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Purpose: This paper reviews research developments in semiosis (sign activity) as theorized by Peirce, Eco and Sebeok, focusing specifically on the current study of "semiotic threshold zones," which range from the origins of life through various nonhuman life forms to artificial life forms, including those symbolic thresholds most familiar to library and information science (LIS) researchers. The intent is to illustrate potential opportunities for LIS research beyond its present boundaries. Design/methodology/approach: The paper provides a framework that describes six semiotic threshold zones (presemiotic, protosemiotic, phytosemiotic, zoosemiotic, symbolic and polysemiotic) and notable work being done by researchers in each. Findings: While semiotic researchers are still defining the continuum of semiotic thresholds, this focus on thresholds can provide a unifying framework for significance as human and nonhuman interpretations of a wide variety of signs accompanied by a better understanding of their relationships becomes more urgent in a rapidly changing global environment. Originality/value: Though a variety of semiotic-related topics have appeared in the LIS literature, semiotic thresholds and their potential relationships to LIS research have not been previously discussed there. LIS has traditionally tasked itself with the recording, dissemination and preservation of knowledge, and in a world that faces unprecedented environmental and global challenges for all species, the importance of these thresholds may well be considered as part of our professional obligations in potentially documenting and archiving the critical differences in semiosis that extend beyond purely human knowledge. [ABSTRACT FROM AUTHOR]

Purpose: The present paper aims to examine the concept of "plant blindness" in the context of current sustainability debates. "Plant blindness" was the term introduced in 1999 by the botanists and educators James H Wandersee and Elisabeth E Schussler to describe what they saw as a pervasive insensitivity to the green environment and a general neglect of plants on the part of biology education. Design/methodology/approach: The fundamental importance of plants for life on Earth and the socio-educational challenges of redacted awareness of this importance are considered. Also, the diverse physiological, psychological, philosophical, cultural and geopolitical origins and consequences of indifference to plants in relation to aspects of sustainability agendas are examined with special reference to education. Findings: An examination of the outcomes of a range of research and practical initiatives reveals how multidisciplinary approaches to education and public engagement have the potential to address the challenge of "plant blindness". The need for these opportunities to be reflected in curriculums is not widely appreciated, and the socio-economic forces of resistance to confronting plant neglect continue to be formidable. Originality/value: Plant blindness is a relatively new field of research, and the full breadth of its implications are only gradually becoming apparent. If the present paper contributes to positioning plants as an essential element in sustainability education and practice, it will have met its objective. [ABSTRACT FROM AUTHOR]