This chapter focuses on digital collaboration when learning an additional language (L2), a specific type of learner–learner interaction. In CALL contexts, collaboration has almost exclusively been researched in connection with writing, which will be the focus of this chapter. The chapter first provides a definition of collaboration versus cooperation and then a literature review of digital collaboration, mainly in writing contexts. We conclude with a list of strategies for promoting collaboration and suggestions for future collaboration contexts and research.

Literacy is the ability to make use of visible language, and it is fundamental to language education. This chapter focuses on what teachers should know about digital technologies but begins with broad background and context related to multiliteracies, metaphors, and cultural dimensions of technology use. It then focuses on four key areas where teachers play an important role in the development of their students’ language and literacy abilities via technology: autonomy, mobility, creativity, and communities. It then discusses two controversial areas of current pedagogical research and practice: artificial intelligence and machine translation. It concludes with a call for greater attention to two additional areas highly relevant to language development: literacies related to film and digital communication in the context of study abroad.

Like reading, writing is an essential part of academic studies and professional work. Through writing, we form and communicate clear thoughts so that we can collaborate with each other and refine critical understandings. In the Australian Curriculum, writing is about students using expressive language and composing different types of texts for a range of purposes as an integral part of learning in all curriculum areas. Different text types include ‘spoken, written, visual and multimodal texts’, while students can also create ‘formal and informal’ written, visual and multimodal texts for presentation.

Our goal in writing this book was to address a notable gap in the availability of essential resources dedicated to this critical content area. Despite its foundational importance, no existing text offers a focused, in-depth exploration of language and literacy knowledge tailored for pre-service and in-service teachers working in Foundation to Year 10. The 2008 Bradley Review highlighted a deficiency in teachers’ language and literacy awareness and proficiency, a concern that was addressed by the introduction of the Literacy and Numeracy Test for Initial Teacher Education Students (LANTITE) in 2016. Consequently, initial teacher education programs have initiated courses and support services in English language and literacy to bolster teachers’ personal knowledge and skills, enabling them to pass the LANTITE’s literacy component.

The epilogue briefly considers Ovid’s exile poetry from an environmental and place-based perspective. Ovid demonstrates that environmental poetry does not need to rely on a positive attachment to a local land. His exile poetry is about and is marked by place, shaped by the location from which Ovid is estranged and the location in which he writes. Moreover, local place matters to Ovid as a particular more-than-human environment. Tomis is represented as an environment with its own specific geography, climate, and ecologies. Ovid further explores ecological themes by emphasizing the physical effects Tomis has on his body, through motifs of cold and sickness. The epilogue also uses Ovid’s exilic work to clarify the theoretical foundations of the environmental poetics identified in Vergil and Horace. Through his provocative play with intertextuality and fictionality, Ovid demonstrates that environmental poetics can rely not on realistic description or extratextual reference, but rather on the poetic imagination.

This chapter argues for and interprets allusions to the invocation before the Catalogue of Ships (Il. 2.484-93) in Ibycus’ ’Polycrates Ode’, Pindar’s Paean 6 and Paean 7b, and Simonides’ ’Plataea Elegy’. It then considers these four poems together as a unique case study for the early reception of Homer. For no other passage from the Iliad or the Odyssey can we trace an equally extensive afterlife in early Greek lyric. The author argues that the unusual prominence of the narrator’s personality and the exceptionally emphatic claim to objective truth in Il. 2.484–93 made these lines a privileged point of reference for subsequent explorations of the nature of poetic authority.

Like religious leaders in any period, the prophets functioned within a religious world that was broader and more diverse than a surface reading might suggest. In “The Book of Isaiah in the History of Israelite Religion,” Christopher B. Hays analyzes various religiohistorical aspects of the book, such as the role of writing and symbolic action; the supernatural images of the divine throne room; the book’s role in developing ideas about death and afterlife; its central role in the formulation of biblical monotheism, including its polemics against idols; and its relationship to the Jerusalem Temple and its priests.

I open the book with the political struggle that took place between parties at COP24, over whether the IPCC Special Report on 1.5°C should be noted or welcomed. This provides the context for exploring the IPCC as a central site in and producer of climate politics. In the chapter, I take the reader back to where this study began, with the question, who has the power to define climate change for collective response and what constitutes this power? The answer the book offers is the practice of writing. The actors, activities and forms of authority framework provides the analytical framework for exploring the asymmetries in power to effect how climate change is written. This approach has developed from interviews, observation and extensive data collection from IPCC documentation. The resulting book takes the reader on a journey into the intricate details of writing an assessment, the social order through which it is written and how climate change is known and acted upon through the process.

Manga communicates diverse qualities of sound through visual effects applied to writing. Voices in spoken dialogue, thoughts, and voiceovers are often represented through different type fonts or handwriting. This serves as a narrative tool to differentiate between text categories but also gives each one of them a specific resonance in the reader’s mind. Manga employs a multitude of usually handwritten mimetic words to express sounds and other sensations. Among the various graphic shapes these words assume is a semi-materialization of the written characters, which can undergo physical effects of the represented phenomenon and enter the spatial depth of the storyworld. The Japanese writing system heavily facilitates the visual characteristics of mimetics in manga, be it with the expressive use of the hiragana and katakana syllabaries, the vowel-lengthening symbol, or the sonant mark.

Mastering the art of compelling communication can be a passport to success, as this introduction explains.