationship between IL and citizenship in a personal context. It was found to be understood and enacted through the development of socially-constructed "personal citizenship information landscapes," oriented to a personal sense of citizenship, agency, motivation and empowerment. These personal landscapes challenge some of the established IL paradigms of 'informed', 'active' and 'engaged' citizens, as well as related concepts of information 'wealth' and 'poverty'. They also raise questions of the role of personal ethics in decision making as citizens and potential tensions with 'acceptable' norms. These findings help to further problematise the dynamic between IL and citizenship, and challenge LIS research and praxis not just to promote specific values and goals, but also to work towards a greater understanding of the personal contexts shaping that dynamic.

A study of online search, especially search performance, is vital because people heavily rely on the Internet nowadays. The purposes of this study are thus to examine the gratification needs affecting Internet users' intention to search information online, to explore the antecedents of online search performance, and to investigate online information-seeking behavior according to each search purpose. A survey of Internet users in Thailand is carried out. Data are collected extensively both from students and workers. Four hundred fifty-three questionnaires are collected online. Individuals use the Internet to search for information differently, for academic/ working achievement, problem-solving, and personal information needs. The main gratifications are information seeking and Internet ambiance. Internet search intention is a strong determinant of a user's online search performance and corresponding behavior. The theoretical implication is that researchers could apply the research framework to other contexts such as the specific information search. Information source providers could use the findings to modify online resources and their presentations for users effectively. Teachers/ managers could guide their students/ workers to search effectively. This study combines the U&G and the TPB theories. The novel aspects of gratifications i.e., antitraditional media sentiment and Internet ambiance are also explored.

This study investigates how article downloads from ScienceDirect changed after Temple University Libraries downsized its all-inclusive Elsevier big deal bundle to a selective custom package. After the libraries lost current-year access to nearly half of Elsevier's active journals, the total downloads from Elsevier journals declined by 16.2 percent over three years. Combined use of still-subscribed and open access journals fell 10.6 percent in the same three years, suggesting that the drop in total use is due not only to the loss of journals but also to factors that would affect the remaining journals, such as the COVID-19 pandemic and a slight decrease in enrollment. Patrons may have substituted articles from still-subscribed and open access journals for those that were canceled, though the data are not conclusive. Reliance on open access appears to have increased.

Given the COVID-19 pandemic's disproportionate impact on Hispanic individuals in the United States, research examining modifiable psychosocial correlates of COVID-19 preventive behaviors in this population is warranted. Prior research highlights health literacy and health consciousness as integral for the establishment of health-promoting behaviors. Notwithstanding, very little research has validated theory-based measures for health literacy and health consciousness and no research has investigated their relative importance in explaining behaviors that prevent COVID-19 illness among Hispanic individuals. This information is necessary for informing behavioral interventions seeking to promote the well-being of Hispanic people during the current pandemic and in future ones. This study provides a psychometric evaluation of the General Health Literacy Scale (GHLS) and the Health Consciousness Scale (HCS) and further examines their association with conventional COVID-19 preventive behaviors. Confirmatory factor analyses evaluated the psychometric properties of GHLS and HCS. Four separate hierarchical linear regressions, followed by dominance analyses, estimated the relative importance of health literacy and health consciousness on COVID-19 preventive behaviors, adjusting for sociodemographic characteristics. Both GHLS and HCS achieved adequate psychometric criteria, and holding constant sociodemographic characteristics, positively related to COVID-19 preventive behaviors. Although both health literacy and health consciousness were more important than sociodemographic characteristics in explaining COVID-19 preventive behaviors, health consciousness was most important, exceeding the explanatory power of health literacy in all regressions. COVID-19 public health campaigns that seek to raise health awareness among Hispanic people might prove more effective than campaigns that only seek to improve their health literacy.

The introduction of the ACRL "Framework for Information Literacy in Higher Education" in 2015 inspired many librarians to rethink how they offer information literacy instruction. This multi-method study, using data from a survey and five focus groups, explores the use of the "Framework" in business information literacy (BIL). The study research questions focus on how librarians engage with the "Framework" in supporting the information needs of business students. Participants indicate that they make implicit, direct, and institutional use of the "Framework." They also use a variety of tools aside from the "Framework" when designing their BIL instruction. Limitations of the "Framework" include the language of the document and irrelevance to some disciplinary contexts; librarians also struggle with meeting faculty expectations and finding the time for implementation. However, they find "Authority Is Constructed and Contextual," "Information Has Value," and "Searching as Strategic Exploration" to be the most useful frames for BIL instruction.

The article presents the results of research on information literacy (IL) of employees of selected state administration offices, those in which the concept of improving the quality of work, named "good governance", has been implemented. The first aim of the study was to determine the components of IL necessary for state administration employees and the deficiencies occurring in this respect. Another goal was to develop research methods and techniques which would be useful to achieve the first aim and to identify challenges of this study. The research was conducted in two stages. The first of them, carried out at the Lublin Provincial Office in Poland, was aimed at determining the information needs of individual official positions, identifying the IL essential for officials and the shortcomings in this regard. At this stage, the following research methods have been used: analysis of cards describing individual job positions in the office, the method of mapping knowledge in the office and the method of focused group interview. The second stage of the research was carried out in five provincial offices. This time, the main goal was to check whether the questionnaires developed by Polish researchers to study the information culture (the system of human attitudes towards information) of various social groups could be effectively used to study the IL of officials. It was assumed that the information culture of staff determined their ability to undertake information activities, including untypical ones, expected from them in line with the concept of "good governance". The conclusion reached was that IL of employees was underestimated in the current practice of state administration. A set of components of the information skills useful for working in various office job positions have been developed. It was reported that the information culture of the studied group was characterised by an optimistic perception of their own skills and their professional usefulness. Studies have shown that obtaining conclusive results indicating the level of specific information skills in the office environment is often not possible for reasons beyond the control of a researcher. Traditional IL testing methods are assumed to fail there. This is due to the Dunning-Kruger effect (Kruger & Dunning, 1999), as well as constraints imposed by the way offices function and decisions of the management of the office. It seems that achieving more precise results requires establishing close cooperation with the management of an examined group. Undertaking such research is necessary in the context of implementing the concept of "good governance" and a model of one of the methodologies has been presented in the article.

Attitudes of future health professionals is critical to provide inclusive healthcare services. The purpose of this study is to examine attitudes of medical school students toward individuals with disabilities. This study included both quantitative and qualitative analysis of 153 medical school students in Turkey. Results showed that medical students' comfort levels were significantly more positive toward a patient without apparent disability. The relationship between attitudes and comfort levels for a patient with apparent disability was slightly higher than the relationship between attitudes and comfort levels for a patient without apparent disability. Content analysis of open-ended questions indicated the need of disability education in medical school. Exploration of the attitudes of medical school students toward individuals with disabilities provided both practical and theoretical implications into the field.

Thailand is becoming an elderly society like many countries in the world. The number of elderly people is increasing continuously every year. In order to enable the elderly to live with good quality of life in the rapidly changing society, knowledge and information related to their health and living factors are considered to be necessary for them. Therefore, this study was carried out in order to develop a model of knowledge provision for promoting quality of life of the elderly in rural areas of the country. The samples were drawn from every region of the country which included 480 elderly people, 480 elderly caretakers, and 160 people representing the community leaders, community committee members and staff of local government agencies. Both quantitative and qualitative methods were employed for data collection. The study found that there were five areas of knowledge for promoting quality of life of the elderly: physical health, mental health, social relationship, economic, and learning. The model of knowledge provision to the elderly synthesized from the study could enable the elderly to gain necessary knowledge deemed useful for promoting their quality of life. The elderly, the elderly care caretakers and related people were found to be satisfied with the model.

Nautical charts are an essential information resource for safe navigation. However, they are not only a useful resource for navigators; According to the International Hydrological Organization (IHO), they essentially fulfill two functions: 1) Maritime navigation, since most hydrographic services have the obligation to provide coverage of the nautical charts of their national waters, in all coastal waters, including major ports and smaller marinas of purely local interest. and 2) as a source of information, since national nautical charts present a detailed configuration of the seabed. Information on the shape of the seabed is required by a diversity of users in addition to navigators; for example, engineers interested in onshore construction, dredging contractors, oceanographers, defense agencies, coastal zone managers, etc. Traditionally, there are three essential elements that play an important role in information retrieval: title, author, and subject access point. Among the latter, one can distinguish indexing by natural language and by controlled vocabularies. The thematic access points, makes it easier for the user to search and retrieve all types of resources that satisfy their information needs. Traditionally in the processing of nautical charts the natural language is used predominantly, motivated by a lack of availability of a controlled vocabulary specific to the area in Spanish. The objective of this work is aimed at establishing the criteria for the construction of a controlled vocabulary in Spanish in the field of nautical charts.

While limited research on the information behaviors of community college students exists, the theories of Elfreda Chatman have not been used to develop understanding of this population. Community college students are more likely to be people of color and/or lower income than their peers in four-year colleges, making them potentially more likely to experience information poverty. This study explored if and how Chatman's theories explain the information behaviors of students at a highly diverse, urban community college. Thirteen students were interviewed using open-ended, qualitative prompts to describe their information seeking and use as it pertains to their college experiences, specifically advisement, financial aid, and understanding course requirements. Students indicated that they used interpersonal and online resources in some combination for all of their information needs for school and in everyday life. The students did not describe the information poverty theorized in many of Chatman's studies. However, it became clear from their responses that the students' information seeking and use, as well as their understanding of their own information behaviors, support a view of the community college as a small world that privileges information seeking as a normative behavior.

Information literacy is a crucial topic in the library science profession. The information needs and perceptions of the information literacy of preservice and early-career school librarians were explored in this research using a survey and interviews distributed nationally over a 5-month time frame. These participants, who have been employed in the field for 5 years or less or are currently completing coursework, were queried about their perceptions of information literacy and how the profession had changed through the course of their graduate work and early-career experiences. Participants felt well prepared and believed their schooling met their need for information in the areas of readers' advisory and the use of copyright and fair use and for for teaching these topics to students. They also reported that they were well prepared for teaching with educational technology. Participants were least prepared in the area of facilitation of classroom teacher/school librarian collaborations, even though this aspect of their library school experience was highly emphasized. Once graduates were in a library position, they met their information needs by reaching out to mentors, more experienced school librarians, and their professional learning community.

Involving young people in the co-production of whole-school wellbeing strategies is aligned with the United Nations rights of the child and current UK legislation. This exploratory participatory action research (PAR) project aimed to facilitate teacher-student collaboration in one high school to develop whole-school practice with a focus on assessment. Training videos were co-created focusing on students' assessment experiences and ways to improve wellbeing and performance. Reflexive thematic analysis of the data identified key facilitators and challenges to the PAR process, alongside insights into students' assessment experiences. The paper concludes that PAR has the potential to empower young people and open channels of communication between students and teachers. Implications for educational psychology (EP) practice and future research are discussed.

Internet-based platforms present vital new venues for sex education. However, research is limited on the ways adolescents utilize these resources, particularly within user-generated content contexts. This study assesses the sexual health content adolescents seek online through a qualitative, directed content analysis of 365 user-generated posts in an open sexual health community forum. An adapted version of the National Sex Education Standards, a comprehensive, evidence-based sexual health framework, was used as the schema for this data analysis. Collectively, our results highlight and confirm the importance of providing comprehensive, medically accurate sexual health information to adolescents. Our analysis further supports the need to provide information on pleasure in sexual health and well-being, as well as guidance on social and emotional aspects of sexual health, and for education to be supportive and inclusive of all individuals. Ultimately, our results can help guide effective public health interventions, including sex education efforts, aimed at promotion of adolescent sexual health by offering direct insight into adolescents' perceived information needs.

Background: The importance of understanding the needs of older people with intellectual disabilities (IDs) is obvious, but the research available is limited. This study identifies the self-reported needs of older adults with IDs and compares them with staff reported needs regarding the same older adults with ID, therefore specifying and explaining agreements and disagreements. Method: The needs of 96 older adults with IDs were assessed through the Inventory of Identification of Needs (informant and self-report versions). Results: Both older people with IDs and staff reported quite diverse needs related to all the domains assessed by the IIN: physical health, literacy, information, meaningful activity, participation in the community, mental health, basics needs and accommodation. All the mean scores of the informant version of the IIN were higher than the ones of the self-report version. Agreement amongst informants was influenced by the prominence of needs, the accessibility to and the subjectivity of the information, and social desirability. Conclusions: A consumer-driven approach implies that services should be based on the needs identified.

Purpose: The aim of this study is to explore and establish the relationships between justice dimensions, expectation-confirmation model (ECM) and continuance intention and also to examine the mediating effect of learners' satisfaction and perceived usefulness toward continuance intentions of the university learning management system (LMS) within open and distance learning (ODL) context. Design/methodology/approach: A cross-sectional research design was used, and the data were collected from a sample of 366 respondents utilizing the online survey questionnaire approach. Hypotheses were tested using the partial least square (PLS) SEM technique. Findings: The findings reveal that justice dimensions (distributive, procedural, interpersonal and informational justice) have a significant relationship with learners' satisfaction. Performance confirmation have significant relationship with learners' satisfaction and perceived usefulness. Perceived usefulness has a direct significant relationship toward learners' satisfaction, and learners' satisfaction has a direct significant relationship toward continuance intention. For mediation analysis, learners' satisfaction was found to have a mediation effect in the relationship between the justice dimensions and continuance intention. Learners' satisfaction was also found to have a mediation effect on the relationship between performance conformation and continuance intention. However, learners' satisfaction was found not to have a mediation effect on the relationship between perceived usefulness and continuance intention, and perceived usefulness does not have a mediation effect in the relationship of performance confirmation and learners' satisfaction. Originality/value: This study advances knowledge and provides valuable insights to practitioners and academic scholars to have a better understanding of the effective attributes of the university LMS, and also to maximize the revenues and the sustainability of the institutions in long term, especially in the 21st century.

The arrival of big data poses a challenge to foreign language teachers in colleges and universities. Based on the background of big data, this study verifies the impact of information literacy on creativity of foreign language teachers in colleges and universities. By collecting 205 foreign language teachers from colleges and universities in central and western China, the hypothesis was verified by descriptive statistics, testing of validity and reliability, correlation analysis, and regression analysis. The results show that information literacy has a significant positive impact on creativity, among which information knowledge, information awareness, and information ability have a significant positive impact on creativity to varying degrees, while information morality has no significant impact on creativity.

This paper identifies the information needs of individuals in the process of tattoo acquisition and discusses those needs in relation to information literacy skills that support tattoo information experience. Findings of 21 interviews with participants in Aotearoa New Zealand show that for a successful tattoo information experience, people need to engage with information to find a tattoo image, select and communicate their needs and negotiate with artists, mitigate health and safety risks, understand tattoo-related rights and appropriateness, capture and share their experience, and present their identity in social settings. Seven categories of information needs emerged supported by accompanying literacies under the overarching category of Information Needs (Information Literacy): Health Information Needs (Health Literacy), Visual Information Needs (Visual Literacy), Legal Information Needs (Legal Literacy), Cultural Information Needs (Cultural Literacy), Societal Information Needs (Societal Literacy), Digital and Media Information Needs (Digital and Media Literacy). Although just briefly mentioned by our participants, there was an indication of Financial Information Needs (Financial Literacy). Information literacy in the workplace and formal learning contexts has been well-researched. Still, there is an opportunity to focus more on literacies in everyday life, and tattoos present such an opportunity with significant contribution to individuals, tattoo artists and communities.

Each day people make decisions about complex topics such as health and personal finances. Causal models of these domains have been created to aid decisions, but the resulting models are often complex and it is not known whether people can use them successfully. We investigate the trade-off between simplicity and complexity in decision making, testing diagrams tailored to target choices (Experiments 1 and 2), and with relevant causal paths highlighted (Experiment 3), finding that simplicity or directing attention to simple causal paths leads to better decisions. We test the boundaries of this effect (Experiment 4), finding that including a small amount of information beyond that related to the target answer has a detrimental effect. Finally, we examine whether people know what information they need (Experiment 5). We find that simple, targeted, information still leads to the best decisions, while participants who believe they do not need information or seek out the most complex information performed worse.

This article explores users' level of satisfaction with the information in the online space of a university library during the pandemic and the russian-Ukrainian war. The authors analyzed the services and activities that the library provided online and examined whether they satisfied users' information needs. Using a questionnaire, the study surveyed students and faculty members of the Kyiv National University of Culture and Arts in 2023. The study revealed that users rely on online library services for many different information needs. The authors do not rule out that their results were influenced by current conditions in Ukraine, such as intensive military operations lasting more than a year, forced relocation of students and teachers to less dangerous regions, concern for the safety of educational and informational activities during constant rocket attacks, power outages, and unstable Internet connection. This article will be useful to those interested in meeting library users' information needs during a pandemic, war, or other instability. Respondents' suggestions for service improvement, conclusions, and recommendations will help university libraries to organize their activities more effectively to maximize users' satisfaction in the online space.

This study explored university students' information-seeking behaviours related to nutrition. The focus was on cognitive authority, specifically, the trust given to information sources. Research questions encompassed identifying university students' nutrition needs, information sources usage, and the levels of trust in those sources. A questionnaire was completed by 138 students, and six students were interviewed. Overall, the Internet is the most used information source on nutrition, followed by family and friends. Trust in the information from the Internet in general and social media is relatively low. However, specific authors on social media are perceived as trustworthy. Interviews revealed that students evaluate specific online sources based on author expertise, systematically organised information, and other cues. Expert sources of information are highly trusted but, on average, not often used. Only students with health problems mostly rely on experts and professional literature. Students engaged in training and weight maintenance primarily follow social media, notably specific authors on YouTube and Instagram. Trust in information sources is correlated to their usage, especially for Instagram and other social media. These insights into university students' information-seeking behaviours can inform experts involved in educating students on making informed choices based on information gained from trustworthy sources.

Based on the context-aware environment, in this paper, the adaptive interest models are reviewed. And the academic information intelligent recommendation systems of university libraries are presented based on the situational awareness-related theory method, where the current situation and trend of situational awareness-related theory and service of intelligent recommendation systems are investigated. Meanwhile, the potential research directions, basic ideas and methods are also presented. The adaptive model and architecture of the academic information recommendation system are built based on situational awareness, and the collaborative filtering information recommendation algorithm is studied based on spatial-temporal similarity relationship to obtain the interest of scientific and technological scholars. Combining with the adaptive interest model, an academic information demand model is established. On this basis, the prototype system of academic information recommendation is further studied to realize personalized recommendation of academic information based on the situational perception. This paper will provide effective solutions to the digital resources service of university libraries and the academic information recommendation needs of scientific and technological scholars.

Electronic sports (e-sports) can be defined as digital games played competitively for an audience (Hodge et al., 2017). With a global consumer base of roughly 450 million people and projected 2019 revenues of US$1.1 billion, the e-sports industry continues to grow (Pannekeet, 2019). Behind this growth is a thriving ecosystem which includes e-sports game publishers, e-sports players and coaches, e-sports content producers, e-sports consumers, and more. As this ecosystem flourishes, so too flourishes an e-sports labor market, a portion of which comprises e-sports analytics jobs. Demand for e-sports analytics is expected to increase significantly in the coming years in the same way that demand for sports analytics increased after the 2004 publication of Michael Lewis's Moneyball (Davenport, 2014). Given current and anticipated demand for e-sports analytics, some universities might do well to prepare students for e-sports analytics careers. To this end, this article serves as a primer and resource for student research projects and lesson plans around e-sports performance analytics. This objective is served through four main sections. In the first section, the intelligence needs that fuel the growth of e-sports performance analytics are described. The second and third sections provide practical and detailed information about e-sports data collection. The fourth section draws from the authors' analysis of postings for e-sports analytics jobs to discuss two broad areas of e-sports analytics work: attribute creation for visualizations and dashboards; and machine learning modeling. The article concludes with a brief discussion of popular programming languages and software applications for e-sports analytics.

The introduction of smartphones has revolutionized how late adolescents (aged 18-21 years) access and use the internet. Vast troves of health information are today just a tap or swipe away, with smartphones and internet connectivity becoming increasingly accessible. The need for eHealth literacy among late adolescents is now gaining importance as it ensures an effective use of health information. This study conducted a survey among 427 late adolescents in order to evaluate their eHealth literacy levels; their perceptions of the quality of online health information; their level of trust and credibility in online health and checked if acquiring health information through the online medium led to a change in their behavior intention. The results showed that most of the late adolescents preferred viewing multiple websites for their health information needs. Health information in the form of text and images were preferred over video content; and most preferred accessing online health information in their native language. Cancer and obesity are the common health issues of interest to both genders. Mobile applications (apps) were the least preferred mode of accessing heath information despite the high usage of smartphones. eHealth literacy and credibility positively predicted behavior intention while quality of health information did not predict behavior intention.

This study aims to identify needs and priorities of learners with special needs for support services in an open and distance teaching university in Turkey based on disability type. Exploratory sequential design was adopted. In the qualitative phase, semi-structured interviews were performed with six individuals from each group, including hearing impairment, visual impairment, and physical disability to determine the needs of the learners. Data were coded based on a thematic framework involving managerial, pedagogical, social, and technical support. To determine the priorities of the learners with special needs for support services in the quantitative phase, surveys were developed separately for three groups with disabilities based on the qualitative findings. A total of 703 learners took part in the surveys. The quantitative data were analyzed using descriptive statistics. Findings of the study revealed that learners with special needs require a wide variety of services regarding managerial, pedagogical, social, technical and vocational support. Existing support systems need to be improved and awareness for these systems should be increased to make services more inclusive.

The number of Saudi female international students (SFISs) pursuing higher degrees in Western countries has increased dramatically. Many are faced with unusual challenges, especially acting without a male's permission, interacting with males, and using an open, free Internet. This article proposes that SFISs experience a "digital shift" whereby their cultural, educational, and digital backgrounds impact their information-seeking behavior in Australia. The study used a qualitative interpretivist methodology, interviewing a diverse group of SFISs studying in Australia, to better understand this impact on their everyday information needs and use of information sources. Findings indicate that SFISs' imperfect online search skills, exacerbated by English language deficiency, increase their challenges. Recommendations for supporting SFISs are offered for institutions and service providers.

Types of educational information needed by learners, their level of access and librarians' supportive roles in learning are pertinent to the attainment of quality education. This study seeks to identify the types of educational information needed by high school learners and the barriers of access. The study is underpinned by the jurisprudential theory of freedom of speech augmented by the theory of access to establish the reality of access. The study adopted a mixed methods approach to obtain data from 331 grade 12 learners, 29 teachers and 3 librarians. The findings reveal that information on requirements for admission into university, subjects taught at school, and career guidance were the most needed by learners. Access challenges include inadequate information resources and the absence of and/or non-functional school libraries. Recommendations include the adequate provision of educational information, information literacy education, employment of qualified librarians by education authorities as well as provision of functional school libraries and information technology tools. The study has shown a need to further examine, in a more rigorous way, the coping strategies of teachers and learners in information-poor communities.

Persons with rare, epilepsy-related disorders often have intellectual disability and need long-term care. Informal and formal caregivers need information in order to care for the persons in a safe way. Aims: The aims of this review were: (1) to obtain an overview of caregiver-reported information needs; and (2) to investigate if there are information needs that are unique for caregivers of persons with rare epilepsies. Method: We followed the scoping review framework outlined by Arksey and O'Malley and the preferred reporting items outlined by PRISMA. Results: Among the 17 articles that met the inclusion criteria, 5 included caregivers of persons with rare epilepsies. Categories of information needs: (1) Medical information; (2) Information on how to cope with emotional distress; (3) Experiential information from peers; and (4) Interdisciplinary information exchange. The need for disorder-specific information seemed particularly important for caregivers of persons with rare epilepsies. Conclusion: There is a need for further studies, particularly on formal caregivers' information needs.

Since the inception of new, rigorous standards in reading instruction across the nation, literacy pedagogy has become a focus of renewed interest. The use of newspapers as a supplementary, expository text must be examined in terms of new standards and trends in newspaper readership. This study found that teachers would like more information on Newspapers in Education (NIE) and have interest in their use, but somewhat unsure of how to use them to achieve the curricular goals. Teachers tend to rely on materials provided by the school where they teach.