Purpose The article concerns information literacies in an environment characterised by the two partly competing and contradictory cultures of print and digital. The aim is to provide a better understanding of the ways in which students assess the credibility of sources they use in school, with a particular interest in how they treat participatory genres. Design/methodology/approach An ethnographic study of a school class's project work was conducted through observations, interviews, and log books in blog form. The analysis was influenced by a socio-cultural perspective. Findings The study provides increased empirically based understanding of students' information literacy practices. Four non-exclusive approaches to credibility stemming from control, balance, commitment, and multiplicity were identified. Originality/value The study adds to the understanding of how credibility is assessed in school environments with a particular focus on how digital and participatory genres are treated.

Purpose The activities of academic researchers are increasingly regulated by neo-liberal ideals, including expectations that researchers are visible online and actively promote their output. The purpose of this paper is to explore how researchers take on this responsibility. It uses the concepts of genre, authorship and self-writing in order to understand how the story of an academic life is constructed on academic web profiles. Design/methodology/approach A qualitative content analysis was conducted of material on 64 profiles belonging to 20 researchers on institutional and personal websites, as well as on ResearchGate, Academica.edu and Google Scholar. Findings The study shows that while institutional websites primarily contain researcher-produced material, content on commercial platforms is often co-constructed through distributed authorship by the researcher, the platform and other platform users. Nine different ways in which the profile of an “academic self” may be said to highlight the particular strengths of a researcher are identified. These include both metrics-based strengths and qualitative forms of information about the academic life, such as experience, the importance of their research and good teaching. Social implications This study of academic web profiles contributes to a better understanding of how researchers self-govern the story of their academic self, or resist such governance, in online environments. Originality/value The study furthers the knowledge of how researchers make use of and respond to digital tools for online visibility opportunities and how the story of the “academic self” is “made” for such public presentation.

Participatory media are commonly used for a variety of purposes in today's society. The credibility associated with these media is sometimes contested, and their acceptance into school practices has been debated. In this study, focus group interviews with teachers and librarians in upper secondary schools in Sweden are used to investigate conceptions and experiences of practices around the critical evaluation of participatory media, with a particular focus on Wikipedia. Three themes are addressed in the article. The first concerns how the teaching of the critical evaluation of sources is organised and co-managed between teachers and librarians. The second describes educators' experiences of print vs. digital media, and their worry because students have problems negotiating the information architecture of print media. The third theme deals with conceptions of the credibility of Wikipedia. Four conceptions of credibility are identified: credibility is associated with the control and stability of a source; it is considered to be strengthened when several sources support a claim; it is viewed as situational and partial rather than absolute; and it is associated with a multiplicity of voices and democratic forms of production. These findings may be used to inform educational practices around credibility and authority in schools by raising self-awareness among educators of various ways to talk about the credibility of sources with both colleagues and students.

In this paper we summarise the lessons learned from the first Swedish Read & Publish agreement: Springer Compact with Springer Nature (2016-07-01-2018-12-31). We set out to put the Swedish agreement in an international context and to examine the effects of the agreement regarding economy, publication outcome, administration and researchers' attitudes

This paper qualitatively examines how members of a large private Facebook group view the risks of information disclosure to their privacy and the strategies they employ to navigate and manage those risks. The paper adds to an emerging interest in how privacy is managed collectively and within dynamic large groups, thus moving beyond established knowledge of privacy management on individual and small-scale levels. The work builds on semi-structured interviews with 20 members of a private Facebook group and draws on Communication Privacy Management theory. The study shows how privacy management practices are enacted at individual, intragroup, and group levels. Findings show that participants associate very high risks with sharing private information in the group, partly because it consists of a mix of known others and strangers, who are potentially geographically co-located. They adopt several strategies for managing and protecting their privacy at all three levels. The risks associated with context, time, and spatial collapse of the imagined audience are identified as important to how participants experience information disclosure in the group. The paper concludes by identifying some practical implications that serve as a call for developers to design privacy tools that support dynamic groups' privacy challenges and needs.