This book addresses a significant gap in the research literature on transitions across the school years: the continuities and discontinuities in school literacy education and their implications for practice. Across different curriculum domains, and using social semiotic, ethnographic, and conversation-analytic approaches, the contributors investigate key transition points for individual students' literacy development, elements of literacy knowledge that are at stake at each of these points, and variability in students' experiences. Grounding its discussion in classroom voices, experiences and texts, this book reveals literacy-specific curriculum demands and considers how teachers and students experience and account for these evolving demands. The contributors include a number of established names (such as Freebody, Derewianka, Myhill, Rowsell, Moje and Lefstein), as well as emerging scholars gaining increasing recognition in the field. They draw out implications for how literacy development is theorized in school curriculum and practice, teacher education, further research and policy formation. In addition, each section of the book features a summary from an international scholar who draws together key ideas from the section and relates these to their current thinking. They deploy a range of different theoretical and methodological approaches in order to bring rich yet complementary perspectives to bear on the issue of literacy transition.

As a predominant teaching paradigm, foreign language learning has increasingly been one of the crucial elements that leads to career accomplishments for students. Due to this, foreign language assessment has emerged as a major topic in the field of foreign language learning. The Handbook of Research on Perspectives in Foreign Language Assessment examines perspectives on language assessment through reflections on classroom applications and makes recommendations to strengthen quality language assessments by drawing on a variety of research methodologies. It also provides a foundation as to why foreign language assessment as a discipline should be refocused with caution, what sort of theoretical and practical implications should be in place for foreign language teachers, and in what ways it may be possible to provide futuristic perspectives on foreign language assessment for test developers and users involved in language assessment. Covering key topics such as testing, literacy, and language teaching, this major reference work is ideal for industry professionals, policymakers, administrators, researchers, academicians, scholars, practitioners, instructors, preservice teachers, teacher educators, librarians, and students.

There has been a noticeable shift in the way the news is accessed and consumed, and most importantly, the rise of fake news has become a common occurrence in the media. With news becoming more accessible as technology advances, fake news can spread rapidly and successfully through social media, television, websites, and other online sources, as well as through the traditional types of newscasting. The spread of misinformation when left unchecked can turn fiction into fact and result in a mass misconception of the truth that shapes opinions, creates false narratives, and impacts multiple facets of society in potentially detrimental ways. With the rise of fake news comes the need for research on the ways to alleviate the effects and prevent the spread of misinformation. These tools, technologies, and theories for identifying and mitigating the effects of fake news are a current research topic that is essential for maintaining the integrity of the media and providing those who consume it with accurate, fact-based information. The Research Anthology on Fake News, Political Warfare, and Combatting the Spread of Misinformation contains hand-selected, previously published research that informs its audience with an advanced understanding of fake news, how it spreads, its negative effects, and the current solutions being investigated. The chapters within also contain a focus on the use of alternative facts for pushing political agendas and as a way of conducting political warfare. While highlighting topics such as the basics of fake news, media literacy, the implications of misinformation in political warfare, detection methods, and both technological and human automated solutions, this book is ideally intended for practitioners, stakeholders, researchers, academicians, and students interested in the current surge of fake news, the means of reducing its effects, and how to improve the future outlook.