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“Deep in all of us”, wrote a Homes and gardens sub‐editor in April 1965, headlining Elspeth Huxley's article A cottage on a hillside, “is a craving for a quiet country retreat, old, mellow and secluded.” If true, this had clearly been true of England at least for a very long while. “Of late there has been a positive spate of books about living in the country”, wrote Philip Gosse in 1935. “The rustic life is all the rage.” “The cult of the country cottage”, declared J. Gordon Allen in 1912, “which was thought a few years ago to be merely a passing whim, has recently developed apace”. The manner in which a sizeable proportion of the English middle class were persuaded over several decades to forsake or at least to contemplate forsaking urban living is of some interest to, amongst others, sociologists and social historians. Since we are concerned here with the bibliographical aspects of this radical shift of attitudes, it would be as well to dispose at the outset of one possible analysis: namely the idea that literary precedents had much to do with this. Agreed, masters of urban living much earlier than the English—the Romans—invented apparently the away‐from‐it‐all stance: Horace, generals returning to the plough with Rome saved, the Georgics. Agreed also, their Augustan imitators had much to say about places in the country. But consider Wootton's

This qualitative case study explored the information literacy acquisition of 23 students enrolled in a learning community consisting of an advanced English as a Second Language (ESL) writing class and a one-unit class introducing students to research at a suburban community college library in California. As there are no other known learning communities that link an ESL course to a library course, this site afforded a unique opportunity to understand the ways in which ESL students learn to conduct library research. Students encountered difficulties finding, evaluating, and using information for their ESL assignments. Strategies that the students, their ESL instructor, and their instructional librarian crafted in response were enabled by the learning community structure. These strategies included integration of the two courses’ curricula, contextualized learning activities, and dialogue. ESL students in this study simultaneously discovered new language forms, new texts, new ideas, and new research practices, in large part because of the relationships that developed over time among the students, instructor, and instructional librarian. Given the increasing number of ESL students in higher education and the growing concern about their academic success, this study attempts to fill a gap in the research literature on ESL students’ information literacy acquisition.

The increasing adoption of digital technologies such as social media have changed the way consumers share knowledge about products and services among each other. The aim of this paper is to test what factors drive customers to share knowledge about products and services on social media pages.

A quantitative survey design was employed for this study. Empirical data were drawn from 358 consumers in Italy, using a purposive sampling technique. The hypothesised relationships were tested using ordinary least squares regression modelling.

The results of this study reveal that the usage frequency of online reviews (UFORs), social bonds (SBs), subjective happiness (SH) and reciprocity positively impact on customer knowledge sharing (CKS). By contrast, the perceived usefulness of online reviews (PUORs), helping others, customer susceptibility to interpersonal influence (CSII) and informational (INFO) do not impact CKS.

To the best of the authors' knowledge, this study is amongst the first to empirically test the antecedents of knowledge-sharing behaviours about products and services on online social media. The present work offers relevant implications for theory. First, the work enriches the customer knowledge management (CKM) theory by providing empirical evidence on factors leading to the higher sharing of knowledge amongst customers. Second, the work adds to the literature on social media, demonstrating the individual determinants on knowledge-sharing behaviours about products and services in online communities. Practically speaking, this paper identifies some key elements driving CKS in social media conversations. Thus, building upon the findings of this study, the authors provide some guidelines for social media managers and retailers for promoting CKS on social media pages.