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    The inclusion of gig employees and their career satisfaction: Do individual and collaborative job crafting play a role?
    (Springer Science+Business Media, 2022-01-05)
    Through focusing on digital employees registered in three crowdsourcing platforms, we investigate how individual and collaborative job crafting may be positively related to the sense of organizational inclusion and feeling of career satisfaction those digital employees might develop. The authors employed a quantitative research method in which they focused on surveys collected from 279 digital employees and used SmartPLS 3 (Ringle et al., 2015). The results showed that the proactive behaviour embedded within both individual and collaborative job crafting leads to digital employees’ sense of organizational inclusion and subsequently, a feeling of career satisfaction.
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    Job crafting, meaningfulness and affective commitment by gig workers towards crowdsourcing platforms
    (Emerald Publishing Limited, 2022-04-13)
    Purpose Through focusing on gig workers registered in three crowdsourcing platforms, the authors investigate how individual and collaborative job crafting may be positively related to the meaningful work and affective commitment those gig workers develop towards the crowdsourcing platforms they register in. Design/methodology/approach The authors employed a quantitative research method in which they focused on date from surveys completed by 327 gig workers. They tested the hypotheses using SmartPLS 3, which is more suitable when dealing with complex models, non-normal data, small samples and higher-order constructs. Findings The results showed that the proactive behaviour embedded within both individual and collaborative job crafting may lead to a sense of meaningfulness for gig workers and subsequently, their affective commitment towards the crowdsourcing platforms they register in. Specifically, the more gig workers undertake individual (H1) and collaborative (H2) job crafting behaviour, the greater the sense of meaningfulness they develop. Moreover, meaningfulness for gig workers positively affects their affective commitment towards the crowdsourcing platforms they register with (H3). Originality/value To the best of the authors' knowledge, this study is the first of its kind in the context of France and the European Union to focus on job crafting and its effect on both meaningful work and the affective commitment of non-traditional workers. This paper contributes by filling a gap in human resource (HR) management, in which empirical studies that address gig work have been limited so far.
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    Primary School Teachers' Media and Information Literacy: A Contrastive Study Between France and Peru
    (IOS Press, 2025-11-24)
    This qualitative study examines the implementation of Media and Information Literacy (MIL) in French and Peruvian primary schools, considering teachers' information practices. Data collection involved individual teacher interviews (21), classroom observations (20), and student group interviews (21) in both countries. Despite contrasting national contexts, findings reveal a scarcity of MIL-focused learning activities, with information-seeking tasks being the most prevalent, often occurring outside of school hours (such as homework). While teachers acknowledge the importance of MIL, time constraints, technical and pedagogical challenges, and a lack of dedicated training were cited as significant barriers. Teachers rely heavily on self-training and personal information habits to implement MIL-related learning activities in the classroom. They struggle with information seeking for teaching purposes, such as lesson plans. Theoretically, the study highlights the need to address the research gap on teachers' information practices. Practically, the findings shed light on the necessity of educating primary school teachers in the MIL area, taking into account the role of information in their everyday lives as well as in their jobs, and the way these information experiences shape classroom MIL implementation. Findings suggest that public policies should consider teachers' actual ability to educate students in MIL (beyond computer equipment and how-to-use training) to reduce information inequalities.
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