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Genre is a valuable access point for popular music collections; however, the blurring of genre boundaries combined with changing listening habits and new forms of classification have brought genre’s importance into question. The playlist is now a common means of classification on music streaming platforms. Recent commentary suggests that context is now a preferred access point. This exploratory study offers an examination of genres’ role in playlists.

A mixed-methods study investigates, using Spotify, whether genre retains relevance amidst the rise in popularity of playlist-based music classification. Sample size is noted as a limitation of the study.

Qualitative coding of user and editorial playlist names revealed less than 20% of codes applied were genre-based. However, when non-genre themes were differentiated, genre themes ranked as one of the most prevalent. Context-based themes were most common, though genre was readily combined with other descriptive themes, highlighting its utility. Quantitative analysis of genre tags showed playlists with context-based themes demonstrated higher genre homogeneity than those using generic themes, indicating playlists were named on a genre-by-proxy basis.

The study suggests that genre continues to play an integral role in a field where an eclectic variety of descriptive themes has emerged, although its role may have changed. Context-based themes are central to the way users organise music, though such terms can often serve as containers for music collections sharing distinct generic and musicological similarities.

The Adult Support and Protection (Scotland) Act 2007 (ASP Act) mandates public bodies to investigate situations of harm and to support and protect adults at risk. One of the fundamental principles of the legislation is to involve the person in the adult protection process. Older people are highly represented among those defined as adults at risk and have the right to participate in decisions about their lives. However, contextual factors can impact participatory parity, and participation can be tokenistic. Drawing on the author’s practice experience, this paper aims to explore the supports and barriers to meaningful participation in adult protection.

Based on practice during the first decade of the ASP Act, this paper uses amalgamated scenarios involving older adults at risk to illustrate some of the key themes emanating from literature.

Despite Human Rights Conventions and law promoting participatory principles, research evidence and practice experience suggests that ethical principles do not always translate to practice. Within adult protection case conferences (APCCs), participation is nuanced and multifaceted, involving individual and structural facilitators and impediments. APCCs can be inhospitable environments for the adult at risk. But they also have the potential to be collaborative and supportive spaces, promoting the person’s self esteem and agency. The author plans to conduct research with service users and practitioners exploring the extent to which APCCs can facilitate meaningful participation.

This paper contributes to the wider debate about the participatory rights of service users and the value of experiential knowledge.

Aarhus Kommunes Biblioteker (Teknisk Bibliotek), Ingerslevs Plads 7, Aarhus, Denmark. Representative: V. NEDERGAARD PEDERSEN (Librarian).

This study aims to define a set of assumptions for testing the four factors tested statistically to determine information-seeking anxiety based on quantitative data.

The developed questionnaire was distributed among graduate university students in Zhenjiang City to find and confirm the factor affecting information-seeking anxiety. The exploratory factor analysis and confirmatory factor analysis technique has been applied to the sample data set of 329 sample size. Jamovi and SPSS, statistical analysis software, were used to determine the study validity indices.

This study shows that thematic anxiety, quality of resources anxiety, information communication technology anxiety and library anxiety have a significant effect on information-seeking anxiety.

This study highlights the four factors, i.e. library anxiety, information and communication technology (ICT) anxiety, thematic anxiety and the quality of resources cause information-seeking anxiety among graduate students.

In this age of the digital world, information-seeking anxiety plays a vital role in the vicious circle of seeking behavior. Therefore, to break through the vicious loop of seeking behavior with only information-seeking anxiety as a cure, concentrate on information-seeking anxiety. This study found that thematic anxiety, ICT anxiety, library anxiety and quality of resources anxiety significantly affect information-seeking anxiety.

The mobile technology-pedagogy nexus has been instrumental in shifting the focus of information and communications technology in education from e-learning to mobile learning (ML). Learning with mobile technologies is more accessible, flexible, situated, personal, collaborative and lifelong. The use of technologies for educational purposes is the primary focus of higher education institutes. The successful implementation of ML rests on its acceptance by higher education teachers. It is, therefore, pertinent to determine the factors that impact higher education teachers’ acceptance of ML. This study aims to identify these factors and develop a reliable and valid instrument to measure higher education teachers’ acceptance of ML.

A sequential exploratory research design, a type of mixed method research was used for the study. A sound conceptual framework and rigorous scale development process provided the background for data collection and validation. Probability proportionate to size sampling technique was used to gather data from 212 higher education teachers from 42 higher education institutes. Teachers gave their responses on five-point Likert type items. The responses obtained were subjected to exploratory factor analysis, which provided a nine-factor solution. The factors were further validated through confirmatory factor analysis.

Teachers’ mobile learning (ML) acceptance questionnaire (TMLAQ), a 32-item questionnaire was developed to measure acceptance of ML among higher education teachers. A detailed literature review, interviews and focus group discussions with teachers facilitated the identification of nine constructs or antecedents of ML acceptance. These constructs were named as: perceived usefulness, ease of use, self-enhancement, constructivist belief (CB), technological barriers, attitude and behavioral intention. The scale possesses sound psychometric properties such as reliability, face validity, content validity and construct validity.

This instrument can serve as an authentic, valid and reliable measure of higher education teachers’ ML acceptance. It can be used by organizations to assess teachers’ perceptions and aid in the successful ML implementation.

There is a lack of measurement instrument that caters to wide angle view of teachers’ perception toward ML in the Indian context. This comprehensive scale will bridge this gap. Two new research constructs: CB and self-enhancement were found to be crucial from the teachers’ point of view. These constructs have not been explored in previous technology acceptance studies. To the best of the knowledge, such a comprehensive study has not been undertaken yet in the Indian context. This study can serve as a model for conducting similar kinds of studies in other developing nations.