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The study sought to explore how people's negative emotions change in a crisis situation when they get to know about the crisis and the corporate's socially responsible activities after crisis.

A 2 (crisis type: human error vs organization misdeed) × 2 (CSR fit: low vs high) × 3 (motive disclosure: no disclosure vs company-oriented disclosure vs society-oriented disclosure) between-subjects experiment was conducted online.

More anger was elicited toward organizational misdeed than human error from both within-person and between-persons perspectives. When using CSR as postcrisis strategy, within-person analyses revealed that high CSR fit in message helped to attenuate sadness (and potentially anger) to a greater extent than low CSR fit, whereas between-persons analyses did not find significant effects of either CSR fit or motive disclosure.

Our findings demonstrate that situational dynamics in crisis situation constantly influence people's emotional states, suggesting a vertical investigation (e.g. within-individual analysis) of emotions may help both scholars and practitioners better understand the nature of crisis emotions and provide fresh insights on how to cope with them.

This study aims to examine the relationship between personality traits and digital literacy skills among university librarians of Punjab, Pakistan.

Five research hypotheses were established to achieve the study objectives. Two instruments; namely, “big five inventory (BFI)” scale of personality traits and a structured questionnaire of digital literacy skills (library literacy, computer literacy, tool literacy, information retrieval literacy and research support literacy) were used to collect the data. Pearson correlation test and correlation research design were used to examine the relationship between digital literacy skills and personality traits of university librarians.

The findings of the study revealed significant relationships between personality traits and all digital literacy skills. The study concluded that librarians having the extraversion trait are more inclined toward digital literacy skills and they can perform well in the libraries as compared to professionals with other traits.

This study measures the digital literacy skills among the librarians of “higher education commission” recognized universities of Punjab, Pakistan. The study conclusions and findings are limited in scope to only the librarians of these universities. Such topic has no previous research.

This study has practical implication for university libraries, library associations, librarians and library professionals. The results of the study are also useful for librarians to acquire digital literacy skills, which are necessary in the current digital environment to manage the libraries.

Library professionals can get digital literacy skills to face the challenges of digital age.

Some researchers examined the relationship of personality traits with the social networking sites, internet addiction, knowledge sharing behavior, information seeking behavior and academic performance. This study in particular identified the relationship of personality traits with the digital literacy skills, which are essential for managing the libraries. It helps libraries to find suitable library professionals and also help managers in assigning the duties based on these personality traits and digital literacy skills.

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

The paper identifies and annotates periodical articles, monographs, and audiovisual material, in the area of library instruction and information literacy.

The paper provides information about each source, discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.

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

This study investigated why employees' cyberloafing behavior is affected by their coworkers' cyberloafing behavior. By integrating social learning theory and deterrence theory, the authors developed a model to explain the role of employees' perceived certainty of formal and informal sanctions in understanding the effect of coworkers' cyberloafing behavior on employees' cyberloafing behavior.

The authors conducted a survey that involved a two-stage data collection process (including 293 respondents) to test our developed model. Mplus 7.0 was used to analyze the data.

The results revealed that employees' cyberloafing was positively affected by their coworkers' cyberloafing both directly and indirectly. The indirect effect of coworkers' cyberloafing on employees' cyberloafing was mediated by the employees' perceived certainty of formal and informal sanctions on cyberloafing. Employees' perceived certainty of formal and informal sanctions were found to mediate the relationship both separately (each type of sanctions mediates the relationship individually) and in combination (the two types of sanctions form a serial mediation effect).

The study reveals an important mechanism – employees’ perceived certainty of formal and informal sanctions – that underlies the relationship between coworkers' cyberloafing and employees' cyberloafing, thus, contributing to the cyberloafing literature. It also demonstrates the importance of negative reinforcement (perceived sanctions) in the social learning process, which contributes to the literature on social learning theory because previous studies have primarily focused on the role of positive reinforcement. Lastly, the study reveals a positive relationship between employees' perceived certainty of formal sanctions and informal sanctions, which has important implications for deterrence theory.