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Understanding and managing the response of marine ecosystems to human pressures including climate change requires reliable large-scale and multidecadal information on the state of key populations. These populations include the pelagic animals that support ecosystem services including carbon export and fisheries. The use of research vessels to collect information using scientific nets and acoustics is being replaced with technologies such as autonomous moorings, gliders, and meta-genetics. Paradoxically, these newer methods sample pelagic populations at ever-smaller spatial scales, and ecological change might go undetected in the time needed to build up large-scale, long time series. These global-scale issues are epitomised by Antarctic krill (Euphausia superba), which is concentrated in rapidly warming areas, exports substantial quantities of carbon and supports an expanding fishery, but opinion is divided on how resilient their stocks are to climatic change. Based on a workshop of 137 krill experts we identify the challenges of observing climate change impacts with shifting sampling methods and suggest three tractable solutions. These are to: improve overlap and calibration of new with traditional methods; improve communication to harmonise, link and scale up the capacity of new but localised sampling programs; and expand opportunities from other research platforms and data sources, including the fishing industry. Contrasting evidence for both change and stability in krill stocks illustrates how the risks of false negative and false positive diagnoses of change are related to the temporal and spatial scale of sampling. Given the uncertainty about how krill are responding to rapid warming we recommend a shift towards a fishery management approach that prioritises monitoring of stock status and can adapt to variability and change. [ABSTRACT FROM AUTHOR]

Lanternfishes (Myctophidae) are key components of mesopelagic fish communities globally. In the Southern Ocean, incomplete information on myctophid diets limits our understanding of their energetics, interactions, and wider ecosystem impact. Traditional microscopic methods of diet analysis have relatively coarse prey resolution and possible taxonomic and observer biases. Deoxyribonucleic acid (DNA) metabarcode sequencing promises higher taxonomic and temporal resolution, but uncertainty remains in comparing this with microscopy-based analyses. Here, we applied 18S DNA metabarcode sequencing to stomach contents from 20 Electrona antarctica individuals that had previously been examined via microscopic analysis. Across all fish analysed, crustacean and gastropod taxa dominated the prey identified via both methods, with broad agreement between methods on the relative abundance of different prey items. DNA metabarcode sequencing recovered greater taxonomic diversity and resolution, particularly for soft-bodied prey items and small crustaceans. DNA sequencing results also more clearly differentiated diet between individuals collected from different environments. Overall, our findings illustrate how DNA-based methods are complementary to, and consistent with, traditional methods and can provide additional, high-resolution data on a range of trophic interactions. [ABSTRACT FROM AUTHOR]

As an approach to literary study, critical literacy is not a widespread practice in New Zealand secondary schools. This article draws on a major project on teaching literature in the multicultural classroom that take place over two years in 2008-2009. In it we report on a case study where a Year 13 English teacher designed and tested a novel English programme with a reputedly less able and culturally diverse group of final-year students entitled "13 English--Popular Culture". In it, she guided her students through a range of reading tasks aimed at developing in her students an awareness of ways in which texts position readers to take up certain meanings and not others through the language used. Over the course of the programme, students moved from compliant readers to readers who were sensitized to the manipulative power of texts. They enjoyed being exposed to a variety of theme-related texts, especially when these empowered them by enabling them to deploy their own cultural resources in responding to and challenging the texts they encountered. Students needed careful scaffolding in respect of metalinguistic understanding in order to be able to discuss the specific ways in which language constructs meaning. Indeed, these students struggled with this aspect of a critical literacy approach. However, despite the fact that these students were engaged in high-stakes assessment at a higher level than in the previous year, all gained more NCEA credits than they had in Year 12. (Contains 9 footnotes and 2 figures.)

As an approach to literary study, critical literacy is not a widespread practice in New Zealand secondary schools. This article draws on a major project on teaching literature in the multicultural classroom that take place over two years in 2008-2009. In it we report on a case study where a Year 13 English teacher designed and tested a novel English programme with a reputedly less able and culturally diverse group of final-year students entitled "13 English -- Popular Culture". In it, she guided her students through a range of reading tasks aimed at developing in her students an awareness of ways in which texts position readers to take up certain meanings and not others through the language used. Over the course of the programme, students moved from compliant readers to readers who were sensitized to the manipulative power of texts. They enjoyed being exposed to a variety of theme-related texts, especially when these empowered them by enabling them to deploy their own cultural resources in responding to and challenging the texts they encountered. Students needed careful scaffolding in respect of metalinguistic understanding in order to be able to discuss the specific ways in which language constructs meaning. Indeed, these students struggled with this aspect of a critical literacy approach. However, despite the fact that these students were engaged in high-stakes assessment at a higher level than in the previous year, all gained more NCEA credits than they had in Year 12. [ABSTRACT FROM AUTHOR]