To (Re)frame It, Name It: Refining Spending Codes to Reveal New Collection Trends

For college and research libraries, a major 21st century transformation has been the spending shift from print materials to electronic resources. This shift has triggered ongoing conversations about resource allocation at many institutions. Common assumptions that are drawn from these general trends: • Spending on the sciences has increased at the expense of the humanities • Spending on serials has increased at the expense of monographsOverly simple expenditure codes that merely distinguish print from electronic do not allow these assumptions to be tested. This poster will demonstrate how a 2013 revision of expenditure codes used in the library’s acquisitions system provided more granular distinctions among e-resources, thus revealing new trends in collection development. Data visualizations will show the growth in new formats, such as digitized archives and datasets; charts and graphs will also tell a story of analog formats in the 21st century. The poster will engage the audience with questions: • How can libraries categorize spending to allow for comparability over time yet allow for flexibility as new formats emerge? • How can individual libraries devise categories that will be interoperable and comparable with other libraries in collaborative networks? • What other metadata can we bring to bear on our understanding of collection expenditure trends over time

PREPARING 21ST CENTURY STUDENTS: WORLD LITERATURE+PROJECT-BASED LEARNING+ ICT USE IN CLASS

The 21st Century Skils are a set of abilities that students need to develop in order to succeed in this information age. Partnership for 21st Century Skills lists three different areas of skills to be developed; learning skills, literacy skills, and life skills. This paper aims at describing how World Literature (WL), Project-Based Learning (PBL), and Information and Communication Technology (ICT) could be integratedly implemented in English Language Teaching (ELT) to help students improve their English mastery in general and ultimately prepare them to become 21st century students. This teaching approach refers to an extensive reading assignment given to students in groups of 3 to 5 within a limited time after their formal reading class. There are at least three major uses of this approach: to increase students’ learning skills (critical thinking, creative thinking, collaboration), to enahnce their literacy skills knowledge (exploring the world literature online), and to improve their life skills (productive English language skills). In this appproach the students are required to present a summary of their group work either in writing or in speaking. At the same time they also have to connect any related materials to their story; a song, another similar story from a different country, a film, or else to show their understanding of the materials and how broad their knowledge of the world in relation to the content of the literature

Global ‘sweet enemies’ : the EU-Russia security dilemma

This dissertation tells the story of conflict in the EU-Russia relationship. What makes this conflict definitive of a ‘security dilemma’, it is argued, is the unintended event of political violence in-between these neighbouring global powers. A narrative method is used to disclose the character of this ‘security dilemma’. The story it presents of ‘sweet enemies’ has twin historical and theoretical aims. The historical aim is to explain the violent instability in the making of a regional security order in-between 2003 and 2009, and in-between the borders of the EU and Russia. The theoretical aim is to frame a narrative understanding about this global relationship that describes and explains the politics of collective security in the 21st Century. The political philosopher Michael Oakeshott is the main influence on this thesis. He coined the metaphor ‘sweet enemies’ to reveal a new way of seeing the political relationships on the wing of modern Europe. He organises his study around diametrically opposing modes of political association that are, on one hand, civil and respectful of individual difference, and on the other, teleocratic and always looking to master a collective future. This dissertation presents a reframing of Oakeshott’s metaphor for the 21st Century. In this version of the story, the relationship of Sweet Enemies is completely uncivil. The associates are global others that move in-between radically polarised modes of political association that are of the same teleocratic kind. This teleocratic politics explains the conflict in the EU-Russia relationship. But it also explains why this conflict did not have to happen, and does not have to be repeated. The existence of this ‘security dilemma’ is contingent on the global choice(s) the EU and Russia make at the beginning of their relationship. Having lived through an uncomfortably close and violently unstable experience in the making and breaking of a regional security order, it is possible these global ‘sweet enemies’ will come out the other side having learnt something from this experience. This narrative retelling of Oakeshott’s metaphor is intended as an aid to learning about the condition of an uneasy global relationship in the first decade of the 21st Century. This is a time defined by permanent war. But it remains the only time there is. The conclusion is the EU-Russia ‘security dilemma’ is an ongoing issue. Indeed, the strains of discord that characterise this condition of global ‘sweet enemies’ have, if anything, become more intractable and uncivil

On the High Seas Near the Horn of Africa, a 21st Century Pirate Tale

Famed Maersk Alabama Captain Richard Phillips recounts his April 2009 encounter with Somali pirates and his rescue by U.S. Navy SEALs

Shaking up story time

While the Philosophy for Children (P4C) method has been adopted within classrooms by individual teachers and into some school systems by schoolboards, public and school libraries, the ideal users of this sort of programming, have been slow to recognise the benefits of this didactic methodology. This is particularly surprising given that the P4C method integrates perfectly with traditional story-time orientated programming. Not only is the integration of P4C into story-time sessions virtually seamless (as it does not aim to replace, but rather strives to enhance story-telling), but it might also help reinvigorate a well-established feature of library programming with an aim to develop 21st-century information literacy competencies. This paper examines the case for the P4C method, explains the process of integration of the P4C method with traditional story-time, and highlights the potential benefits of incorporating Philosophy for Children in public and school library programming

Clarifying creative nonfiction through the personal essay

In a recent issue of TEXT, Matthew Ricketson sought to clarify the &lsquo;boundaries between fiction and nonfiction&rsquo;.&nbsp;In his capacity as a teacher of the creative nonfiction form he writes, &lsquo;I have lost count of the number of times, in classes and in submitted work, that students have described a piece of nonfiction as a novel&rsquo;. The confusion thus highlighted is not restricted to Ricketson&rsquo;s journalism students. In our own university&rsquo;s creative writing cohort, students also struggle with difficulties in melding the research methodology of the journalist with the language and form of creative writing required to produce nonfiction stories for a 21st century readership.Currently in Australia creative nonfiction is enthusiastically embraced by publishers and teaching institutions. Works of memoir proliferate in the lists of mainstream publishers, as do anthologies of the essay form. During a time of increasing competition and desire for differentiation between institutions, when graduate outcomes form a basis for marketing university degrees, it is hardly surprising that, increasingly, tertiary writing teachers focus on this genre in their writing programs. A second tension has arisen in higher education more generally, which affects our writing students&rsquo; approaches to tertiary study. The student writers of the 21st century emerge from a digitally literate and socially collaborative generation: the NetGen(eration). From a learner-centric viewpoint, they could be described as time-poor, and motivated by work-integrated learning with its perceived close links to workplace contexts and to writing genres. They seek just-in-time learning to meet their immediate employment needs, which inhibits the development of their capacity to adapt their researching and writing to various genres and audiences. This article examines issues related to moving these NetGen student writers into the demanding and rapidly expanding creative nonfiction market. It is form rather than genre that denotes creative nonfiction and, we argue, it is the unique features of the personal essay, based as it is on doubt, discovery and the writer&rsquo;s personal voice that can be instrumental in teaching creative nonfiction writing to our digitally and socially literate cohort of students.<br /

Polish Novel in the 20th Century

The present book “Poland – History, Culture and Society. Selected Readings” is the third edition of a collection of academic texts written with the intention to accompany the module by providing incoming students with teaching materials that will assist them in their studies of the course module and encourage further search for relevant information and data. The papers collected in the book have been authored by academic teachers from the University of Łódź, specialists in such fields as history, geography, literature, sociology, ethnology, cultural studies, and political science. Each author presents one chapter related to a topic included in the module or extending its contents. The book contains the extensive bibliography