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This article sets out to highlight some of the positive outcomes in the development of rising female leaders. Latest research shows that organizations and women need to be aware of the challenges hindering the realization of female talent. The article provides an overview of how the strengths approach can help address these challenges through its integration into future female leader development programs. It also presents a pilot case study of strengths‐based development from Thomson Reuters, the world's leading source of intelligent information for businesses and professionals.

Thomson Reuters explored using the Centre for Applied Positive Psychology's (Capp) 3S‐P model of talent development in relation to the development of female leaders. The 3S‐P model looks at the effect that working on strengths, strategy and situation has on performance. As part of this exploration, Capp's 4M model of strengths development was also used in a coaching and development environment to help delegates align their strengths to their organizational objectives.

The pilot, which was targeted at emerging female future leaders, showed that the strengths‐based “Women in Leadership” program at Thomson Reuters was just as effective for delegates who received the program face‐to‐face as those who received the training virtually, and demonstrated that strengths awareness had an impact on their capacity to deliver their goals and ability to influence.

Strengths‐based emerging female leadership development provides an effective and reliable methodology for developing talent at this level and helps ensure that future female leaders can align their unique strengths profile to their goals and career aspirations.

Thomson Reuters is the first organization to take an explicit strengths‐based approach to the development of its rising female leaders. It is also one of the few organizations to maximize the use of virtual technology in order to develop women at this level in locations around the world. This approach is consistent with the organization's commitment to developing future leaders who demonstrate global mind set and embrace technology to effectively communicate and influence virtually.

This paper aims to explore how and why ideas regarding “intersectional” approaches to feminism and Black activism are drawn on in marketing content related to the concept of being “woke” (invested in addressing social injustices). It considers which subject positions are represented as part of this and what they reveal about contemporary issues concerning advertising, gender, race and activism.

This study involves an interpretive and critical discursive analysis of so-called feminist advertising (“femvertising”) and marketing examples that make use of Black social justice activist ideas.

Findings illuminate how marketing simultaneously enables the visibility and erasure of “intersectional”, feminist and Black social justice activist issues, with the use of key racialised and gendered subject positions: White Saviour, Black Excellence, Strong Black Woman (and Mother) and “Woke” Change Agent.

This research signals how brands (mis)use issues concerning commercialised notions of feminism, equality and Black social justice activism as part of marketing that flattens and reframes liberationist politics while upholding the neoliberal idea that achievement and social change requires individual ambition and consumption rather than structural shifts and resistance.

This work can aid the development of advertising standards regulatory approaches which account for nuances of stereotypical representations and marketing’s connection to intersecting issues regarding racism and sexism.

This research outlines a conceptualisation of the branding of “woke” bravery, which expands our understanding of the interdependency of issues related to race, gender, feminism, activism and marketing. It highlights marketing responses to recent socio-political times, which are influenced by public discourse concerning movements, including Black Lives Matter and Me Too.

This paper aims to describe a multifaceted campus-wide initiative to retain transfer students that was undertaken when it was recognized that their retention rates were lower than those of first-time, full-time students.

The Enhancing Student Experience (ESE) Working Group at the University at Albany (UAlbany) brought together key parties from Student Affairs and academic units, including the University Libraries, and provided an energizing arena in which existing student engagement and retention endeavors were discussed and coordinated, and new initiatives were inspired.

This paper reflects the work of a subcommittee of the ESE group that focused on developing strategies to increase the retention rate of students who transferred to UAlbany, and identifying characteristics of those first-time, full-time students who transferred from UAlbany. The efforts discussed in this paper, which were guided by professional experiences, institutional data and published reports, resulted in a 2 per cent increase in the student retention rate in the past two years.

The data collection and analysis, and the initiatives, are specific to one public research university.

Initiatives undertaken to address the retention of transfer students have begun to have an impact.

The “all-hands-on-deck” approach described in this paper demonstrates how strategic collaborations among the many institutional stakeholders at a public research university were marshalled to have a significant and positive impact on student retention.

The following is an annotated list of materials dealing with information literacy including instruction in the use of information resources, research, and computer skills related to retrieving, using, and evaluating information. This review, the twenty‐second to be published in Reference Services Review, includes items in English published in 1995. After 21 years, the title of this review of the literature has been changed from “Library Orientation and Instruction” to “Library Instruction and Information Literacy,” to indicate the growing trend of moving to information skills instruction.

The purpose of this paper is to use information culture assessment tools (from work by Curry and Moore) to examine the information culture within a regulated, government environment. In particular, it aims to study the relationship between records management training provided to staff, staff self‐perceptions of records management competencies and compliance with a formal records management program.

The survey employs a questionnaire to gather the data from a provincial government ministry in Ontario, Canada. A questionnaire was used for data collection from a sample of 350 records management personnel from a population of 3,510 in five divisions of the ministry. A total of 207 participants responded and the copies of their questionnaire were found valid for analysis. The response rate realized was 66.7 percent.

The results from this study show that the there is a potential relationship between formal training delivered to staff, and the self‐perceived level of records management competency, namely that the more training staff receive, the more staff perceive the need for further training, and the greater level of compliance with the records management program. However, as the records management training strategy is informal in nature, it is difficult to determine a holistic influence of the training program on the organization's information culture.

The study is based on one ministry with an informal training records management strategy in place. The findings may not apply to organizations where there is a more formal training strategy. The findings should also be tested in private sector organizational settings.

Knowledge and understanding of the features of information culture will assist with identifying gaps in addressing the challenges of organizational record management training and its effect on compliance with organizational information and record management programs.

This research adds to the body of knowledge about information culture and user‐information behavior, particularly in regards to connections between training and compliance in government organizations. This paper provides evidence from an original study.

This paper does not pretend to introduce anything which has not been said at greater length before, but it may prove useful to the extent that it attempts to collect together associated aspects of the utilization of foreign literature.

The following is an annotated list of materials dealing with information literacy including instruction in the use of information resources, research, and computer skills related to retrieving, using, and evaluating information. This review, the eighteenth to be published in Reference Services Review, includes items in English published in 1991. A few are not annotated because the compiler could not obtain copies of them for this review.