Academics are increasingly being asked to demonstrate the impact of their research beyond the walls of the academy. Societal impact measures were introduced as part of the Research Excellence Framework exercise in the UK in 2014 with a number of other countries, including Australia, considering similar assessments. As societal impact measures continue to proliferate there will be significant implications for academics, institutions, and academic libraries to document and support these activities. Information science is well-placed not only to guide practical supports within our institutions, but also to develop metrics and qualitative approaches to assess this type of research impact. This exploratory qualitative study -situated in a constructivist grounded theory methodology -investigated academics' experiences and perceptions of the concept of societal research impact and the supports needed to facilitate this work. The definition of impact varied greatly among participants, but regardless of the participant's conception, interviewees felt that they were not prepared, trained, or had access to the needed supports to adequately document non-academic types of impact. The data point to a number of emergent themes including a lack of relevant methodologies for tracking societal impact, the shortcomings of metrics approaches to document impact outside of academe, and the need for academic libraries to extend current reference and training supports to provide researchers with the tools and skills needed in this new impact landscape. Implications for research and development in information science related to scholarly communication, researchers' information behaviors, and impact measures are also explored.

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Across higher education, systems and policies are being adopted or modified to explicitly address the impact of research. This is particularly the case in Australian and UK universities as academics consider how to respond to the impact agenda being driven by governmental funding agencies. 1 While impact has generated a great deal of conversation in media, 1 there remains a dearth of scholarly research concerning impact, with the majority emanating from the UK. [2][3][4] There are a multitude of unknowns concerning how impact will be embraced, monitored and incentivised 1

Information behavior research has typically explored individual-level practices, even within studies of groups and group activities. Although collaborative information seeking has emerged in recent years to explore how people search for and share information, much of this research also focuses on individual-level experiences. Collectivist approaches to information behavior have been conducted in only a few studies in the discipline; however, collectivism offers a unique, holistic way to study information practices at within-group levels. Collectivism also accounts for the social, professional, and other contextual elements that shape group members' information practices when pursuing common shared goals. This exploratory qualitative study used focus groups situated in a constructivist grounded theory methodology to investigate wine industry members' experiences while engaging in peer mentoring circles. Designed as a professional development activity, the mentoring circles provided a platform for the development of long-term relationships among group members to foster information sharing and knowledge creation relevant to their work environments. The emergent results make a significant contribution to the field as they outline key conditions under which collectivist groups support members' information needs. Findings point to the importance of group cohesion developed through shared (industry-based) language and knowledge and development of kin-like relationships to generate unique knowledge communities. Interdependency and reciprocity are shown to play key roles in motivating individual group members to share information with their peers.

Presents results from qualitative focus groups with rural educators concerning information needs of sexual and gender minority (SGM) students. Observations on messaging in the physical environment, curricular materials, and internet filtering are provided. The findings document the importance of schools being responsive to, and accountable for, SGM students' information needs.Résumé: