Islands harbour evolutionary and ecologically unique biota, which are currently disproportionately threatened by a multitude of anthropogenic factors, including habitat loss, 2568 Biodivers Conserv (2018) 27:2567-2586 1 3 invasive species and climate change. Native forests on oceanic islands are important refugia for endemic species, many of which are rare and highly threatened. Long-term monitoring schemes for those biota and ecosystems are urgently needed: (i) to provide quantitative baselines for detecting changes within island ecosystems, (ii) to evaluate the effectiveness of conservation and management actions, and (iii) to identify general ecological patterns and processes using multiple island systems as repeated 'natural experiments'. In this contribution, we call for a Global Island Monitoring Scheme (GIMS) for monitoring the remaining native island forests, using bryophytes, vascular plants, selected groups of arthropods and vertebrates as model taxa. As a basis for the GIMS, we also present new, optimized monitoring protocols for bryophytes and arthropods that were developed based on former standardized inventory protocols. Effective inventorying and monitoring of native island forests will require: (i) permanent plots covering diverse ecological gradients (e.g. elevation, age of terrain, anthropogenic disturbance); (ii) a multiple-taxa approach that is based on standardized and replicable protocols; (iii) a common set of indicator taxa and community properties that are indicative of native island forests' welfare, building on, and harmonized with existing sampling and monitoring efforts; (iv) capacity building and training of local researchers, collaboration and continuous dialogue with local stakeholders; and (v) long-term commitment by funding agencies to maintain a global network of native island forest monitoring plots.

There is a growing interest in academia to provide biodiversity data to both the scientific community and the public. We present an internet database of the terrestrial lichens, bryophytes, vascular plants, molluscs, arthropods, vertebrates and coastal invertebrates of the Azores archipelago (Portugal, North Atlantic): the Azorean Biodiversity Portal (ABP, http://www.azoresbioportal.angra.uac.pt/). This is a unique resource for fundamental research in systematics, biodiversity, education and conservation management. The ABP was based on a regional species database (ATLANTIS), comprised of grid-based spatial incidence information for c. 5000 species. Most of the data rely on a comprehensive literature survey (dating back to the 19th century) as well as unpublished records from recent field surveys in the Azores. The ABP disseminates the ATLANTIS database to the public, allowing universal, unrestricted access to much of its data. Complementarily, the ABP includes additional information of interest to the general public (e.g. literature on Macaronesian biodiversity) together with images from collections and/or live specimens for many species. In this contribution we explain the implementation of a regional biodiversity database, its architecture, achievements and outcomes, strengths and limitations; we further include a number of suggestions in order to implement similar initiatives.

Summary Biodiversity loss is a complex issue and a risk that education cannot overlook. Teachers play a crucial role in how biodiversity, and in particular local biodiversity, is understood. To provide insight into how to improve communication on the subject, we investigate teachers’ perspectives and social representations regarding biodiversity, their fluency in terms of Internet use, their familiarity with biodiversity web portals and perceived pedagogical usefulness of technology. A sample of 243 K–12 schoolteachers of multiple scientific domains from eight Azorean islands answered an online survey, including three free-word association tests using inductive terms such as ‘Internet’, ‘biodiversity’ and ‘familiar biodiversity portals’. Overall, the schoolteachers failed to incorporate the multidimensionality of the biodiversity concept (including natural science teachers) or to show technological fluency, and they tended not to use biodiversity web portals as tools to engage students in teaching activities. Our results indicate that teachers’ perspectives about biodiversity need to be broadened and improved and that it is worth exploring whether information and communication technology represents a window of opportunity to do so. As an example, biodiversity web portals, which are widely recognized as trustworthy information repositories, may be used to engage teachers in this endeavour.

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