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This paper critically examines the design and impact of two commonly used education platforms for reading, "PM eCollection" and "Epic." Framed by a data justice lens, the study employs a walkthrough methodology to examine the ways each platform (re)configures teaching and learning practice, and more broadly schooling. The study extends the method by engaging three primary school teachers in the walkthrough process embedded in their practice. Findings demonstrate significant asymmetries in the value derived from the data practices of the digital reading platforms by teachers, schools and EduTech companies. While of limited value in teacher's practice, the use of the digital platforms and data has implications for the way reading is represented, students are made visible and treatment of teachers, students and families.

Online social networks (OSNs) suffer from forged messages. Current studies have typically been focused on the detection of forged messages and do not provide the analysis of the behaviors of message publishers and network strategies to suppress forged messages. This paper carries out the analysis by taking a game theoretic approach, where infinitely repeated games are constructed to capture the interactions between a publisher and a network administrator and suppress forged messages in OSNs. Critical conditions, under which the publisher is disincentivized to publish any forged messages, are identified in the absence and presence of misclassification on genuine messages. Closed-form expressions are established for the maximum number of forged messages that a malicious publisher could publish. Confirmed by the numerical results, the proposed infinitely repeated games reveal that forged messages can be suppressed by improving the payoffs for genuine messages, increasing the cost of bots, and/or reducing the payoffs for forged messages. The increasing detection probability of forged messages or decreasing misclassification probability of genuine messages also has a strong impact on the suppression of forged messages. [ABSTRACT FROM AUTHOR]

Thousands of early childhood education centres around the world use digital documentation platforms to report children's learning. Yet there is little research into how these platforms are changing work practices in early childhood education. This pilot study tested the usefulness of cultural-historical activity theory to analyse work shadowing observations and follow-up interviews with seven teachers across four centres in Australia and New Zealand. The use of Leontiev's 'hierarchy of activity' of operations, actions and motive objects was found to foreground two actions – tagging and monitoring – that connected basic technical operations with motives for the use of digital documentation platforms. The article reflects on the potential of this theory for future research in digital documentation in early childhood education, and suggests areas for further research, including the emergence of datafication in early childhood education as a new mode of governance of educators' work. [ABSTRACT FROM AUTHOR]

The Australian government's strict censorship regime of the mid-twentieth century banned a range of imported books, from popular to pornographic to literary titles. Drawing on the archived censor reports of the committee, this article will argue that Australia's Commonwealth Literature Censorship Board is best understood within a tradition of conservative thinking about literature's social function which can be traced back to Matthew Arnold. This paper examines the banning of James Baldwin's Another Country as an example of politically conservative anxieties about race and sexuality influencing the impetus behind the censor's decisions. It is argued that the Australian censorship project was underwritten by an ideological notion of what literature is, and how it should serve the interests of the state. [ABSTRACT FROM AUTHOR]