After several months of personal journey towards accepting that the coronavirus pandemic is real (see Jandrić 2020a, b), in early March, it dawned on me that the pandemic does not need only so-called essential workers. Self-quarantined after returning from abroad weeks before the Croatian government locked down the country, I immediately wrote an editorial for Postdigital Science and Education and argued that 'While doctors, nurses, politicians, food suppliers, and many other brave people self-sacrifice to support our daily survival, this editorial argues that academics have a unique opportunity, and a moral duty, to immediately start conducting in-depth studies of current events.' (Jandrić 2020c: 234) I had no idea how to even approach these studies, yet I had a strong feeling that something needed to be done urgently. So, I just did what I know best and issued calls for 3 different types of Covid-19-related material to be published in Postdigital Science and Education: short testimonies, longer commentary articles, and full-length original articles. I had no idea how much material I would receive, what this material would look like, and what I would do with this material. I just had a deep gut feeling that we are witnessing a unique time in human history, a once-in-a-lifetime event, that needs to be recorded as it unfolds. For better or for worse, I decided to follow that feeling. This general vision, without a clear idea of what I was doing, paved a bumpy road for the development of this collection. On 17 March 2020, I shared the Call for Testimonies on Postdigital Science and Education social network sites and I emailed it to the journal's mailing list. Based on my previous experience with similar calls, I expected to receive 10 to 15 contributions and produce a standard-length collective article aiming at postdigital dialogue (Jandrić et al. 2019) about the pandemic. Yet my call went 'viral', at least for academic standards, and a couple of weeks later, I had more than 50,000 words written by more than 80 authors. So how do I make sense of all that material? My dear friend and Associate Editor of Postdigital Science and Education, Sarah Hayes, came to my rescue. We first tried to make sense of the contributions using critical discourse

The objective of this study was to compare dental graduates' perceived preparedness for practice after being educated in a problem-based learning (PBL) curriculum with those who graduated from a traditional undergraduate curriculum, both at the University of Hong Kong. A cohort of graduates from the traditional dental curriculum (1997)(1998)(1999)(2000)(2001) and a cohort of graduates from the PBL curriculum (2004-08) rated their self-perceived preparedness for dental practice in ifty-nine aspects of dentistry across nine domains. Perceived preparedness for dental practice was compared at domain and item levels (accounting for multiple comparisons) using chi-square statistics. Both cohorts felt well prepared for the "bread and butter" aspects of dentistry, but less so for speciic specialty disciplines. There was no signiicant difference between PBL and traditional graduates' self-perceived preparedness in eight of the nine domains of dental practice (P>0.05). However, in the area of orthodontics, both cohorts felt ill-prepared for practice and more so among the PBL cohort (P<0.01). For the most part, regardless of curriculum design, these dental graduates perceived themselves to be well prepared for dental practice.

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BackgroundWhile health literacy has gained notice on a global stage, the initial focus on seeking associations with medical conditions may have overlooked its impact across generations. Adolescent health literacy, specifically in dentistry, is an underexplored area despite the significance of this formative stage on an individual’s approach to healthy lifestyles and behaviors.ObjectiveThe aim is to conduct a pilot study to evaluate the efficacy of three major social media outlets - Twitter, Facebook, and YouTube - in supporting adolescents’ oral health literacy (OHL) education.MethodsA random sample of 22 adolescents (aged 14-16 years) from an English-medium international school in Hong Kong provided informed consent. Sociodemographic information, including English language background, social media usage, and dental experience were collected via a questionnaire. A pre- and post-test of OHL (REALD-30) was administered by two trained, calibrated examiners. Following pre-test, participants were randomly assigned to one of three social media outlets: Twitter, Facebook, or YouTube. Participants received alerts posted daily for 5 consecutive days requiring online accessing of modified and original OHL education materials. One-way ANOVA ( analysis of variance) was used to compare the mean difference between the pre- and the post-test results among the three social media.ResultsNo associations were found between the social media allocated and participants’ sociodemographics, including English language background, social media usage, and dental experience. Of the three social media, significant differences in literacy assessment scores were evident for participants who received oral health education messages via Facebook (P=.02) and YouTube (P=.005).ConclusionsBased on the results of the pilot study, Facebook and YouTube may be more efficient media outlets for OHL promotion and education among adolescent school children when compared to Twitter. Further analyses with a larger study group is warranted.

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Definitions and policy intents of multiculturalism have been contested in the public sphere at international and national levels; however the term has remained in use in Australia since the 1970s. In policy frameworks, successive Australian governments have promoted societal pluralism as a national goal over a period of 21 years. Recent federal and state policies relating to multiculturalism have featured terms such as 'social capital' and 'productive diversity', as well as 'inclusivity' and 'accountability'. At the level of middle schooling, understandings of the term and its enactment have varied. Within a wider, ongoing study, sociocultural data were collected from metropolitan schools that publicly espoused multiculturalism as foundational to their school philosophy and teaching practice. Analysis of interview data from teachers and school management explores accounts of 'good practice' in these schools. While some schools consider multiculturalism to be a domain within the curriculum, others are employing a whole-school approach. Implications are drawn for the enactment of multiculturalism in the middle years of schooling.