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The purpose of this paper is to explicate the links between public pedagogy, ethics of care and storying as a methodology and method in Oceania.

This paper explores the role of extended families as First Teachers in iTaukei and Indo-Fijian Early Childhood contexts in Fiji. Using storying as methodology, the authors, three Australian and four Fijian academics, present three portraits to make visible the pedagogical entanglements of public pedagogy research in diverse community contexts. These portraits reveal the intersection and integration of extended family with the authors' community–family–child–informed pedagogical approaches, and the advantages of culturally located standpoints when working with iTaukei and Indo-Fijian communities. This article's unique contribution lies in its demonstration of the importance of an ethics of care approach in site-specific and contextually emerging pedagogical encounters.

The findings demonstrate the traditional role of First Teachers and carers in iTaukei and Indo-Fijian Early Childhood contexts in Fiji who use arts-based approaches to teaching and learning within a public pedagogical framework.

The implications of the research highlight the need to address policy interventions that disrupt the value of First Teachers in community context and their role in values formations for young people in community.

The implications of the research can be addressed at the policy and international level where considerations of educational arrangements need to be understood.

The social implications of this publication are the value of iTaukei and Indo-Fijian Early Childhood educators in Fiji, and their voices being heard and understood via a published academic journal.

This work is original and is a collaborative paper written between Australian and iTaukei and Indo-Fijian Early Childhood educators.

This paper aims to conceptualise and characterise brand systems and outline propositions and research avenues to advance the systems’ view of branding.

A conceptual synthesis approach is adopted to integrate the extant branding research perspectives. The conceptual framework is grounded in the theoretical foundation of marketing systems theory.

The conceptual framework delineates brand inputs, throughputs, outcomes and feedback effects within a brand system. It configures the complexity and dynamics of brand value formation among brand actors within the branding environment.

This paper contributes to systems thinking in branding and brand value co-creation research. It extends marketing systems theory into the branding context and provides research directions for exploring the structural and functional configurations, cause–consequence processes and outcome concerns of brand value formation.

This conceptual framework informs brand development, management and regulation at a macro level. Managers can apply the brand system concept to identify and manage conflicting expectations of brand actors and alleviate adverse brand outcomes such as negative brand externalities, enhancing overall brand system health and societal value.

This research expands the scope of brand actor agency and identifies the likelihood of disproportionate brand outcomes. It provides methodological guidelines for analysis and intervention in brand systems.

While educational infrastructure is consistently identified as a key lever for educational change, it is often overlooked in research and practice and specifically in relation to technology in schools. By using educational infrastructure as a lens to examine a group of districts' implementation of 1:1 programs, this work provides opportunities for understanding and approaching technology programs in new, and potentially more effective, ways.

Using the concept of educational infrastructure (Mehta and Fine, 2015; Peurach and Neumerski, 2015), this multiple-case study explores the ways superintendents and district technology leaders understand and enact 1:1 technology initiatives to support educational change.

The authors find these leaders see 1:1 technology as both embedded in, and engaged in changing, the physical, cultural, instructional and leadership infrastructures. This suggests that 1:1 technology can act as an infrastructure itself and has the potential to support changes to teaching and learning across the system.

This study offers a new perspective to understand and enact the opportunities of 1:1 technology. Specifically, it helps to reframe technology programs away from discrete classroom or school-based interventions to consider and attend to the system-level resources they require and thus increase benefits they can produce. While always useful, such considerations are particularly important in the current context and the proliferation of online learning for so many.

THREE new appointments are announced to the Polytechnic of North London School of Librarianship. T J Beck, who was a student at the school in 1969/70 and is currently a branch librarian at Tower Hamlets, moves to the school as a temporary lecturer. Dr Edward Kaplan joins the school to teach subject bibliography and the history of libraries; and Alexandra Presanis is leaving UCL, where she has been working with B C Brookes evaluating the COMPENDEX service, to take up a post at the school in September.

The purpose of this paper is to explore the sources of meaningfulness at the workplace, according to the perceptions of hospitality employees from different national cultures in one US‐based hotel, based on Dimitrov's empirical study about the features of the humane organization.

This was an exploratory research that employed a single embedded case study. There were 17 employees, selected via purposeful convenience sampling. The process of data gathering involved: personal statements, interviews, complete observations, and document analysis. Data were coded using open and theoretical codes. Content and constant comparative analysis was used to link the emerging themes.

The respondents felt that sources of meaningfulness in the workplace are: work itself and pride in the product; the social environment; the self and spirituality at work; and becoming a humane organization.

The main recommendations for future research are to: explore the meaning of work and meaningful workplace human resource development concepts in more culturally diverse organizations in different counties and economic sectors (government and non‐profit); study the national cultural differences more specifically per cultural type, utilizing systematic methodologies for cultural differentiation; and explore other study designs.

Organizations are advised to: create flexible schedules and WFB policies; exhibit social responsibility; and broaden the cultural horizons of their workforce.

The discussion in this paper will further enhance the understanding of international human resource development as it provides a focused review of the sources of meaningfulness in the workplace found in the study of one US‐based organization, populated by the international influences of a global industry in a global world.

This paper presents recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts.

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2020.

The paper provides a brief description of all 440 sources and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians, researchers and anyone interested in a quick and comprehensive reference to literature on library instruction and information literacy.

This study explores the simultaneous transitions in Palestine/Israel and South Africa at the end of the 20th century through an analysis of the shifting geography of Johannesburg and Jerusalem. After analyzing the relationship between political, economic and spatial restructuring, I examine the walled enclosures that mark the landscapes of post-apartheid Johannesburg and post-Oslo Jerusalem. I conclude by arguing that these walled enclosures reveal several interconnected aspects of the relationship between neo-liberal restructuring and the militarization of urban space. They also exemplify different configurations of sovereignty under conditions of neo-liberalism and empire.

This research investigates new innovative service models that provide opportunities for hearing and deaf individuals to switch roles within a co-created service encounter to allow for an enhanced perspective-taking experience. The purpose of this paper is to gain an in-depth understanding of deaf individuals’ experience working within such models using their preferred language, American sign language, to interact with a primarily hearing-majority customer base.

Data were collected for two studies through qualitative depth-interviews with both the deaf service employees and the hearing-majority customers from a North American restaurant founded on this innovative service model.

Results of these studies yield new insights into understanding the value generated for both the minority and majority populations within this co-creation platform. Notably, the deaf employees primarily recognize the transformative value derived from this service experience, whereas the hearing customers note the missing habitual value elements to which they are accustomed in traditional service encounters that inhibit repatronage intentions.

This is the first study to investigate the interpersonal service experience of deaf and hearing individuals within these emerging service models. Further, this research represents an initial attempt to explore a co-creative service experience between two different cultures, the deaf-minority and hearing-majority populations, with differing levels of ability.