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The chapter deals with a service-learning course based in the School of Journalism and Media Studies at Rhodes University in South Africa. It provides a backdrop for the case study, describing the context in which the course is based and kind of intervention that it aims to make into this context. It then maps out the theoretical framework that informs the course, explaining how this is informed by the available spectrum of approaches to service-learning. It demonstrates how the course draws on the concept of a ‘communicative ecology’, to provide itself with a language in which to reflect on the social significance of communication. The chapter then reviews the first cycle of the course which took place in 2019, drawing on insights from participants (teachers, students and community partners). It deals, firstly, with the participants’ engagement with the concept of service-learning. Secondly, it describes their experience of service-learning as a communicative process. Finally, it describes their evaluation of this process as an intervention into the local communicative ecology. It is demonstrated that service-learning enables the school to respond strategically to the need for innovative communicative practices both in their immediate environment and within the broader South African context.

Higher education goes beyond classroom teaching and emphasizes on community and democratic participation of students and teachers who are expected to practice inclusive education and support the needs of the community and a diverse group of stakeholders. In the 1990s a new form of experiential learning started evolving in higher education where students were given credits to become more empathetic and address the needs of humanity or their immediate community. Curriculum were improvised to include volunteering services, internships and integrating them to the existing teaching learning needs. However, a fine line does exist about how inclusive education should be and what dimensions of community services can be included in the curriculum. This book is a collection of case studies and interventions adopted by academics across the globe to explain and explore the concepts of social responsibility in education, social justice and civility. The current pandemic situation has made it increasingly difficult for students to explore gaps in society and work toward mitigating it. Academics have showcased that online learning doesn’t mean an end to service learning, but it can be enhanced, and students can continue to be agents of social change. The volume describes the concept of service learning as a model, as a pedagogical tool, a framework that can be inculcated in different areas higher education.

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

Introduces and annotates periodical articles, monographs, and audiovisual material examining library instruction and information literacy.

Provides information about each source, discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

Marketing communication practitioners in higher education have not yet identified specific subgroups with similar characteristics within the prospective student (target) market, and do not always know which preferred sources learners consult when deciding on a tertiary institution for further or higher education. In addition, little is known about prospective students' information needs when deciding which institution to attend. As a result many tertiary institutions still use one message in one medium for all target markets. The aims of this paper are: to determine if sub‐groups exist within the student recruitment market that need tailor made persuasive messages; to determine the preferred sources of information gathering for prospective students that influences their choice of tertiary institution; and to determine the information needs of prospective students that influence their decisions to select an institution of higher education.

A stratified random sample of 19 schools was drawn, from which a total of 716 successfully completed questionnaires were used to conduct factor and cluster analyses to determine information needs and source preferences of these respondents.

Ten factors under the VARCLUS procedure with high eigen values were grouped together with the following labels: university, college, employability aspects, course content, student experience, sporting aspects, financial aspects, direct sources, media sources and social sources. Five sub‐groups clustered together with the K‐means analysis, labelled: have lots, aspiring have lots, little direction and new lifers.

A limited amount of literature is available on the current use of media and sources by the target market. Decisions on the choice of a tertiary institution for higher education are most probably influenced by socio‐economic circumstances in a developing context, like South Africa.

An integrated and well co‐ordinated media and message strategy for each of the various sub‐groups should be specified for an IMC plan to be successful.

This is one of the few research articles on media and source preferences of potential students in the Cape Metropolitan. The cluster analysis revealed five clusters of sub‐groups that have specific media and source needs to make the decision on furthering studies at tertiary level.

Family businesses feature prominently in economies, including the South African wine industry, using websites to convey their family identity. This research paper aims to explore the family identity elements that family wineries use on their websites, their alignment and how these are communicated online.

Based on Gioia’s methodology, a two-pronged approach was used to analyze 113 wineries’ websites’ text using Atlas. ti from an interpretivist perspective.

South African wineries use corporate identity, corporate personality and corporate expression to illustrate their familiness on their websites. It is portrayed through their family name and heritage, supported by their direction, purpose and aspirations, which emerge from the family identity and personality. These are dynamic and expressed through verbal and visual elements. Wineries described their behaviour, relevant competencies and passion as personality traits. Sustainability was considered an integral part of their brand promise, closely related to their family identity and personality, reflecting their family-oriented philosophy. These findings highlight the integration that exists among these components.

Theoretically, this study proposes a family business brand identity framework emphasising the centrality of familiness to its identity, personality and expression. Using websites to illustrate this familiness is emphasised with the recommendation that family businesses leverage this unique attribute in their identity to communicate their authenticity.

This study contributes to understanding what family wineries communicate on their websites, specifically by examining the elements necessary to create a family business brand based on the interrelationship between family identity, personality and expression with familiness at its core, resulting in a proposed family business brand identity framework.