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This chapter draws on longitudinal case study research that focused on the experiences of hospitality employees working in a UK university who worked split shifts in the morning and evening while completing NVQ 2 and 3 apprenticeship training. We show how fragmented working time (Rubery, Grimshaw, Hebson, & Ugarte, 2015) rather than long hours led to the apprenticeship training further eroding an already blurred work-life boundary as workers were required to complete training activities in their non-work time which for them is during the middle of the day. We argue current depictions of the positive impact of training and development on low paid workers are decontextualized from the challenges and priorities of workers whose work-life interface is already complex because of working fragmented hours across the day. This is complicated even further by the dynamic and evolving experiences of workers themselves as they experience the highs and lows of combining paid work and training. We situate the research in the context of wider conceptual debates that call for a more inclusive approach to research on the work-life interface (Warren, 2021) and highlight implications for HR practitioners who want to offer such opportunities to low paid workers in sectors such as hospitality, while also recognizing the complex challenges such workers may face.

This paper aims to present recently published resources on library instruction and information literacy. It provides an introductory overview and a selected annotated bibliography of publications organized thematically and detailing, study populations, results and research contexts. The selected bibliography is useful to efficiently keep up with trends in library instruction for academic library practitioners, library science students and those wishing to learn about information literacy in other contexts.

This article annotates 340 English-language periodical articles, dissertations, theses and reports on library instruction and information literacy published in 2022. The sources were selected from the EBSCO platform for Library, Information Science and Technology Abstracts (LISTA), Education Resources Information Center (ERIC), Elsevier SCOPUS and ProQuest Dissertations and Theses. Sources selected were published in 2022 and included the terms “information literacy,” “library instruction,” or “information fluency” in the title, subject terms, or author supplied keywords. The sources were organized in Zotero. Annotations were made summarizing the source, focusing on the findings or implications. Each source was then thematically categorized and organized for academic librarians to be able to skim and use the annotated bibliography efficiently.

The paper provides a brief description of 340 sources from 144 unique publications, and highlights publications that contain unique or significant scholarly contributions. Further analysis of the sources and authorship are provided.

The information is primarily of use to academic librarians, researchers, and anyone interested as a quick and comprehensive reference to literature on library instruction and information literacy published within 2022.

Women working in public relations (PR) in the 1990s developed the power of metamodern pragmatism to avoid being constrained in this decade of contradictions.

This was a time of promise for female empowerment and careers. The PR industry in Britain had quadrupled in size, yet increased feminisation and professionalisation did not resolve gender inequity. Indeed, alongside the existence of ‘old boys clubs’ and hedonistic macho agencies in the industry, the 1990s offered a lad's mag culture and an AbFab image of PR.

An original collaborative historical ‘Café Delphi’ method was developed using three themes (sex, sexuality and sexism) to explore women's careers and contributions in the expanding and increasingly powerful field of PR in the United Kingdom during the 1990s. It built on feminist critique of the industry and paradoxical portrayals of women resulting from significant changes in media, popular culture and a pluralistic marketplace.

Individual and collective experiences of women working in PR at the time reveal the power of attitudes to affect their ability to achieve equality and empowerment. Women navigated tensions between the benefits of accelerated pluralism and the patriarchal resistance in the workplace through performative choices and a deep sense of pragmatism.

The main research questions critically examine online videos that draw attention to a local community of musical practice, noticing how these can potentially be included within the tourism promotion strategies. This paper develops a case study of four videos realised by the Louth County Board of the organisation Comhaltas Ceoltóirí Éireann (CCÉ) in Co. Louth, Ireland, as a part of the FleadhFest 2021 initiative. It highlights the role that virtual spaces have in enhancing a sense of belonging to a music/festival community as well as the possibility that visual and audio supports have in promoting and celebrating a destination and its cultural features.

The analysis involves a netnographic examination of these videos (Janta, 2017), informed by the concept of “tourist gaze” (Urry, 1990; 2002) and influenced by film-induced tourism studies (Beeton, 2005).

Results show how festival and event organisers responded to COVID-19 social restrictions by creating a virtual space for celebrating music heritage and local musicscape, placing an emphasis on local musical scene.

The research aims to inform future developments in how the organisation operates within and engages with virtual space, its members and a wider audience.

This is the first study to consider the virtual activities of CCÉ from an ethnomusicological as well as tourism, perspective.