Literacy in and for the 21st century

 This research project explores teachers’ beliefs about what constitutes 21st century literacy learning environments, what they perceive to be the literacy practices Year 6 students need to be exposed to now, compared to what they may require in the future, how this learning is enacted, and some of the factors that influence their pedagogical practices and decision-making. The thesis employed both narrative inquiry and hermeneutic phenomenology approaches to collect, interpret and present the stories from the research participants. The findings offer insights into teacher practices and decision-making concerning literacy in and for the 21st century.

Vive la résistance: reviving resistance for 21st century conservation

Confronted with increasing anthropogenic change, conservation in the 21st century requires a sound understanding of how ecological systems change during disturbance. We highlight the benefits of recognizing two distinct components of change in an ecological unit (i.e., ecosystem, community, population): 'resistance', the ability to withstand disturbance; and 'resilience', the capacity to recover following disturbance. By adopting a 'resistance-resilience' framework, important insights for conservation can be gained into: (i) the key role of resistance in response to persistent disturbance, (ii) the intrinsic attributes of an ecological unit associated with resistance and resilience, (iii) the extrinsic environmental factors that influence resistance and resilience, (iv) mechanisms that confer resistance and resilience, (v) the post-disturbance status of an ecological unit, (vi) the nature of long-term ecological changes, and (vii) policy-relevant ways of communicating the ecological impacts of disturbance processes.

Becoming a 21st century literacy teacher:provocations, perceptions and possibilities in teacher education

This paper reports on a study that investigated pre-service teachers’ digital funds of knowledge and their perceptions of the digital pedagogies and practices in early years literacy classrooms. It also explores pre-service teachers’ experiences of “produsing” a cumulative multimodal portfolio (in the form of a wiki) and its application for future literacy teaching and learning. Specifically, 123 education students enrolled in their second year of an undergraduate initial-teacher education course at an Australian university completed an anonymous survey. The resultsshow that this group of students were active users of technology-based tools, but had limited experience with using participatory user-led knowledge creation tools (such as Web 2.0 technologies) although many observed the use of these tools in early years literacy classrooms while on professional experience school placements. Further findings show thatalthough the majority of this group of pre-service teachers felt more confident after creating a wiki and reported that they would use them in future literacy teaching and learning, their understandings of the pedagogical and creative potential of these digital tools in supporting literacy learning in young children appeared limited. The findings suggest that there is a need for educators in higher education to understand their students’ digital funds of knowledge and to provide rich opportunities to support these students’ use and understandings of the affordances of these new technologies as vehicles to explore and enrich 21st century literacy learning in early years digital environments.

Garlic (Allium sativum): diet based therapy of 21st century-a review

Functional and nutraceutical foods provide an opportunity to improve one's health by reducing health care costs and to support economic development in rural communities. For this reason, various phyto-based functional foods are becoming popular worldwide owing to number of evidences for their safer therapeutic applications. Garlic (Allium sativum L.,) is an essential vegetable that has been widely utilized as seasoning, flavoring, culinary and in herbal remedies. The consumption of traditional plants especially garlic has progressively increased worldwide because of their great effectiveness, fewer side effects and relatively low cost. Garlic is well known to contain an array of phytochemicals. These bioactive molecules are playing pivotal role in maintaining human health and having potential to reduce various ailments. It has distinct nutritional profile with special reference to its various bioactive components that can be used in different diet based therapies to cure various life-style related disorders. The present review is an attempt to explore the functional/nutraceutical role of garlic against various threats including dyslipidemia and hyperglycemia, cardiovascular disorders, antioxidant capacity and carcinogenic perspectives.

Clinical presentation, etiology, and outcome of infective endocarditis in the 21st century: the International Collaboration on Endocarditis-Prospective Cohort Study.

BACKGROUND: We sought to provide a contemporary picture of the presentation, etiology, and outcome of infective endocarditis (IE) in a large patient cohort from multiple locations worldwide. METHODS: Prospective cohort study of 2781 adults with definite IE who were admitted to 58 hospitals in 25 countries from June 1, 2000, through September 1, 2005. RESULTS: The median age of the cohort was 57.9 (interquartile range, 43.2-71.8) years, and 72.1% had native valve IE. Most patients (77.0%) presented early in the disease (<30 days) with few of the classic clinical hallmarks of IE. Recent health care exposure was found in one-quarter of patients. Staphylococcus aureus was the most common pathogen (31.2%). The mitral (41.1%) and aortic (37.6%) valves were infected most commonly. The following complications were common: stroke (16.9%), embolization other than stroke (22.6%), heart failure (32.3%), and intracardiac abscess (14.4%). Surgical therapy was common (48.2%), and in-hospital mortality remained high (17.7%). Prosthetic valve involvement (odds ratio, 1.47; 95% confidence interval, 1.13-1.90), increasing age (1.30; 1.17-1.46 per 10-year interval), pulmonary edema (1.79; 1.39-2.30), S aureus infection (1.54; 1.14-2.08), coagulase-negative staphylococcal infection (1.50; 1.07-2.10), mitral valve vegetation (1.34; 1.06-1.68), and paravalvular complications (2.25; 1.64-3.09) were associated with an increased risk of in-hospital death, whereas viridans streptococcal infection (0.52; 0.33-0.81) and surgery (0.61; 0.44-0.83) were associated with a decreased risk. CONCLUSIONS: In the early 21st century, IE is more often an acute disease, characterized by a high rate of S aureus infection. Mortality remains relatively high.

Book review: 'Neo-mateship' in the 21st century : changes in the performance of Australian masculinity. Karina J. Butera, Deakin University 2008.

This article argues that 'traditional mateship', as the everyday practice of men's same-sex friendships, is a dying mode of relating in Australian culture. Using Goffman's dramaturgical model, the views of three generations of men are used to qualitatively explore three proposed sites of transformation in men's same-sex friendships. First, the shift from unquestioning group loyalty to individualistic, transient and contingent relationship choice; second, the move from guarded levels of disclosure to open expressiveness and willingness to display vulnerability; and finally the evolution from expecting and giving only practical support to providing both practical and emotional support. The narratives of the middle-aged cohort are used to illustrate the various role-distance strategies that were used to resist and rework gender scripts. The article concludes that, although the parameters of acceptable gendered behaviours in Australian men's friendships are expanding, they have not yet reached the breadth and depth found in 'pure' friendships, but could be described as a new type of mateship: neo-mateship.

Classroom teachers as co-researchers : the affordances and challenges of collaboration

The article outlines the aspects of the research design that engage with teachers in schools and discusses some of the challenges and affordances that the relationships (between the teachers, the schools, the research partners and the researchers) experienced in the project, Literacy in the 21st Century: Learning from Computer Games. The article has a particular focus on the teachers' work as co-researchers, their descriptions of working in the project and some of the issues for teachers and researchers in working in this way. The data used for the analysis includes the teacher writing, interview data and researcher observations. The teachers who participated in the project designed and delivered curriculum using computer games in various ways including making their own games, evaluating games, analyzing game structures, and examining the culture around games and the ways in which games and other technologies are merging. Some of these curriculum units are described elsewhere in this issue (Beavis & O'Mara, 2010). This article's purpose is to follow the teachers' professional learning experiences rather than detail these curriculum designs, which the teachers will describe elsewhere. The paper concludes with our personal reflections on the affordances and challenges of working this way for us in our different roles in the research team.

The simple yet complex development of social and participatory media for classroom learning : building a hybrid learning environment through action research

This paper reports on part of a teacher/researcher’s PhD action research study. It explains the complexity of features that social media brings to the teaching and learning process while discussing the simplicity and power of its use. Through the action research cycle, learning programs were designed to take advantage of the unique communicative methods offered by social media and web 2.0 whilst maintaining the value of face-to-face learning. Students used social media spaces such as blogs, groups and discussion forums as well as developing their own profiles and avatars to communicate online by making friends, leaving comments and uploading content which included publishing, peer reviewing and self assessment. The author argues that, by designing learning that valued and combined the attributes of social media, Web 2.0 and face-to-face teaching she was able to produce a more student-centred approach; hence, developing a ‘Hybrid’ learning environment which supported many 21st Century skills.

Multiculturalism in arts education: engaging schools in effective and authentic pedagogies

Serious questions have been raised by arts educators and community members about the effectiveness of multiculturalism that is usually enacted in Australian school settings by multi-arts festivals and related classroom activities. By exploring resources available to teachers, snapshots can be created of school practices that purport to be multicultural. Often these are only thematically integrated interdisciplinary exercises that do not reflect the complexity and diversity of true multiculturalism. Australia has for some time positioned itself as part of the global community. How this has been enacted in schools' multi-arts practices demonstrates our changing understanding of multiculturalism. The recent Australian National Review of School Music Education (2005) exhorts us to recognise cultural diversity, encourage participation and engagement and form partnerships, connections and networks. To achieve this we need to demonstrate authentic practice. Tucker (1992) has created an authenticity checklist that argues that materials should be prepared with the involvement of someone within the culture and include cultural context. Without this, we risk stripping the arts of much of its meaning. The authors contend that it should be possible in 21st century Australia to create authentic, meaningful arts education practices in schools given the rich cultural mosaic that forms our contemporary society.

Rethinking a learning environment strategy

I have committed a significant period of time (in my case five years) to the purpose development of learning environments, with the belief that it would improve the self-actualisation and self-motivation of students and teachers alike. I consider it important to record and measure performance as we progressed toward such an outcome. Education researchers and practitioners alike, in the higher (university/tertiary) education systems, are seeking among new challenges to engage students and teachers in learning (James, 2001). However, studies to date show a confusing landscape littered with a multiplicity of interpretations and terms, successes and failures. As the discipline leader of the Information Technology, Systems and Multimedia (ITSM) Discipline, Swinburne University of Technology, Lilydale, I found myself struggling with this paradigm. I also found myself being torn between what presents as pragmatic student learning behaviour and the learner-centred teaching ideal reflected in the Swinburne Lilydale mission statement. The research reported in this folio reflects my theory and practice as discipline leader of the ITSM Discipline and the resulting learning environment evolution during the period 1997/8 to 2003. The study adds to the material evidence of extant research through firstly, a meta analysis of the learning environment implemented by the ITSM Discipline as recorded in peer reviewed and published papers; and secondly, a content analysis of student learning approaches, conducted on data reported from a survey of ‘learning skills inventory’ originally conducted by the ITSM Discipline staff in 2002. In 1997 information and communication technologies (ICT) were beginning to provide plausible means for electronic distribution of learning materials on a flexible and repeatable basis, and to provide answers to the imperative of learning materials distribution relating to an ITSM Discipline new course to begin in 1998. A very short time frame of three months was available prior to teaching the course. The ITSM Discipline learning environment development was an evolutionary process I began in 1997/8 initially from the requirement to publish print-based learning guide materials for the new ITSM Discipline subjects. Learning materials and student-to-teacher reciprocal communication would then be delivered and distributed online as virtual learning guides and virtual lectures, over distance as well as maintaining classroom-based instruction design. Virtual here is used to describe the use of ICT and Internet-based approaches. No longer would it be necessary for students to attend classes simply to access lecture content, or fear missing out on vital information. Assumptions I made as discipline leader for the ITSM Discipline included, firstly, that learning should be an active enterprise for the students, teachers and society; secondly, that each student comes to a learning environment with different learning expectations, learning skills and learning styles; and thirdly, that the provision of a holistic learning environment would encourage students to be self-actualising and self-motivated. Considerable reading of research and publications, as outlined in this folio, supported the update of these assumptions relative to teaching and learning. ITSM Discipline staff were required to quickly and naturally change their teaching styles and communication of values to engage with the emergent ITSM Discipline learning environment and pedagogy, and each new teaching situation. From a student perspective such assumptions meant students needed to move from reliance upon teaching and prescriptive transmission of information to a self-motivated and more self-actualising and reflective set of strategies for learning. In constructing this folio, after the introductory chaperts, there are two distinct component parts; • firstly, a Descriptive Meta analysis (Chapter Three) that draws together several of my peer reviewed professional writings and observations that document the progression of the ITSM Discipline learning environment evolution during the period 1997/8 to 2003. As the learning environment designer and discipline leader, my observations and published papers provide insight into the considerations that are required when providing an active, flexible and multi-modal learning environment for students and teachers; and • secondly, a Dissertation (Chapter Four), as a content analysis of a learning skills inventory data collection, collected by the ITSM Discipline in the 2002 Swinburne Lilydale academic year, where students were encouraged to complete reflective journal entries via the ITSM Discipline virtual learning guide subject web-site. That data collection included all students in a majority of subjects supported by the ITSM Discipline for both semesters one and two 2002. The original purpose of the journal entries was to have students reflectively involved in assessing their learning skills and approaches to learning. Such perceptions were tested using a well-known metric, the ‘learning skills inventory’ (Knowles, 1975), augmented with a short reflective learning approach narrative. The journal entries were used by teaching staff originally and then made available to researchers as a desensitised data in 2003 for statistical and content analysis relative to student learning skills and approaches. The findings of my research support a view of the student and teacher enculturation as utilitarian, dependent and pragmatically self-motivated. This, I argue, shows little sign of abatement in the early part of the 21st Century. My observation suggests that this is also independent of the pedagogical and educational philosophy debate or practice as currently presented. As much as the self-actualising, self-motivated learning environment can be justified philosophically, the findings observed from this research, reported in this folio, cannot. Part of the reason for this originates from the debate by educational researchers as to the relative merits of liberal and vocational philosophies for education combined with the recent introduction of information and communication technologies, and commodification of higher education. Challenging students to be participative and active learners, as proposed by educationalists Meyers and Jones (1993), i.e. self-motivated and self-actualising learners, has proved to be problematic. This, I will argue, will require a change to a variable/s (not yet identified) of higher education enculturation on multiple fronts, by students, teachers and society in order to bridge the gap. This research indicates that tertiary educators and educational researchers should stop thinking simplistically of constructivist and/or technology-enabled approaches, students learning choices and teachers teaching choices. Based on my research I argue for a far more holistic set of explanations of student and staff expectations and behaviour, and therefore pedagogy that supports those expectations.

Keeping all students on the learning path

A powerful notion to guide thinking about whole-class mathematics teaching is Vygotsky’s zone of proximal development (ZPD). Our research with primary and secondary teachers over the last six years has identified roles of teachers in relation to the ZPD, and ways of overcoming some typical barriers to students’ movement through their zones. Methods have included focus groups of experts, video analysis of classroom interactions, classroom observation, and analysis of lesson plans and teachers’ reflections teaching processes their outcomes. The research has involved the gradual development, trailing, evaluation, and adjustment of a six-component model for planning and teaching mathematics. The focus of this paper is on the use of one of its components, “differentiated learning trajectories”.

Classrooms, creativity and everyday life : a continuing inquiry

The Melbourne Declaration on Educational Goals for Young Australians, as well as documents published by the Australian Curriculum and Assessment Authority (ACARA) in the lead up to the implementation of the national curriculum, all highlight the importance of students becoming ‘confident and creative individuals’ who are capable of meeting the demands posed by the 21st Century. These texts have prompted us to think again about ‘creativity’ and how the knowledge and experience embodied in the traditions in which we operate as English teachers might provide a context for implementing the national curriculum and for continuing the work that we have always done in encouraging young people’s imagination and creativity. The essay breaks up into four parts, including a reflection on the Ghosts of Curriculums Past contained in an old filing cabinet, a dialogical analysis of ACARA rhetoric about ‘creativity’ and a narrative written by Douglas in which he examines the creativity of his Year 8 students when they explored the potential of the ‘Quest’ story as a literary genre. We wrap up by locating our thinking about creativity within what, in the course of our inquiry, has emerged for us as a salient theoretical framework for understanding the creativity that young people display in classroom settings, namely the work of Raymond Williams. The sections of this essay are more or less self-contained, but we hope that cumulatively they point beyond the circumscribed notion of creativity at the heart of the ACARA documentation. The fact that the publication of The Australian Curriculum: English has motivated us to conduct this inquiry suggests that the professional practice of English teachers will always be richer and more multifaceted than this document’s attempt to contain what happens in English classrooms. The best way for teachers to respond to the new curriculum is to continue to engage in reflective practice, exploring the disjunction that will inevitably emerge between the intended curriculum and the curriculum they enact in their local settings.

Reimagining poetry : innovative literacies, national agendas and digital landscapes

Renewing engagement with literature and integrating technologies in order to address the needs of an increasingly diverse student cohort are some of the challenges confronting 21st century English teachers as they go about implementing the Australian Curriculum: English. This chapter reports on an action research cycle of classroom inquiry into the interpretation and creation of poetry, drawing on both multimodal and traditional poetic forms. Three middle school teachers, in partnership with three university-based researchers, sought to explore the possibilities of one-to-one computing for creating differentiated literacy curriculum based on personalised learning goals and harnessing the affordances of multimodal literacy pedagogies. The learning gains achieved through this collaboration exceeded the expectations of all concerned: teachers, students and researchers. Student achievement was shown by their enhanced knowledge and creativity when interpreting and composing poetry. Furthermore, students increased their capacities in other ways, through collaborating and problem-solving, as well as increased technological mastery, meta-cognition and self-assessment. Such transformations in student learning challenge standardised notions of accomplishment in English and the kinds of pedagogy necessary to support their learning. The teachers involved in this research engaged in rich forms of collaboration, engaging in professional learning that matched the learning of their students. For academics, the co-creation of professional praxis with middle years teachers and students reaffirmed their sense of the value of generating literacy pedagogies through reflective dialogue within local, situated knowledge communities