LAUSR

To begin this issue is an article by Fanny Pettersson from Sweden: “On the issues of digital competence in educational contexts – a review of literature” (https://doi. org/10.1007/s10639-017-9649-3). The article focuses on how digital competence has been addressed in research over the last ten years in terms of policy, organisational infrastructures, strategic leadership, teachers and their teaching practices. The analysis shows that knowledge on digital competence related to organisational infrastructures and strategic leadership is sparse. It is suggested that research needs to address these issues, to elaborate on theoretical frameworks to close the gap between research on policy, organisational infrastructures, strategic leadership and teaching practices, and to become involved in development of new approaches to enhance digital competence in educational contexts. “Inclusive dyslexia-friendly collaborative online learning environment: Malaysia case study” by Loren Pang and Chen Chwen Jen, fromMalaysia, points out that current web page accessibility guidelines focus more on reading and writing, but with inadequate attention to other aspects of online learning such as computer-mediated communication (https://doi.org/10.1007/s10639-017-9652-8). Their study explores engagement of Malaysian secondary school students with dyslexia and students without dyslexia on various synchronous and asynchronous communication interaction technologies in an online collaborative learning environment. In the next article: “Effective instruction for persisting dyslexia in upper grades: Adding hope stories and computer coding to explicit literacy instruction”, Robert Thompson, Steve Tanimoto, Ruby Dawn Lyman, Kira Geselowitz, Kristin Kawena Begay, Kathleen Nielsen, William Nagy, Robert Abbott, Marshall Raskind and Virginia Berninger, all from the USA, address the issue of persisting dyslexia in grades 4–6 children (https://doi.org/10.1007/s10639-017-9647-5). They note that despite early intervention, these children, who had persisting dyslexia (impaired word reading and spelling), were assessed before and after computerised reading and writing instruction Educ Inf Technol https://doi.org/10.1007/s10639-018-9714-6