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This paper considers the implications of not knowing – hypocognition – the lack of a cognitive or linguistic representation of a concept, algorithms, held by librarians responsible for programs of information literacy in universities in NSW, Australia.

A practice-based study of university librarians and their role in the development of algorithmic literacy, using semi-structured interviews and thematic analysis, showed that they had limited socio-technical knowledge of algorithms.

Not knowing led most participants to anthropomorphise algorithms, including those found in search engines such as Google, sometimes explaining them as something mysterious, although they were aware that the algorithms were gathering data about them and their online interactions. Nonetheless, they delegated responsibility for online activities. These online interactions were not presented in system terms, but often could be interpreted as examples of Goffman’s civil inattention, a social norm used in interactions with strangers, such as fellow passengers. Such an understanding prevented the development of robust algorithmic literacy.

With technologies disrupting social norms, algorithms cannot be considered strangers who understand such civility; instead, metaphorically and practically, they rudely rummage through wallets and phones. Acknowledging the implications of the reliance on socio-cultural understandings of algorithms and their anthropomorphic representations for explaining online system-based interactions can present new ways for developing algorithmic literacy.

This study suggests that the links between hypocognition and the anthropomorphising of algorithms can undermine the development of knowledge and skills in information and digital literacies.

The purpose of this study is to revisit the conventional wisdom about a key contribution [i.e. strengths, weaknesses, opportunities, threats (SWOT) analysis] in the field of strategic management. The societal context and the role of academics, consultants and executives is taken into account in the emergence of SWOT analysis during the 1960–1980 period as a pivotal development within the broader context of the satisfactory, opportunities, faults, threats (SOFT) approach. The authors report on both the content and the approach, so that other scholars seeking to invigorate indigenous theories and/or underreported strategy practices will thrive.

Applying a historiographic approach, the authors introduce an evidence-based methodology for interpreting historical sources. This methodology incorporates source criticism, triangulation and hermeneutical interpretation, drawing upon insights from robust evidence through three iterative stages.

The underreporting of the SOFT approach/SWOT analysis can be attributed to several factors, including strategy tools being integrated into planning frameworks rather than being published as standalone materials; restricted circulation of crucial long-range planning service/theory and practice of planning reports due to copyright limitations; restricted access to the Stanford Research Institute Planning Library in California; and the enduring popularity of SOFT and SWOT variations, driven in part by their memorable acronyms.

In the spirit of a renaissance in strategic planning research, the authors unveil novel theoretical and social connections in the emergence of SWOT analysis by combining evidence from both theory and practice and delving into previously unexplored areas.

Caution is advised for scholars who examine the discrete time frame of 1960–1980 through mere bibliometric techniques. This study underscores the risks associated with gathering incomplete and/or inaccurate data, emphasizing the importance of triangulating evidence beyond scholarly databases. The paradigm shift of strategic management research due to the advent of large language models poses new challenges and the risk of conserving and perpetuating academic urban legends, myths and lies if training data is not adequately curated.

The purpose of this study to explore the teacher’s perception about family aggression and domestic abuse that can cause students psychotic trauma. Also, this article will further highlight the mitigating strategies for teachers to overcome those challenges which they faced while dealing with such female students.

In this exploratory study, a qualitative data collection tool semi-structured interviews were used. This research interviews were conducted from public school teachers of Pakistan. For data analysis thematic analysis approach was used to answer the targeted research questions.

The findings of the study reveal that the family aggression and domestic abuse have severe negative effect on female students’ mental health which cause them trauma and also negatively impact of their educational progress and overall growth. Also, several challenges have been identified from the findings such as difficulty in identification of such female students, lack of support and counselling skills and social constraints. Similarly, this study also suggests some interventional and mitigating strategies to overcome these challenges faced by teachers such as, awareness sessions for parents and society, teachers training for such skills, including such contents in curriculum etc.

The results of the current study are beneficial for the teacher and school administration to handle such female students they are affected due to abuse and domestic violence and improve their mental well-being and growth.

This is a unique study because there is very limited research done in the context of Pakistan which addresses this burning social issue, particularly adding the voices of teacher’s about identifying and dealing such female students they are victim of family aggression and domestic abuse.

This paper explores the concept of information precarity, tracing some of its foundations to microaggressions and systemic injustices experienced by marginalized populations over time as race-based trauma, which functions as a mediating mechanism affecting the information practices of individuals and communities.

We describe the conceptual background of information precarity, information practices, microaggressions and race-based trauma, then illustrate these concepts through interviews and focus groups from a network of people and organizations helping a Latinx community navigate the COVID crisis.

The conceptual framework connecting information precarity with microaggressions and race-based trauma provides context and explanation for the information practices of marginalized communities living in information precarity.

The study primarily explored adverse experiences such as microaggressions, which means that instances where Latinx individuals successfully navigated systemic barriers should be further explored. The study is based on the lived experiences of a specific group of Latinx individuals from a particular geographic area. Thus, findings may not be generalizable to all Latinx populations or other marginalized groups. This study’s findings suggest that efforts to improve information access must go beyond providing resources or making more policies. We recommend actions. Recognizing that race-based trauma affects how people engage with information highlights the importance of building and maintaining trust with marginalized communities.

In this study, we suggest actions. Recognizing that race-based trauma affects how people engage with information highlights the importance of building and maintaining trust with marginalized communities. Culturally sensitive outreach strategies such as support networks, community advisory boards, cultural liaisons or information brokers are crucial. Institutions can and should create environments where individuals feel safe to seek and share information with more personalized or community-specific approaches and a long-term commitment to information accessibility.

First, it illustrates the mechanisms through which precarity persists by showing how microaggressions are a systemic barrier that significantly shapes information practices and perpetuates vulnerability. Second, we demonstrated that race-based trauma is a mediating factor in information precarity, highlighting how racism emerges tangibly in everyday interactions as a mediating factor in information practices. Third, we show that information precarity, mediated by race-based trauma, can result in an information practice of avoidance as a protective mechanism to steer clear of unfair treatment and racist behavior.

The growth of mental disorders and their costs represents a public health challenge. This study aims to explore how a social club can help mitigate its impact through arts and sports workshops.

Using the social return on investment (SROI) methodology, the impact of the social club is evaluated by identifying stakeholders and quantifying their contributions. In addition, the relationship between patients’ attendance and the reduction of relapses and medication consumption is explored.

The SROI showed a positive return on investment, €12.12 per euro invested. This ratio indicates that the social club generates social value well above its initial costs. On the other hand, two stakeholders were identified as higher impact generators, and it was confirmed that sports activities generate more social and economic impact than art activities – however, the positive effects of art activities last longer over time. The study revealed a positive relationship between social club attendance and relapse reduction. Almost 90% of the participating users reported no relapses or emergency hospitalizations during the past year of attendance. In addition, a substantial decrease in medication dosage was observed. These results suggest that social clubs help stabilize mental health and reduce the burden on health-care systems.

The case study highlights the vital role of social clubs in supporting people facing mental health issues. Policymakers and health-care providers can use this knowledge to invest in more effective and sustainable mental health support activities.