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This paper reports on the information practices and information literacy (IL) skills of South Korean elementary school students from the perspectives of working teachers. Key to this investigation was the notion of information practice, and how this is shaped by the practice architecture found in an educational setting. A sequential mixed design was undertaken to investigate these ideas which consisted of exploratory interviews with 4 elementary school teachers and was followed by a questionnaire which analysed the responses of 314 elementary school teachers. Findings indicate that in this setting, teachers, students and pre-set curricular content serve as the most frequently used information sources for students during their everyday classes. We pay specific attention to the ongoing centrality of the "textbook," in its traditional paper format, to the ways in which teachers design learning activities, and suggest that this limits the diversity of informational approaches to which young South Korean learners are exposed. While these learners are engaged, they are limited in terms of informational genre since teachers and textbooks were found to be dominant information proxies. Activities in which students engage in active seeking or scanning are rarer. Contexts with such a configuration may be hindering the development of critical information literacy skills that are vital in dealing with the abundance of information faced by individuals today.

This article discusses the outcomes of research into the media literacy aspects of ENEM ("Exame Nacional do Ensino Médio"), Brazil's unified university entrance exam, which contains a significant number of exam questions based on excerpts from newspaper articles, online news and other media sources. Through content analysis, these questions are classified according to the platform (digital or print) and source (traditional media, niche media and government agencies). The results show a strong prevalence of traditional media, either in print or digital platforms, and a tendency to present the government in a positive light, avoiding issues such as the series of protests that took place in Brazil in 2013 and 2014, as well as the impeachment of the president in 2016. The content analysis is followed by the qualitative study of eleven interviews with high school teachers who prepare students for the exam. Their answers suggest that the exam has a profound influence on their teaching and the media consumption habits of students. Teachers also mention regional bias in the exam and a lack of questions that encourage critical thinking. The conclusion is that though the ENEM exam does engage Brazilian high school students with media content, it addresses media literacy at only a functional level, and centralises authority over the interpretation of this content, rather than encouraging students to develop their own authoritative interpretations.

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Climate adaptation corridors are widely recognized as important for promoting biodiversity resilience under climate change. Central America is part of the Mesoamerican biodiversity hotspot, but there have been no regional-scale analyses of potential climate adaptation corridors in Central America. We identified 2375 potential corridors throughout Central America that link lowland protected areas (≤ 500 m) with intact, high-elevation forests (≥ 1500 m) that represent potential climate change refugia. Whereas we found potential corridors in all Central American countries, potential corridors in Panama, Belize, and Honduras were most protected (medians = 64%, 49%, and 47%, respectively) and potential corridors in El Salvador were least protected (median = 10%). We also developed a corridor priority index based on the ecological characteristics and protected status of potential corridors and their associated start and end points. Compared to low- and medium-priority corridors, high-priority corridors (n = 160; top 7% of all corridors) were generally more protected, forested, and distributed across wider elevational gradients and more Key Biodiversity Areas, but also generally linked larger lowland protected areas to target areas that were larger, more protected, and spanned wider elevational gradients. For example, based on median values, high-priority corridors were 9% more protected and overlapped with 2–3 more Key Biodiversity Areas than low- and medium-priority corridors. Although high-elevation targets spanned considerably wider elevational gradients than lowland protected areas (medians = 695 vs. 142 m, respectively) and thus may be more likely to support refugia, they were considerably smaller than lowland protected areas (medians = 11 vs. 50 km2 respectively) and mostly unprotected (median = 4% protection). This initial, regional assessment can help prioritize locations for finer-scale research, conservation, and restoration activities in support of climate adaptation corridors throughout Central America and highlights the need for greater conservation of potential high-elevation refugia. [ABSTRACT FROM AUTHOR]

Through analysing how information literate practitioners emerged in the pre-digital era, how they were taught and how they communicated their understandings of practice, we can better appreciate how these actors helped shape contemporary information landscapes. Such studies can be conducted through the resources in special collections of libraries and archives. Case studies of medieval scholarly practice, and the history of the island of St Helena, are presented as examples of where these archival sources reveal the influence of historic information (literate and illiterate) practice on modern information landscapes. [ABSTRACT FROM AUTHOR]

Visualization and mapping techniques can build a dynamic picture of information practices, including action research, within libraries, raising awareness of how the information landscape at each library may both support and retard research into the library's information practices. These techniques have implications for researchers as they generate richer data than interview or survey techniques, or methods that only take one "snapshot" of the state of practice. The data are also available to participants immediately, thus, allow for co-operative inquiry to take place in the library. Examples are offered from a project under way in two Norwegian academic libraries.

Copyright of Journal of Field Ornithology is the property of Resilience Alliance and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper investigates a "grand" educational technology innovation through theoretical lenses inspired by Cervero and Wilson's (1994, 1998) work. Through taking this approach it is possible to show how ideas about the form of the innovation and perceptions of its ultimate "success" or "failure", varied between stakeholder groups. The project was pedagogically effective and popular with students, but was difficult to "sell" to academics, had no senior management sponsor, and was unable to bring about cultural change in the institution despite the capital funding designed to do just that. Although many pedagogical lessons were learned, and have since been applied in other learning spaces around the host campus and elsewhere, these successful disseminations of changed practice were not in accordance with the objectives of key stakeholders. Therefore, they went unconsidered when decisions were taken about the project's sustainability: hence the notion of "invisible success". The project's "failure" is only apparent when viewed from certain perspectives; nevertheless, these perspectives are those of the powerful (or in Bourdieu's (1986, 1988) terms, those possessing "capital" and "academic power") and are the consequence of deeply-rooted structural features in HE, which include funding models, risk-averseness, and fragmented responsibilities. (Contains 3 tables.)

Informational resources are essential for communities, rooting them in their own history, helping them learn and solve problems, giving them a voice in decisionmaking and so on. For digital inclusion and inclusion in the informational and democratic processes of society more generally it is essential that communities retain the skills, awareness and motivation to create and manage their own informational resources. This article explores a model for the creation of online content that incorporates the different ways in which the quality and relevance of information can be assured. This model, "Aggregate-then-Curate" (A/C), was developed from earlier work concerning digital inclusion in UK online centres, models of informal e-learning and ecologies of resources. A/C shows how creating online content can be viewed as a 7-step process, initiated by individuals but bringing in "digital learning champions", other community members and formal educational institutions at different stages. A/C can be used to design training to help build the capacity to manage community informational resources in an inclusive way. The article then discusses and evaluates MOSI-ALONG, a Joint Information Systems Committee (JISC) funded project founded on these ideas, which illustrates how A/C can be used to design training to help build the capacity to manage community informational resources in an inclusive way. This conclusion is supported by evaluations of the work done so far in MOSI-ALONG. (Contains 1 note.)