Volume 75, Issue 4

This paper examines the figure of the predator in the discourse on “predatory publishing” as an instrument of ideological production, epistemic policing, and geographic exclusion. First introduced by the American librarian Jeffrey Beall in 2010 to describe open access publishers that, in his view, exploit scholarly communication for profit while bypassing quality control, the term has since acquired symbolic weight. While ostensibly used to denote deceptive or substandard publishing practices, the label has become associated with the “global South,” reinforcing a spatial imaginary of corruption at the academic periphery. In this context, the predator, as metaphor, condenses institutional anxieties about legitimacy and authority in the global academic order. Through a close reading of Beall’s writings on the subject, the analysis traces a discourse of paranoia, in which imitation – rather than direct opposition – renders the predatory subject suspect. Drawing on postcolonial theory and critiques of academic imperialism, the paper argues that the predator functions as a mimetic threat: it reproduces the surface markers of scholarly legitimacy while remaining epistemically disqualified. This figuration enables forms of academic policing – via blacklists, indexing decisions, and institutional policies – that uphold Northern hegemony under the guise of safeguarding quality. In conclusion, the discourse on “predatory” publishing is situated within a broader crisis of academic legitimacy, where the imperative to secure “real” science against contamination reflects a cultural logic of purity increasingly visible in contemporary protectionism, where the predator, rather than an aberration, appears as a necessary fiction through which the academic order manages its own contradictions.

This study aims to understand the factors influencing academic integrity in the age of generative artificial intelligence (GenAI) through the lens of the Theory of Planned Behavior (TPB). A seven-factor measurement model was developed, hypothesizing the relationship between TPB constructs – e.g., perceived behavioral control (PBC), past behavior (PB), moral obligations (MO), social norms (SN), information literacy (IL)—and GenAI adoption. It was tested using structural equation modeling (SEM). The findings showed that both PBC (β = 0.223, CR = 4.234, p=<0.05) and SN (β = 0.508, CR = 5.644, p=<0.05) significantly increased behavioral intention. MO (β = -0.273, CR = -4.234, p=<0.05) and IL (β = -0.253, CR = -3.386, p=<0.05) helped uphold academic integrity. A strong association was found between behavioral intention (BI) and GenAI adoption (AD) for academic dishonesty (β = 0.651, CR = 11.780, p = 0.000). The findings suggest that protecting academic integrity needs a multi-tiered approach, including implementing AI literacy programs, research, and critical thinking training, implementing strong plagiarism detection tools, developing and maintaining comprehensive and adaptable guidelines for the ethical use of GenAI, citation management training, and cultivating a culture valuing academic honesty and originality.

This study investigates the perceived impact of procrastination on academic performance among undergraduate BBA students and evaluates the effectiveness of AI tools in mitigating procrastination. A structured questionnaire was administered to 202 respondents from St. Joseph’s College of Commerce (Autonomous), Bengaluru. Results indicate that procrastination is prevalent, with assignments (58.9 %) and research tasks (53 %) being the most frequently delayed. The primary causes of procrastination include lack of motivation (54 %), distractions (47 %), and overwhelming workload (31.2 %). AI tools such as ChatGPT and Grammarly were widely used, with factor analysis identifying two key dimensions of AI effectiveness: Reduce Distractions and Task Completion. While no significant gender-based differences were observed, older students perceived AI tools as more effective in enhancing task management ( p  = 0.041). Simplified task breakdowns, task prioritization, and AI-generated summaries were identified as the most beneficial AI features. The study highlights the need for increased integration of AI tools into academic workflows, along with structured guidelines and digital literacy programs to maximize their perceived impact on reducing procrastination and enhancing academic performance.

The purpose of this paper is to investigate the daily parenting information-seeking behaviors of rural mothers in China, to elucidate the mechanisms that drive their interactions with information, and identify the barriers they face during this process. This study employs ELIS (everyday life information seeking)as its methodological framework and utilizes a fieldwork methodology to explore the parenting information needs, the information sources, and the process of information screening and utilization among thirty-four rural mothers in their everyday lives. The interview data was analyzed using qualitative data coding analysis to extract insights and draw conclusions. This study reveals that the parenting information needs of rural mothers concentrate on childrens’ nutrition and schooling, and their emotional and psychological well-being have often been neglected. Regarding information source selection, there is a rising trend in the use of short video searches, however, rural mothers generally prefer offline, interpersonal sources of information. During the information screening process, a notable herd mentality is observed. Rural mothers’ use of information is often influenced by feudal superstitions from the older generation. The findings provide a guideline to assist information providers, government agencies, and other stakeholders about the parenting information needs of rural mothers. This research also suggests ways in which stakeholders may improve parenting information services to better understand and serve rural mothers.

To address the current food crisis, information on agricultural sustainability is essential. Most research on technology user behavior has focused on areas such as e-commerce and gaming. However, the specific role of knowledge exchange related to agricultural consumer markets and business operations on agricultural nonprofit websites remains unclear. The current study investigated how users’ perceived value, trust, and shared vision affect their knowledge sharing through their intention to use. A total of 516 valid responses from users on the agricultural nonprofit website MBAtalk were collected for analysis. The proposed mediation model indicated that intention to use is the strongest factor predicting knowledge sharing, followed by epistemic value, trust in benevolence, shared vision, and social value. This study contributes to the information and communication literature by identifying the mediating role of intention to use and the antecedents of knowledge sharing on nonprofit websites. Consequently, a theoretical foundation for online knowledge sharing is established.

While Wikipedia is a widely used source for medical and health information, few studies have examined disparities in perceived information quality based on gender, race, and age. This study investigates how Wikipedia users evaluate the quality of health-related content and whether perceptions differ across these sociodemographic groups. A total of 321 adult Wikipedia readers and contributors participated in a survey assessing five dimensions of information quality: presentation, trustworthiness, reliability, currency, and topic coverage. Descriptive statistics and multivariate analysis of variance (MANOVA) were used to evaluate perceived quality and identify group differences. Overall, both genders viewed the quality of Wikipedia’s health information positively. However, statistically significant gender differences were identified across the five quality factors, with males reporting higher ratings than females. Significant differences between White and non-White participants were also found in four of the five dimensions, excluding currency, with non-White participants reporting lower perceptions of quality. No significant age-based differences were identified. These findings contribute to a more nuanced understanding of how different demographic groups assess health content on Wikipedia. By highlighting disparities in perceptions, this study provides valuable insights for improving Wikipedia’s inclusivity and trustworthiness in health communication.

The motivations of students taking librarian courses vary widely. Nonetheless, in Japan, there has been limited investigation into these motivations, particularly the motivational styles, which reflect the unique combination of motivational factors each individual possesses. Such studies are critical for accurately capturing the reality of students’ motivations. To address this gap, we explored two research questions: (1) What are the strongest factors of the Motivation Scale for taking Librarian Courses (MSLC) – a reliable and valid psychological scale – among students in Japan?; and (2) What motivational styles do students taking librarian courses in Japan exhibit? We surveyed 370 students in thirteen universities and colleges across the country. The results revealed that the strongest factor of MSLC was Attachment to Books and Reading, followed by Qualification-Oriented Mindset and Desire to Work in a Library. Additionally, we identified four groups of motivational styles: the Low Motivation Group, the Qualification Request Group, the High Motivation Group, and the Librarian Job Applicant Group. By comparing the groups’ estimated understanding of specialized vocabulary and their MSLC scores against those of alumni working as librarians, we found evidence supporting the reliability of these four motivational styles.