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This paper aims to present recently published resources on library instruction and information literacy providing an introductory overview and a selected annotated bibliography of publications covering all library types.

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2018.

The paper provides a brief description of all 422 sources, and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians and anyone interested as a quick reference to literature on library instruction and information literacy.

A comparative analysis of the results of two longitudinal studies conducted a decade apart, among research post-graduate students, with the purpose of understanding the progress in their information literacy (IL) skills, forms the content of this report. The analysis is based on the application of the Research and Information Search Expertise (RISE) model, which traces students’ progression across four stages of expertise. Such progression was measured across two dimensions of knowledge: that of information sources/databases and that of information search skills. Both studies adopted basic interpretive qualitative methods involving direct observation, interviews, think-aloud protocols, and survey questionnaires, during each of the five interventions, which were spread over a one to one-and-half year period. Scaffolding training was provided at each meeting and data were collected to assess the influence of such training on development of search expertise. A comparison of the findings reveals that students in both studies advance in their IL skills largely in a similar manner. Scaffolding support was found to help both dimensions of knowledge and that lack of one or the other type of knowledge could hinder their ability to find relevant sources for their research. The studies make evident the need for training programs for higher education students, to improve both their knowledge of information sources and their search techniques, tailor-made to closely correlate to their specific information needs. The studies provide insights into student behaviors in the development of IL skills, and the RISE model offers a framework for application to other similar research.

Wikis, as one of the Web 2.0 tools, has been increasingly used to engage students to learn with others in a collaborative virtual environment. However, there are relatively few studies examining the application of wikis in secondary schools. Therefore, this study aims to investigate factors affecting the use of PBWorks (a popular wiki tool).

The aim was achieved by empirically examining an extended technology acceptance model (TAM) from a sample of 429 junior secondary students in Hong Kong. Specifically, relationships among six latent variables, which were school support, teacher support, perceived ease of use, perceived usefulness, attitudes towards use and the intention to use, were posited in the model. The more robust factor-based partial least squares structural equation modelling (factor-based PLS-SEM) was used to test the research model.

The results indicated that most of the hypotheses were supported, which suggested that the extended TAM could explain the rationale behind students’ intentions to use PBWorks for group projects.

This paper extended the original TAM by including two additional variables (school support and teacher support) for explaining behavioural intentions. Because of the increased use of e-learning platforms in secondary schools, more understanding of what motivates secondary school students’ e-learning intentions is necessary.

This chapter demonstrates the effectiveness of using Generative AI (GenAI) to develop AI literacy in the context of human–AI collaborative writing among secondary students. The study used Vygotsky’s Zone of Proximal Development to scaffold students’ understanding of AI concepts and their application of AI tools in the context of AI-assisted digital writing. Four courses were conducted to teach students four AI applications: POE, DeepAI, Sudowrite, and MidJourney. Ten students participated in the course learning, and three attended semi-structured interviews. The results showed that GenAI is beneficial in enhancing students’ writing inspiration, generating amazing images for their productions, improving their prompt literacy, enhancing meta-cognition, and strengthening emotional expression and creative thinking. However, the study also found that GenAI poses challenges for students due to high requirements for prompt skills, easy-to-distracted attention, and strict AI ethics. Future research can explore different learning outcomes of this relevant research in various educational levels, such as K-12 and higher education.

This study aimed to provide evidence to support the use of a wiki called PBworks as a learning tool to foster students' information literacy (IL) skills based on activity theory.

The participants consisted of 421 students (i.e. form 1 to form 3) from Hong Kong taking a liberal studies course during the 2016–2017 academic year. This study mainly used a mixed methods design, proposing 11 hypotheses. Quantitative data from 374 questionnaires were analysed to test these research hypotheses, while a qualitative method (interviews) was used to explain the quantitative results. A structural equation modelling approach was used to analyse the data, and data triangulation was used to answer the same research questions.

The results showed that the model components PBworks affordances (PB) and rules and divisions (RD) had significant direct effects on individual activities (IA) and community activities (CA) and significant indirect effects on information literacy (IL). The results also revealed that CA had a significant effect on IA and had an even greater effect on IL.

Using PBworks and the project-based learning (PjBL) approach, this study examined the determinants affecting the IL skills of Hong Kong junior secondary school students and proposed a wiki-based information literary activity (WILA) model.

As students' IL skills have become increasingly important, this study can shed light on related topics for future studies.

And contribute to social stability and harmonious development.

This study eventually confirmed the validity of the WILA model with all hypotheses supported.

The peer review history for this article is available at: https://publons.com/publon/10.1108/OIR-03-2020-0092.

This chapter discusses how the real options theory can be useful for understanding the adoption of human resources management (HRM) practices. The authors review how the real options theory has provided insights into the processes through which firms manage uncertainties involved in the adoption of HRM practices. The authors offer propositions for future HRM research from the real options perspective. The authors contend that analyzing HRM practice adoptions through the lens of real options theory can enhance our understanding of the mechanisms through which firms choose which HRM practices to adopt and how they adjust the timing, scale, and methods of investment in these practices. Specifically, the authors suggest that differences in information relevant to valuation of HRM options are the source of distinct choices of HRM options across firms. Finally, the authors propose advancing knowledge on HRM practice adoptions by using a portfolio of options approach, as well as considering factors like competitors, path dependence, and switching options.

The purpose of this paper is to propose a portfolio procurement framework to response to uncertain customer demand and purchasing price volatility in a simultaneous manner. Then it aims to obtain optimal procurement and production decisions under the portfolio framework to maximize profit.

The portfolio procurement problem is modeled as a dynamic Stackelberg game and Nash equilibrium solutions are obtained. The portfolio procurement framework is analyzed in the settings, with both risk-neutral objective and downside risk constraints measure of contract prices.

By obtaining the Nash equilibrium solutions for both the buyer’s ordering decisions and the supplier’s optimum production decisions, Stackelberg game model for portfolio procurement is proved to be feasible. Additionally, downside risk constrains are proposed to help supply chain participants’ to evaluate the profitability and risk probabilities of the designed procurement contracts under the uncertain customer demand and spot market.

This paper assumes the supplier is risk averse and the buyer is risk neutral, and it would be interesting to examine the performances of portfolio procurement strategy with different risk attitudes participants.

This research could help the buyer respond to not only demand uncertainty but also the volatile spot price in the procurement process. Related optimal portfolio procurement strategy can be carried out to improve the enterprise’ procurement plan by adjusting the order of long-term contract, option contract and the spot market. The proposed framework could also help suppliers design and evaluate contracts for buyers with different risk preference, and on the other hand help the buyers decide if she should accept the contracts from the supplier.

This research should also increase awareness in both academia and industry on the opportunities of using the dynamic portfolio procurement approach to enhance flexibility and to mitigate the inventory as well as price risks in the procurement process. Effective downside risk constrains on contract prices could also help to protect the bottom line of companies with different risk preference.

The portfolio procurement framework proposed in this research can mitigate inventory and price risks simultaneously. Also, instead of solving the portfolio procurement planning problem in computational simulation experiments as in previous research, this paper proposed a dynamic game model for this portfolio-based procurement problem and obtained its Nash equilibrium solutions for both the buyer’s ordering decisions and the supplier’s optimum production decisions. Finally, an innovative and simple downside risk constraints has been designed to help the buyer evaluate supplier’s contract prices according to their individual risk preference.

Although artificial intelligence (AI) is increasing in influence across different fields, the subject of AI literacy in higher education (HE) remains inadequately explored. Through a systematic review of 19 peer-reviewed journal articles, this chapter fills that gap.

The findings of this study highlight the advancements in AI literacy education across different subject disciplines. It emphasises the importance of critical thinking, ethical reasoning, and practical skills in managing the increasingly complicated world driven by AI.