Volume 35, Issue 1

Background. In Ghana, parents of children with autism spectrum disorder (ASD) face significant information challenges, which greatly impact their ability to provide appropriate care and support for their children. Many parents struggle with limited access to reliable and culturally relevant information about ASD, including intervention strategies and available support services. These challenges prompted this study, as understanding the information needs of parents with ASD children is crucial in improving the access to credible information for enhancing the overall support system available to them.
Objectives. This study aims to identify the information needs of parents of children with ASD in Ghana; examine the sources parents used to access ASD related information; assess information usage and satisfaction among parents; seek out the challenges in accessing ASD related information; and recommend strategies to improve information access for parents.
Methods. The qualitative case study approach was employed, involving 41 parents of ASD children from two schools. Telephone and face-to-face interviews served as the data collection instrument. Data collected were analysed using the thematic approach.
Results. Key findings are that the parents exhibiting diverse information needs sought for information in various forms and from different sources. They expressed dissatisfaction with the quality and quantity of information obtained and encountered numerous challenges in accessing supportive resources to help take care of their children with ASD.
Contributions. This study recommends targeted strategies to enhance information behaviour among parents of children with ASD. Key recommendations include awareness of specific information needs, evaluating information sources, balancing information needs, navigating information overload and initiating government-led ASD information.

Background. Knowledge-sharing is crucial for innovation and productivity. It was determined that it depends on five significant personal factors known as the Big Five personality traits which comprise extraversion, agreeableness, openness, conscientiousness and neuroticism. The gathered bodies of research have brought patchy insights rather than an integrated, holistic explanation because they have been one-sidedly oriented toward characteristics and contexts. Hence, a meta-analysis systematically encompassing all aspects is the requisite for synthesising findings, examining dimensions of the environment, and formulating productive strategies to improve knowledge-sharing.
Objective. The research seeks to understand the complex association between the Big Five personality traits and knowledge-sharing behaviour through meta-analysis studies.
Methods: This study conducts a meta-analysis of the relationship between each Big Five personality trait and knowledge-sharing behaviour across different contexts based on 30 publications.
Results.The meta-analysis suggests that knowledge-sharing has small to moderate positive correlation (COR) with personality traits—extraversion (COR=0.25), agreeableness (COR=0.28), conscientiousness (COR=0.23), and openness to experience (COR=0.26). The COR is nearly zero for neuroticism (COR=0.01), hence suggesting a minimal relationship with the outcomes. Considering the high level of heterogeneity to the results, there may be numerous contextual factors, such as the role of the country, contributing to the variability of the findings.
Contributions.This meta-analysis gives deep insights into the intricate relationship between the Big Five personality traits and knowledge-sharing behaviour for designing approach and policy to gain maximum benefits from the diversity of personality traits in all settings.

Wayfinding and the User Experience of Space Selection in Learning and Community Spaces: A Review and Guide for Next Steps.
Miller A. LIBRES Volume 35, Issue 1 (2025), page 56-73

Background. College and university users have varying needs and preferences regarding learning space usage. One such public space is the academic library, which also needs to re-evaluate services and spaces to accommodate the growing and changing user population.
Objectives. For learning spaces to enhance the user experience (UX) of their users, spaces need to be evaluated from time to time. Before evaluating a specific learning space, a broader look at the topic can help understand the problem, learn about trends, and help design research questions and goals for the next steps.
This paper covers the first step, a review of the topic—wayfinding and the UX of space selection in academic libraries.
Methods. This investigation highlights methods used in similar studies, helps identify gaps and lessons in the literature, and its recommendations can guide library space design practice for future implementation.
Results. The findings culminate in three themes: method varieties as beneficial with an important lesson that purely quantitative studies or a single method alone was a limitation to understanding true user and space assessment data. The themes of user perception and change and flexibility are also important to understanding why space assessments do not transfer from place to place as paradigm shifts continue to fluctuate as users, norms, and characteristics of spaces. These behavioral characteristics and attitudes can impact how spaces are considered and used. The synthesis and findings, including a template of recommended next steps of this review, can help colleges, universities, and libraries jump-start their next steps for site evaluation.
Contributions. The results of this study will be informative to academic institutions with plans or goals for a learning space redesign.

Background. In Nigeria, where road infrastructure is a challenge and limited access to real-time information are prevalent, understanding how long-distance bus drivers seek and utilize information directly, impacts road safety, public health, and service efficiency.
Objectives. This study explores the information needs, information-seeking strategies, sources, applications, challenges, and barriers encountered by Nigerian long-distance bus drivers.
Methods. Data was collected from 25 long-distance bus drivers. An interview schedule guided the data collection, and the data was analyzed using Atlas.Ti. A qualitative research approach was adopted and it implicitly addresses objectives throughout. It uncovers challenges like misinformation, illiteracy, and broader work-related issues, showcasing drivers’ resilience in navigating their professional landscape.
Results. Long-distance bus drivers prioritize information on vehicle-related aspects, such as parts, health, road maintenance, purchases, repairs, papers, and licenses. Information seeking strategies vary from consulting colleagues to using technology like WhatsApp and Google Maps, reflecting adaptability. Co-drivers emerge as the most trusted information source, emphasizing peer-to-peer reliability. The adaptive use of tools, including mobile phones and technology, illustrates the Nigerian long-distance bus drivers’ ability to overcome information-seeking challenges.
Contributions. Insights from this research can inform targeted interventions, such as tailored information services, safety protocols, and digital resources that equip long distance bus drivers with the knowledge necessary to navigate Nigeria’s challenging driving conditions effectively.

Background. In Ghana, parents of children with autism spectrum disorder (ASD) face significant information challenges, which greatly impact their ability to provide appropriate care and support for their children. Many parents struggle with limited access to reliable and culturally relevant information about ASD, including intervention strategies and available support services. These challenges prompted this study, as understanding the information needs of parents with ASD children is crucial in improving the access to credible information for enhancing the overall support system available to them.
Objectives. This study aims to identify the information needs of parents of children with ASD in Ghana; examine the sources parents used to access ASD related information; assess information usage and satisfaction among parents; seek out the challenges in accessing ASD related information; and recommend strategies to improve information access for parents.
Methods. The qualitative case study approach was employed, involving 41 parents of ASD children from two schools. Telephone and face-to-face interviews served as the data collection instrument. Data collected were analysed using the thematic approach.
Results. Key findings are that the parents exhibiting diverse information needs sought for information in various forms and from different sources. They expressed dissatisfaction with the quality and quantity of information obtained and encountered numerous challenges in accessing supportive resources to help take care of their children with ASD.
Contributions. This study recommends targeted strategies to enhance information behaviour among parents of children with ASD. Key recommendations include awareness of specific information needs, evaluating information sources, balancing information needs, navigating information overload and initiating government-led ASD information.