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Purpose -This study aims to increase knowledge about the information-sharing activities of design research scholars. Design/methodology/approach -Semi-structured in-depth interviews were carried out with selected participants from a Nordic design research network. The interview transcripts and notes from workplace-observations were approached from a discursive point of view and analyzed in accordance with Theodore Schatzki's practice theory. Findings -Information-sharing activities are intrinsically intertwined with other information practices such as information seeking and use. It is further established that information and communication technologies (ICTs) can be seen as important parts of the arrangements of human and non-human entities that, together with practices, form the social site in which the scholars are active. There is a reciprocal relationship between ICTs, and other material arrangements, and the ways in which information is used and shared. ICTs function both as a source of meaning and as a preconfigurator of actions. Practical implications -The findings have implications for the development of information systems and services aimed at scholars working in collaborative interdisciplinary settings. Library and information science scholars can benefit from the elaborated concept of information sharing. Originality/value -Design scholars' information sharing has not been studied before. By applying a practice-theory lens this paper presents a particular perspective. Increased knowledge about the information-sharing activities of an epistemologically and socio-culturally amalgamated network of scholars is the main contribution of this paper.

The paper presents and discusses results from the first round of empirical data collection within the framework of a three-year research project named Learning via the School Library. The research is set within a project comprising eight elementary and secondary schools in Sweden. The overall research question of the study focuses on how students construct meaning through the artefacts (books, digital information and pictures) that are offered via the school library. Data were collected through observations, interviews and a questionnaire in three classes (11-year-olds) during a 10-week assignment. Results indicate that students adopted a fact-finding approach, that they frequently used pictures in information sources and that they transported text/pictures from sources to their own reports. Students' learning process was oriented towards procedure rather than content. The results raise questions about school libraries as cultural contexts for information seeking and use and about the possible reasons for and consequences of the findings that students develop an understanding of research as finding and copying text on a topic.

Purpose The article concerns information literacies in an environment characterised by the two partly competing and contradictory cultures of print and digital. The aim is to provide a better understanding of the ways in which students assess the credibility of sources they use in school, with a particular interest in how they treat participatory genres. Design/methodology/approach An ethnographic study of a school class's project work was conducted through observations, interviews, and log books in blog form. The analysis was influenced by a socio-cultural perspective. Findings The study provides increased empirically based understanding of students' information literacy practices. Four non-exclusive approaches to credibility stemming from control, balance, commitment, and multiplicity were identified. Originality/value The study adds to the understanding of how credibility is assessed in school environments with a particular focus on how digital and participatory genres are treated.

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