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In this paper, I present contextualizing factors, dimensions, and key markers of algorithm literacies, paying attention to the context of parenting and parenthood amidst datafication. Analyzing data from "think-aloud" interviews with 30 parents of children aged between 0 and 18, across England, I draw upon media and digital literacies scholarship to focus, first, in this paper, on the competencies, conversations, and events which contextualize parents' literacies with algorithmic interfaces. Next, I draw out four dimensions of parents' algorithm literacies including algorithm awareness, technical competencies, critical capacities, and championing their and their children's best interests, identifying practical markers for each dimension. I reflect on the broader implications of these for parenting and parenthood in datafied societies, and note that algorithm literacies are, forever, a work in progress, in fluidity and flux across the diverse courses of parenting journeys, deeply contextualized in the resources and restraints that parents encounter in their daily lives. [ABSTRACT FROM AUTHOR]

Background: Childhood respiratory tract infections (RTIs) are common and can lead to unnecessary antibiotic use and antimicrobial resistance. The CHIldren with COugh (CHICO) intervention incorporates a clinician-focused algorithm (STARWAVe) to predict future hospitalisation risk, elicitation of carer concerns, and a carer-focused personalised leaflet recording treatment decisions and safety-netting information. Aim: To examine the implementation of the CHICO intervention by primary care clinicians. Design and setting: A qualitative study with primary care clinicians in England taking part in the CHICO randomised controlled trial. Method: Interviews explored the CHICO intervention's acceptability and use. Clinicians from a range of practices with high and low antibiotic dispensing rates were recruited. Normalisation process theory underpinned data collection and thematic analysis. Results: Most clinicians liked the intervention because it was quick and easy to use, it helped elicit carer concerns, and reassured clinicians and carers of the appropriateness of treatment decisions. However, clinicians used it as a supportive aid for treatment decisions rather than as a tool for behaviour change. The accompanying advice leaflet helped explain treatment decisions and support self-care. The intervention did not always align with clinicians' usual processes, which could affect use. Increased familiarisation with the algorithm led to reduced intervention use, which was further reduced during the COVID-19 pandemic as a result of changes to practice and remote consultations. Conclusion: Clinicians found the CHICO intervention useful to support decision making around antibiotic prescribing and it helped discussions with carers about concerns and treatment decisions. The intervention may need to be adapted to align more with clinicians' consultation flow and remote consultations. [ABSTRACT FROM AUTHOR]

The latest data on teacher recruitment and retention in England shows that teacher supply is in a critical state, representing a substantial risk to the quality of education. Last year's initial teacher training (ITT) recruitment was below target in almost every secondary subject, while this year's applications data suggests significant improvements for the current cycle are unlikely. Meanwhile, little progress has been made on reducing high teacher workload since the pandemic, which has a strong impact on retention. This affirms that actions that are ambitious and radical, yet costeffective are urgently needed. The aim of the National Foundation for Educational Research's (NFER) annual series of Teacher Labour Market reports is to monitor the progress the school system in England is making towards meeting the teacher supply challenge. The report summarises new research and key trends in teacher recruitment, retention and working conditions and points towards policy actions that are likely to have the greatest impact on addressing the challenges. [ABSTRACT FROM AUTHOR]