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.

From legal commons to social commons: Brazil and the cultural industry in the 21st century

This article describes some of the current transformations regarding the processes by which information and culture are generated, from the point of view of developing countries. In this brief analysis, the article discusses the role of projects such as Creative Commons for developing countries. It also discusses the idea of legal commons and social commons. While the idea of legal commons can be understood as the voluntary use of licenses such as Creative Commons in order to create a “commons”, the idea of social commons has to do with the tensions between legality and illegality in developing countries. These tensions appear prominently in the so-called global “peripheries”, and in many instances make the legal structure of intellectual property irrelevant, unfamiliar, or unenforceable, for various reasons. With the emergence of digital technology and the Internet, in many places and regions in developing countries (especially in the “peripheries”), technology ended up arriving earlier than the idea of intellectual property. Such a de facto situation propitiated the emergence of cultural industries that were not driven by intellectual property incentives. In these cultural businesses, the idea of “sharing” and of free dissemination of the content is intrinsic to the social circumstances taking place in these peripheries. Also, the appropriation of technology on the part of the “peripheries” ends up promoting autonomous forms of bridging the digital divide, such as the “LAN house” phenomenon discussed below. This paper proposes that many lessons can be learned from the business models emerging from social commons practices in developing countries. The tension between legality and illegality in “peripheral” areas in developing countries is not new. The work of Boaventura de Sousa Santos and others in the 1970s was paradigmatic for the discussion of legal pluralism regarding the occupation of land in Brazil. This paper aims to follow in that same pioneer tradition of studies about legal pluralism, and to apply those principles to the discussion of “intellectual property” rather than the ownership of land.

Brazil and Turkey, a comparative analysis of both countries' economic development and institutional design from the Great Depression to the early 21st century

Apos uma década de rápido crescimento econômico na primeira década do século 21, Brasil e Turquia foram considerados duas das economias emergentes mais dinâmicas e promissoras. No entanto, vários sinais de dificuldades econômicas e tensões políticas reapareceram recentemente e simultaneamente nos dois países. Acreditamos que esses sinais e a sua simultaneidade podem ser entendidos melhor com um olhar retrospectivo sobre a história econômica dos dois países, que revela ser surpreendentemente paralela. Numa primeira parte, empreendemos uma comparação abrangente da história econômica brasileira e turca para mostrar as numerosas similaridades entre os desafios de política econômica que os dois países enfrentaram, assim como entre as respostas que eles lhes deram desde a virada da Grande Depressão até a primeira década do século 21. Essas escolhas de política econômica comuns dão forma a uma trajetória de desenvolvimento notavelmente análoga, caracterizada primeiro pela adoção do modelo de industrialização por substituição das importações (ISI) no contexto da recessão mundial dos anos 1930; depois pela intensificação e crise final desse modelo nos anos 1980; e finalmente por duas décadas de estabilização e transição para um modelo econômico mais liberal. Numa segunda parte, o desenvolvimento das instituições econômicas e políticas, assim como da economia política subjacente nos dois países, são analisados comparativamente a fim de prover alguns elementos de explicação do paralelo observado na primeira parte. Sustentamos que o marco institucional estabelecido nos dois países durante esse período também têm varias características fundamentais em comum e contribui a explicar as escolhas de política econômica e as performances econômicas comparáveis, detalhadas na primeira parte. Este estudo aborda elementos do contexto histórico úteis para compreender a situação econômica e política atual nos dois países. Potencialmente também constitui uma tentativa de considerar as economias emergentes numa perspectiva histórica e comparativa mais ampla para entender melhor as suas fraquezas institucionais e adotar um olhar mais equilibrado sobre seu potencial econômico.

Transportation in the 21st century: a vision for integration

The Third Western Hemisphere Transportation Ministerial meeting was held in New Orleans, Lousiana, United States, from 14 to 16 December 1998, under the theme Transportation in the 21st Century: A Vision for Integration. The meeting was attended by Ministers and heads of delegations from 33 countries of the Americas, representatives of various international organizations and business sector of the Continent. The current issue of the Bulletin provides the complete text of the Ministerial Declaration. For additional information, contact José María Rubiato: e-mail jrubiato@eclac.cl

Review of Global Warming in the 21st Century. Volume 1: Our Evolving Climate Crisis; Volume 2: Melting Ice and Warming Seas; Volume 3: Plants and Animals in Peril by Bruce E. Johansen

There is compelling evidence that Planet Earth is on the path to an era of global warming that has serious implications for the well-being of both people and nature. This three-volume synthesis of literature will be a marvelous place for both the public and new scholars interested in global warming to begin their pursuit of the subject. The author captures the best of the scientific literature and press materials appearing in recent years. The utility of these volumes as a resource for gaining a broad background or pursuing a particular aspect of global warming is enhanced by Johansen's talent for explaining with clarity a vast and rapidly growing subject.

Effective Communication and Smooth Administration of Academic Libraries in the 21st Century: a New Paradigm in Nigeria

Effective communication is the soul of any institution. New opportunities are presented by Information and Communication Technology (ICTS). Library managers must adopt a more critical and communication plan that will enhance their skills and allow for further training, as well as allowing stakeholders to have input into decision-making.

The Importance of Affirmative Action in the 21st Century: Building Transformational Alliances with Constituencies Across the Power Structure for Scholars, Students and Staff of Color at Predominantly European American Institutions.

The purpose of this session is to reject the notion that proactive Affirmative Action strategic plans are no longer needed at predominantly European American Institutions. Data reveal an inverse relationship between creating successful strategic plans for inclusion and negative reactions from the power structure.

"100 CHALLENGES FACING STUDENTS OF COLOR IN THE 21st CENTURY"

"It is particularly critical to assess the impact, given the empirical data available, on institutions in California, Texas, Florida and Washington which anti-affirmative action laws and court orders have been passed/handed down."