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The purpose of this paper is twofold: to understand how recent developments in systems thinking and social construction can influence understanding of knowledge transfer (KT); and to propose a new systems‐based knowledge transfer model.

The paper is a review of the literature on knowledge transfer, systems thinking and social construction leads to the proposal of a new KT paradigm.

The Dynamic Knowledge Transfer Capacity model (DKTC) found in this paper identifies the components required for social systems to generate, disseminate and use new knowledge to meet their needs. The model includes pre‐existing conditions, (need and prior knowledge) and four categories of capacities (generative, disseminative, absorptive and adaptive/responsive) that social systems must possess for KT to take place.

The paper shows that the DKTC model is particularly well suited to analyzing complex systems with multiple stakeholders as opposed to small‐scale knowledge transfer systems. Empirical analysis in complex systems environments will help verify, enrich and generalize the model.

The paper sees that in an increasingly knowledge‐based economy, the ability to base decisions on the latest knowledge is vital for the success of organizations. The capacity for effective and sustained exchange between a system's stakeholders (researchers, government, practitioners, etc.); exchanges characterized by significant interactions reflected within the DKTC model, results in the appropriate use of the most recent discoveries in the decision making process.

The paper proposes a new knowledge transfer paradigm that views knowledge as a systemic, socially constructed, context‐specific representation of reality. The proposed knowledge transfer model is in sharp contrast to past attempts, focusing attention on the capacities that must be present in organizations and social systems as a precondition for knowledge transfer to occur.

The objective of this study is to observe and document the transfer of a train the trainers program in knife sharpening and steeling. This knowledge transfer involved two groups of researchers: the experts and the learners. These groups are from geographically dispersed regions and evolve in distinct contexts by their language and culture.

The paper favors the learning history (LH) technique, a methodology that enabled the different participants to share their experience through reiterate interviews.

Based on the dynamic knowledge transfer capacity model, the absorptive capacity of the train the trainers process appears to have been mobilized. Although there were a number of hitches, people are confident that the project will be successful and that they will put what they have learned to good use in upcoming phases to transfer this program to other organizations.

The conclusions apply solely to a context of interprovincial transfer of a train the trainers program. It is believed that it is important to complete the first‐phase interviews “before” project start‐up. Being unilingual may have prevented some individuals from participating fully when asked to react to the summary documents.

The model is explicit enough to encompass the overall dimensions required to understand the dynamics of knowledge transfer. In a short and geographically dispersed context it was found that adjustments to the methodology were necessary, there was a wealth of data and that LH has fostered necessary adjustments that in turn have mobilized the actors.

Considers the relationship between system theory and the roots of democracy. Discusses democracy in the context of the societal system and examines the need for awareness of the way in which it has developed. Introduces a simple scheme with remarkable natural affiliations to illustrate the socio‐cybernetic viewpoint and explains how acentric, bilateral symmetry is the basis of natural system generation. From this analysis studies the positive feedbacks in relation to global crime and war. Looks at the state of contemporary awareness of the societal forces that have been analysed and described.

This paper examines the potential of photography as a design thinking method to develop innovative food experiences that improve food well-being.

This paper is a critical review of research using photography to examine the complex physical, emotional, psychological and social relationships individuals have with food at personal and societal levels.

The conceptual legitimacy of photography is well-established in the social sciences but has been missing from design thinking practices. Photography is particularly well suited to understand the highly visual practice of food and to design innovative food experiences.

Practical and ethical issues in the use of photography are considered as a research tool. Future research should examine photography as an integrated tool in the entire design thinking process.

A table of photographic research methods for all stages of design thinking, from empathy to prototyping, is presented. Best practices for the successful implementation and interpretation of photography in food design thinking are discussed.

Photography is a uniquely inclusive and accessible research method for understanding the social problem of food well-being and designing innovative food experiences.

To the best of the authors knowledge, this paper provides the first conceptual foundation for the use of photography in design thinking. The paper identifies novel photographic methods that can be used to understand problems and generate solutions. It provides guidelines to successfully integrate photography in the design of innovative food experiences that improve food well-being.

The purpose of this research is to study the ad hoc problem of developing capabilities for knowledge transfer between various constituencies of an enterprise resource planning (ERP) implementation project. The paper studies how an ERP project develops ability to network, link, and integrate its various knowledge resources over time.

The paper conducted a case study of an ERP project, from its initiation in 2008 to its completion in 2011.

The case demonstrates the dynamics of development of knowledge transfer capacities through ad hoc problem solving. The paper identifies five mechanisms used in this case for the development of knowledge transfer capacities.

Ad hoc problem solving mechanisms demonstrated in this paper can be intentionally planned and utilized in similar projects to enable interaction, integration, and institutionalization.

Even though ad hoc problem solving as a model for change is prevalent in many organizations, studies of ad hoc problem solving capabilities as a mechanism for change are not extensive. This case describes ad hoc mechanisms that foster change and development of knowledge transfer capacities during large IT project implementations.

This paper aims to present recently published resources on library instruction and information literacy (IL). It provides an introductory overview and a selected annotated bibliography of publications organized thematically and detailing study populations, results and research contexts. The selected bibliography is useful to efficiently keep up with trends in library instruction for academic library practitioners, library science students and researchers wishing to learn about IL in other contexts.

This paper annotates 374 English-language periodical articles, dissertations, theses and reports on library instruction and IL published in 2023. The sources were selected from the EBSCO platform for Library, Information Science and Technology Abstracts (LISTA), Education Resources Information Center (ERIC), Elsevier SCOPUS and ProQuest Dissertations and Theses. Sources selected were published in 2023 and included the terms “information literacy,” “library instruction” or “information fluency” in the title, subject terms or author-supplied keywords. The sources were organized in Zotero. Annotations were made summarizing the source, focusing on the findings or implications. Each source was then thematically categorized and organized for academic librarians to be able to skim and use the annotated bibliography adeptly.

The paper provides a brief description of 374 sources from 159 unique publications and highlights publications that contain unique or significant scholarly contributions. Further analysis of the sources and authorship are provided such as country affiliation and institutional Carnegie classification.

The information is primarily of use to academic librarians, researchers and anyone interested as a convenient and comprehensive reference to literature on library instruction and IL published within 2023.