This paper reports results from an exploratory study investigating the factors affecting student learning outcomes of information literacy instruction (ILI) given at business schools. Specifically, the potential influence of student demographics, learning environment factors, and information literacy program components on behavioral, psychological, and benefit outcomes were examined. In total, 79 interviews with library administrators, librarians, teaching faculty, and students were conducted at three business schools with varying ILI emphases and characteristics. During these interviews, participants discussed students' ILI experiences and the outcomes arising from those experiences. Data collection also involved application of a standardized information literacy testing instrument that measures student information literacy competency. Analysis yielded the generation of a new holistic theoretical model based on information literacy and educational assessment theories. The model identifies potential salient factors of the learning environment, information literacy program components, and student demographics that may affect ILI student

Digital tools offer new affordances and methodologies to humanities scholars' research. This study used a constructivist grounded theory approach to examine humanities scholars' research practices, including their use of a wide range of resources and digital technologies. Using in-depth study, several themes emerged from the research relating to the role of technology in shaping humanities scholars' research practices. The themes include: (a) humanities scholars' research approaches and technology tools; (b) the humanities scholar as tool developer; (c) the role of data preparation as a meta-level research practice; (d) data visualization versus numeric outputs-one size does not fit all; (e) the importance of flexibility and agency; (f) technology tools in support of the researcher as writer; and (g) working alone/working together-technology tools and collaborative practice. The heterogeneous nature of humanities scholars' research practices are explored and the resulting implications for digital tool design. Two new research practices-tool development and data preparation-are proposed. The diverse digital technologies humanities scholars use support the traditional ways of working within their discipline, as well as creating potential for new scholarly practices.

Highlights Young children engage with technology in artistic play, socio-dramatic play and literacy/numeracy.  Everyday life information seeking (ELIS) way of life and mastery of life are modeled in children's activities.  Video data provide a glimpse into technology use by young children in their homes. AbstractResearch on how young children use information to orient themselves in daily life and to solve problems (known as everyday life information seeking or ELIS) has not been conducted, indepth, in information science. This exploratory observation study examines how 15 Australian preschool children (aged three to five) used information technologies in their homes to orient themselves in daily life and to solve problems. Children engaged in various ways with the digital technologies available to them and with parents and siblings during play activities. The results explore the value of artistic play, sociodramatic play, and early literacy and numeracy activities in shaping young children's 'way of life' and 'mastery of life' as outlined in Savolainen's (1995) ELIS model. Observed technology engagement provided an opportunity to explore children's social worlds and the ways that they gathered information during technology play that will inform future learning activities and support child development. By using ELIS theory as an analytic lens, the results demonstrate how children's developmental play with technology tools helps them to internalize social and cultural norms. The data also point to the type of capital available to children and how that capital contributes to children's emerging information practices.

This short paper examines social interaction (e.g. asking colleagues for help in the lunchroom) as an informative experience, a way to understand oneself and situation. The process of coming to an understanding is frequently hidden, but may be brought to light by examining the experiences of individuals undergoing a transition – a change that requires them to redefine their sense of self and situation. Using exemplars from previous research and drawing on Lave and Wenger's (1991) theory of situated learning, this paper explores the importance of social interaction to information practices. The role of social interaction will be discussed, including: information seeking to become part of a community, and social interaction as a source of information and as a site for information comparison (a type of information use) to situate oneself in a new environment. The paper proposes making social interaction a focus of study to better understand how individuals use information to change perception about and situate themselves.

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