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News media literacy has come to receive considerable public attention in recent years in the context of anxieties about the impact of misinformation on society. This article outlines research that examines how Australian teachers perceive and value news media literacy and it explores their experiences of teaching news in the classroom. The article presents findings from an online survey of 295 Australian teachers and follow-up semi-structured interviews with 20 teachers. Our analysis finds that although many teachers value students' learning about the news, there are significant challenges and barriers to address if the approach is to become more widely available in Australian classrooms. Teachers lack direction about how news should be taught to young people, the curriculum is already crowded, limiting opportunities to address news, and teachers lack access to relevant professional development. The article provides insights into how to move forward to ensure young people receive adequate education about news in Australia, with the findings holding relevance to other countries facing similar challenges. [Author abstract]

Data centres mobilise server-client architectures to disperse and draw in labour from across industries and nations. In doing so, they provide an infrastructural fix for capitalist actors seeking to bypass traditional labour actions, by designing logistical routes around which to redirect production processes. In this article, we build on research that investigates the data centre industry in Singapore to consider how these facilities drive processes of global circulation and establish new kinds of labour relations and processes. We point to limits in conceptualising these relations according to dominant models of the supply chain or the production network. We argue that understanding the client footprint enabled by data centres as a form of territory allows us to approach these facilities as political institutions that influence the operations of power across wide geographical vistas.

This article argues that it is necessary to develop new approaches to media and information literacy (MIL) education to respond to information seeking on YouTube. The article draws on data from a survey of adult Australians (N=3,510), focusing on their media literacy attitudes, experiences, and needs. A subset of this data focuses on respondents who use YouTube to seek information for a purpose. The article interrogates the data to ask who uses YouTube to access information when they need to make a decision; how these adults’ critical dispositions compare to people who do not use YouTube to seek information; and what level of media ability they have compared to other groups. A total of 45% of adult Australians had used YouTube to seek information and make a decision in the month prior to completing the survey. While this group shared a critical disposition towards media and information, they lacked confidence in their own media abilities. We argue that it is necessary to develop new MIL approaches to assist this group. In addition, we argue that this group is more likely to respond to MIL initiatives that are available on YouTube itself and are unlikely to seek MIL learning in community institutions like libraries or community centres. Este artículo sostiene la necesidad de desarrollar nuevos enfoques en la educación en alfabetización mediática e informacional (AMI) para responder a la búsqueda de información en YouTube. El estudio se basa en los datos de una encuesta realizada a adultos australianos (N=3.510), centrada en sus actitudes, experiencias y necesidades en materia de alfabetización mediática. Un subconjunto de estos datos se centra en los encuestados que utilizan YouTube para buscar información con algún fin. El texto indaga sobre quiénes utilizan YouTube para acceder a la información cuando necesitan tomar una decisión; cómo se comparan las disposiciones críticas de estos adultos con las de las personas que no utilizan YouTube para buscar información; y qué nivel de competencia mediática tienen en comparación con otros grupos. El 45% de los australianos adultos acudió a YouTube en busca de información o para tomar una decisión durante el mes anterior a la realización de la encuesta. Aunque este grupo compartía una disposición crítica hacia los medios de comunicación y la información, carecía de confianza en sus propias habilidades mediáticas. Se argumenta que es preciso desarrollar un nuevo planteamiento de la AMI para ayudar a este colectivo. Además, se considera que este grupo es más propenso a responder a las iniciativas de alfabetización mediática e informacional que están disponibles en el propio YouTube y que es improbable que busque la alfabetización mediática e informacional en instituciones comunitarias como bibliotecas o centros cívicos.

This article argues that it is necessary to develop new approaches to media and information literacy (MIL) education to respond to information seeking on YouTube. The article draws on data from a survey of adult Australians (N=3,510), focusing on their media literacy attitudes, experiences, and needs. A subset of this data focuses on respondents who use YouTube to seek information for a purpose. The article interrogates the data to ask who uses YouTube to access information when they need to make a decision; how these adults’ critical dispositions compare to people who do not use YouTube to seek information; and what level of media ability they have compared to other groups. A total of 45% of adult Australians had used YouTube to seek information and make a decision in the month prior to completing the survey. While this group shared a critical disposition towards media and information, they lacked confidence in their own media abilities. We argue that it is necessary to develop new MIL approaches to assist this group. In addition, we argue that this group is more likely to respond to MIL initiatives that are available on YouTube itself and are unlikely to seek MIL learning in community institutions like libraries or community centres. Este artículo sostiene la necesidad de desarrollar nuevos enfoques en la educación en alfabetización mediática e informacional (AMI) para responder a la búsqueda de información en YouTube. El estudio se basa en los datos de una encuesta realizada a adultos australianos (N=3.510), centrada en sus actitudes, experiencias y necesidades en materia de alfabetización mediática. Un subconjunto de estos datos se centra en los encuestados que utilizan YouTube para buscar información con algún fin. El texto indaga sobre quiénes utilizan YouTube para acceder a la información cuando necesitan tomar una decisión; cómo se comparan las disposiciones críticas de estos adultos con las de las personas que no utilizan YouTube para buscar información; y qué nivel de competencia mediática tienen en comparación con otros grupos. El 45% de los australianos adultos acudió a YouTube en busca de información o para tomar una decisión durante el mes anterior a la realización de la encuesta. Aunque este grupo compartía una disposición crítica hacia los medios de comunicación y la información, carecía de confianza en sus propias habilidades mediáticas. Se argumenta que es preciso desarrollar un nuevo planteamiento de la AMI para ayudar a este colectivo. Además, se considera que este grupo es más propenso a responder a las iniciativas de alfabetización mediática e informacional que están disponibles en el propio YouTube y que es improbable que busque la alfabetización mediática e informacional en instituciones comunitarias como bibliotecas o centros cívicos.

This article argues that it is necessary to develop new approaches to media and information literacy (MIL) education to respondtoinformation seekingonYouTube. The article drawsondata from a surveyofadult Australians (N=3,510), focusingontheir media literacy attitudes, experiences, and needs. Asubsetofthis data focusesonrespondents who use YouTube to seek information for a purpose. The article interrogates the data to ask who uses YouTube to access information when they needtomakeadecision; how these adults' critical dispositions comparetopeople whodonot use YouTube to seek information; and what level of media ability they have comparedtoother groups. Atotal of45%ofadult Australians had used YouTube toseek information and make a decisioninthe month priortocompleting the survey. While this group sharedacritical disposition towards media and information, they lacked confidenceintheir own media abilities. Weargue that itisnecessary todevelop new MIL approachestoassist this group. Inaddition, weargue that this group is more likely to respond toMIL initiatives that are available onYouTube itself and are unlikely to seek MIL learning incommunity institutions like librariesor community centres.

This article argues that it is necessary to develop new approaches to media and information literacy (MIL) education to respondtoinformation seekingonYouTube. The article drawsondata from a surveyofadult Australians (N=3,510), focusingontheir media literacy attitudes, experiences, and needs. Asubsetofthis data focusesonrespondents who use YouTube to seek information for a purpose. The article interrogates the data to ask who uses YouTube to access information when they needtomakeadecision; how these adults' critical dispositions comparetopeople whodonot use YouTube to seek information; and what level of media ability they have comparedtoother groups. Atotal of45%ofadult Australians had used YouTube toseek information and make a decisioninthe month priortocompleting the survey. While this group sharedacritical disposition towards media and information, they lacked confidenceintheir own media abilities. Weargue that itisnecessary todevelop new MIL approachestoassist this group. Inaddition, weargue that this group is more likely to respond toMIL initiatives that are available onYouTube itself and are unlikely to seek MIL learning incommunity institutions like librariesor community centres.

Most Australians probably don't realise that Australia has a rare earth mine or that this is one of a very small handful of rare earth mines in the world. Lynas Corporation ship the rare earths they extract in Australia to a town called Kuantan on the east coast of Malaysia to be processed.

Digital divide, digital inclusion and digital participation: these and many other terms have been used to name, identify and address technology access and use as a perceived problem, need or opportunity. In this chapter we first reflect on what the development of these terms has achieved, and consider the specific implications of their uptake in the Australian context. We then present a concept of ‘digital capacities’. We argue that this concept can usefully shift the focus from individuals to communities, from fixed to dynamic needs and contexts and from personal deficits to shared strengths and opportunities. Moreover the concept puts forward an understanding of ‘the digital’ as sociotechnical relations, thus challenging the idea present in much popular and policy discourse that ‘the social’ and ‘the digital’ are separate realms. In the final section of the chapter we explore the ways social living labs might operationalize and cultivate capacities to thrive in a digital age.

By developing a high-density murine immunophenotyping platform compatible with high-throughput genetic screening, we have established profound contributions of genetics and structure to immune variation ( http://www.immunophenotype.org ). Specifically, high-throughput phenotyping of 530 unique mouse gene knockouts identified 140 monogenic ‘hits’, of which most had no previous immunologic association. Furthermore, hits were collectively enriched in genes for which humans show poor tolerance to loss of function. The immunophenotyping platform also exposed dense correlation networks linking immune parameters with each other and with specific physiologic traits. Such linkages limit freedom of movement for individual immune parameters, thereby imposing genetically regulated ‘immunologic structures’, the integrity of which was associated with immunocompetence. Hence, we provide an expanded genetic resource and structural perspective for understanding and monitoring immune variation in health and disease. The International Mouse Phenotyping Consortium (IMPC) aims to identify the function of all protein-coding genes in the mouse genome. Hayday and colleagues leverage 530 knockout lines from the IPMC to develop the 3i Project, which immunophenotypes mice and leads to the identification of new and unexpected gene influences on immune function and on the structural organization of the immune system.