Abstract An exploratory study investigated the factors affecting digital literacy training offered by local community organizations, such as public libraries. Theory based on the educational assessment and information literacy instruction literatures, community informatics, and situated learning theory served as a lens of investigation. Case studies of two public libraries and five other local community organizations were carried out. Data collection comprised: one‐on‐one interviews with administrators, instructors, and community members who received training; analysis of training documents; observations of training sessions; and a survey administered to clients who participated in these training sessions. Data analysis yielded the generation of a holistic conceptual framework. The framework identifies salient factors of the learning environment and program components that affect learning outcomes arising from digital literacy training led by local community organizations. Theoretical propositions are made. Member checks confirmed the validity of the study's findings. Results are compared to prior theory. Recommendations for practice highlight the need to organize and train staff, acquire sustainable funding, reach marginalized populations, offer convenient training times to end‐users, better market the training, share and adopt best practices, and better collect and analyze program performance measurement data. Implications for future research also are identified.

By using the data from two recent survey‐based rankings of knowledge management / intellectual capital and eHealth journals, this study tests the impact of personal research interests of journal raters on their ranking scores. The rationale is that raters assign higher scores to journals that cater to their area of expertise because they are more familiar with them. The results indicate the existence of raters’ bias toward the journals focusing on their preferred areas of interest, but this bias does not uniformly apply across all research topics. In some subdomains, such as intellectual capital, this bias may be very strong, whereas in others, such as soft‐side knowledge management research, it may be nonexistent. Although management eHealth researchers rate management‐focused journals higher than their clinical‐centered counterparts, this bias does not exist among scholars favoring clinical topics. While this limitation is not fatal, the results from expert‐survey journal ranking studies should be interpreted with caution.

This study explores whether practitioners who hold a Ph.D. in business act as intermediaries in the transfer of academic knowledge from academia to practice. Twenty Ph.D. graduates were interviewed, and the data were subjected to deductive content analysis. It was concluded that the previous claims that academic research does not influence decision-making of industry practitioners are not fully warranted. Graduates of doctoral business programs act as knowledge-transfer intermediaries that aggregate, summarize, communicate, and implement findings reported in academic publications. Academic journals have the potential to disseminate scholarly knowledge beyond the academic world. Demand for evidence-based knowledge in the practitioner's environment determines his or her probability of applying academic knowledge. Not all academic knowledge is perceived as useful by practitioners, and limited access to academic literature is a major impediment to the application of scholarly findings in practice. The practitioners' connection with academia after graduation is also linked to their probability of using academic literature.

Information Systems enjoyment has been identified as a desirable phenomenon, because it can drive various aspects of system use. In this study, we argue that it can also be a key ingredient in the formation of adverse outcomes, such as technology-related addictions, through the positive reinforcement it generates. We rely on several theoretical mechanisms and, consistent with previous studies, suggest that enjoyment can lead to presumably positive outcomes, such as high engagement. Nevertheless, it can also facilitate the development of a strong habit and reinforce it until it becomes a ‘bad habit’, that can help forming a strong pathological and maladaptive psychological dependency on the use of the IT artifact (i.e., technology addiction). We test and validate this dual effect of enjoyment, with a data set of 194 social networking website users analyzed with SEM techniques. The potential duality of MIS constructs and other implications for research and practice are discussed.

The overall goal of this study is to explain how information literacy instruction (ILI) influences the adoption of online library resources (OLR) by business students. A theoretical model was developed that integrates research on ILI outcomes and technology adoption. To test this model, a web‐based survey, which included both closed and open‐ended questions, was administered to 337 business students. Findings indicate that the ILI received by students is beneficial in the initial or early stages of OLR use; however, students quickly reach a saturation point where more instruction contributes little, if anything, to the final outcome, such as reduced OLR anxiety and increased OLR self‐efficacy. Rather, it is the independent, continuous use of OLR after receiving initial, formal ILI that creates continued positive effects. Importantly, OLR self‐efficacy and anxiety were found to be important antecedents to OLR adoption. OLR anxiety also partially mediates the relationship between self‐efficacy and perceived ease of use. Implications for theory and practice are discussed.

This study presents and tests a research model of the outcomes of information literacy instruction (ILI) given to undergraduate business students. This model is based on expectation disconfirmation theory and insights garnered from a recent qualitative investigation of student learning outcomes from ILI given at three business schools. The model was tested through a web survey administered to 372 students. The model represents psychological, behavioral, and benefit outcomes as second‐order molecular constructs. Results from a partial least squares (PLS) analysis reveal that expectation disconfirmation influences perceived quality and student satisfaction. These in turn affect student psychological outcomes. Further, psychological outcomes influence student behaviors, which in turn affect benefit outcomes. Based on the study's findings, several recommendations are made.

Abstract 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 learning outcomes. Recommendations for practice and implications for future research are also made.