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The purpose of this paper is to present a conceptual framework based on an understanding of the principles of popular mobile-enabled games, indicating how organisations in the tourism sector could meet the needs of Millennials and Generation Z through engaging with the existing gamified location-based practice of geocaching as an information and communication technology enabled gamified enhancement to the destination experience.

As a primarily conceptual paper, the authors take an inductive qualitative approach to theory building based on the understanding of an existing practice (geocaching) that is undertaken among a community of practitioners (geocachers), which results in the presentation of a conceptual framework, which is the theory itself that the authors have constructed from the understanding of what is going on and which principles can then be applied across other tourism practices.

Findings indicate that through engaging with geocaching, smaller entrepreneurial businesses even in non-urban destinations that fall outside of the remit of smart city developments, and in tourism destinations on the less technologically enabled or resource-rich side of the digital divide, can reap the benefits associated with employing the principles and practices associated with smart tourism to meet the needs of this new generation of tourism consumers who seek richer digital and often gamified tourism experiences.

This paper fills a gap in the literature regarding the way many different types of tourism destinations could meet the needs of Millennials and Generation Z tourists.

Within the past 20 years hiking and backpacking have enjoyed rapid growth among Americans as favorite outdoor activities. From 1965 to 1977 the number of hikers almost tripled, from 9.9 million to 28.1 million, while national forest visitor days among hikers and mountaineers increased from 4 million in 1966 to 11 million in 1979. Accompanying this growth in interest has been a boom in books about the sport. These include both “how‐to‐do‐it” volumes and guides to specific geographical areas. Each year brings another spate of books, yet to this compiler's knowledge no bibliography of hiking guides to the Rocky Mountains, one of North America's premier outdoor regions, has yet been attempted. This bibliography is an effort to correct that situation.

Purpose – The purpose of this chapter is to highlight the gradual release of responsibility (GRR) model as an instructional framework for enacting culturally relevant literacy pedagogy in K-8 classrooms.

Approach – First, the authors frame a discussion on culturally relevant pedagogy via three central tenets and its significance for promoting equity and access in literacy education. Next, culturally relevant pedagogy is linked with the GRR model. Finally, authentic literacy practices that help bridge culturally relevant learning throughout the segments of the GRR model are delineated.

Findings – The authors believe that GRR models infused with culturally relevant pedagogical practices make literacy learning more equitable and accessible to students of Color. Toward that end, the authors provide multiple research-based instructional strategies that illustrate how the GRR model can incorporate culturally relevant pedagogical practices. These practical examples serve as models for the ways in which teachers can connect with students’ cultural backgrounds and understandings while expanding their literacy learning.

Practical implications – By demonstrating how K-8 teachers scaffold and promote literacy learning in ways that leverage diverse students’ cultural experiences, the authors aim to help teachers sustain students’ cultural identities and nurture their socio-critical consciousness.

Much has been written about the crisis in the Humanities even as student interest in the Humanities continues to decline. In the so-called “post-truth,” “post-COVID19” period,” however, the Humanities deserve attention for the important role they must play in preparing students for the world during a period of dramatic change.

Discussion focuses on the “post-truth” period and how the Humanities have a role in confronting misinformation and “fake news.” It provides specific actions for how those in the Humanities might address the current situation. It relies on the author’s considerable background as a university Dean and President over a period of over 40 years and draws on a variety of written material addressing the future of the Humanities.

In a period when the world confronts unprecedented change, when misinformation is confused with the truth and when social media exercises so much influence, students more than ever need the insight and context of the Humanities to mitigate the cant, bogus claims and questionable ethics that so much shape the world. Responsibility falls to faculty as they must make clear to their students how the Humanities provide a perspective that allows students to work through the big questions of their time.

Much has been written about the challenges facing the Humanities. It is hoped that this paper will generate additional discussion on how the Humanities might assert themselves during what are troubling times in higher education.

The author’s long experience as a senior university administrator provides a perspective that faculty and administrators might find useful as they consider the future of the Humanities at their institutions.

Linking platform governance and value, the article explains how platforms manage openness, which gives users access and authority, to shape the user experience and orchestrate interactive value co-creation within their ecosystem.

We adopted an abductive approach, drawing on an embedded multiple case study of platform-based local alternative food networks. The strong symbolic dimension embedded into that context allowed for a full exploration of value in its interactive nature.

Platform openness influences value creation directly, but also through two mechanisms: one behavioural, involving interactions between users and sides, and the other cognitive, involving users’ abstraction level. Value co-creation goes beyond the online space and occurs in complex sets of interactions between users. Digital platforms can thus generate intrinsic value co-creation that enhances their utility.

We have adopted a marketing channel theory reading of openness and mobilised a broader conception of value as well as cognitive science to explain how this key element of platform governance affects value creation.

Globalization has created conditions in which business has become increasingly global. The combined effect of global business, intense competition, weakening of labor unions, and the inability of national governments to control the negative effects of globalization has created immense difficulties in the formulation and implementation of global labor standards. This research takes an ancient industry with a long tradition of international features and regulations, that is, the maritime industry, as a case study to understand the dynamics associated with the regulation of a global industry. The study argues that J. R. Commons' works at the turn of the century not only give us excellent insights into the creation of global markets and the need for global labor rights protection but also provide us with a solution, that is, the creation of an “authoritative commission.” Finally, the study suggests that there is a need to enhance the role of ILO as a global “commission” to regulate the industry. Presently, the ILO does not have the essential features for becoming such a commission. Therefore, ILO should develop three important characteristics: ability to include new emerging actors, decision-making based on consensus and dialogue, and sanction power to implement its standards. Based on the above principles, ILO can work as the center of a global regulatory regime in the maritime industry. Through its power of sanction, it will implement its standards mainly through states. But, at the same time, it will network with unions and NGOs and all other important actors in the industry at local, national, and global levels to detect and eradicate substandard shipping.

Teaching professional literacy is a difficult endeavor, yet it is extremely important that educators are equipped with the required knowledge, skills, and attributes necessary to be engaged and responsible members of the profession. This chapter addresses the combined efforts of a university faculty of education working in concert with a provincial teacher union and school boards to assist pre-service teacher candidates in developing their own sense of professional identity. It will be demonstrated that this partnership assisted students in conceptualizing a professional identity by solidifying their understanding of ethical, legal, and organizational issues commonly associated with the teaching profession.

The purpose of this paper is to explore the ways in which external subject-specific mentoring can influence the professional identity construction of early career physics teachers (ECPT).

The methodology evolved from the evaluation of a mentoring project, involving semi-structured interviews with a number of early career teachers. Responses from 18 teachers, which related to the impact of the mentoring relationship on their professional identity development, were subject to a process of iterative thematic coding in the context of interpretative repertoires via a collaborative “developmental dialogue” between the managers of the mentoring project and its external evaluators.

The analysis of participants’ responses suggested that the nature of the relationship between early career teacher and mentor played a role in the emergence, or suppression, of their professional identities as physics teachers at the start of their teaching careers. In some cases, mentoring provision was little short of a “lifeline” for the teachers.

Mentors need the opportunity to develop their professional practice and identity through contact with the community of teacher educators. The practice of training, mentoring and coaching teachers should be valued at least as much as teaching itself and should be recognised as its own professional practice.

This study builds on a number of well-established pieces of research and concepts relating to the challenges facing early career teachers and their professional identity construction. It provides insight into the challenges facing ECPTs specifically, which includes the risk of isolation and unrealistic expectations from colleagues. It not only confirms the merits of external mentoring, but also demonstrates the significant responsibility, which comes with the mentor’s role and the negative impact on teachers’ professional identity construction caused by deficiencies in mentoring.