This special issue of Journal of Logic and Computation brings a selection of papers presented at the 27th Workshop on Logic, Language, Information and Computation (WoLLIC 2021), which was held online, hosted as a Zoom Webinar by University College London. It was the 27th in a series of workshops that started in 1994 with the aim of fostering interdisciplinary research in pure and applied logic . Short versions of 25 papers presented at the Workshop were published in Logic, Language, Information and Computation - 27th International Workshop, WoLLIC 2021, edited by Alexandra Silva, Renata Wassermann and Ruy de Queiroz, Springer Lecture Notes in Computer Science 13038, a volume in the FoLLI-LNCS series. For the present issue, 12 of those 16 extended versions of papers were fully reviewed and appear here in full versions. All papers have been selected and refereed by a fresh panel of referees according to the usual standards of Journal of Logic and Computation. In the call for full versions, the authors were warned that for the paper to be considered for publication, it was expected that the journal version were a significant extension of the paper published in the proceedings of the meeting. The whole content demonstrates the broadness of research interests within the WoLLIC community.

Abstract On the basis of a labelled deduction system (LND$_{ED-}$TRS), we demonstrate how to formalize the concept of computational paths (sequences of rewrites) as equalities between two terms of the same type. This has allowed us to carry out a formal counterpart to equality between paths which is dealt with in homotopy theory, but this time with an approach using the device of term-rewriting paths. Using such formal calculus dealing with paths, we construct the fundamental groupoid of a path-connected $ X $ type and we define the concept of isomorphism between types. Next, we show that the computational paths determine a weak category, which will be called $ \mathcal {C}_{paths} $. Finally, we show that the weak category $ \mathcal {C}_{paths} $ determines a weak groupoid.

This Research Full Paper presents a review of the literature related to novices' interest in learning to code. Students' interest in this topic has been mentioned in the Computer Science Education (CSE) field since the 1990s. Although it got the attention of computing faculty and shaped a wide number of proposals, students' disinterest remains a complex struggle in Computer Science (CS) courses. On the other hand, we still have little knowledge about what theoretical concepts and methods of research are adopted by researchers who study interest, particularly among novices in programming. As an attempt to close this gap, we carried out a systematic review process to identify frequent assumptions and methodological decisions aiming to establish a sense of what happened in the last seventeen years in this research field. Based on our review, the findings revealed that although a high number of contributions is propagated, most of them are based on lesson learned reports that fail in producing reliable evidences to substantiate the effectiveness of some proposals. The analysis of the 36 publications considered relevant to our systematic review revealed that there is not a convergent understanding between CSE researchers of what is interest and how to measure. Not many of them study interest based on specific theories or observe how students' interest changes over time. So, although we have found many publications referring to practical and experimental applications, we could see that this research area is still fragmented and led by a bit of uncertainty about what really can sustain novices more interested in learning coding.

In some CS0 settings, innovation and use of technology are not always an option due to costs, poor internet infrastructure and cultural aspects of teaching. It also happens that students are not familiar with CS since they are not educated about it at schools. These circumstances pose a more challenging situation in terms of encouraging beginners to become interested in this subject during an introductory course. In this study, we were motivated to study interest for learning coding in naturalistic contexts and from a dynamic point of view. To investigate it in this fashion, the Four-Phase Model of Interest Development was used. Based on an in-depth and a qualitative design, two groups of Brazilian beginners were observed. In this paper, we present how their interests have unfolded and why changes happened. Contextual factors, such as level of structure around the teaching process and tasks, and the educator's attitudes, emerged as positive influences. By understanding why beginners felt interested in engaging with coding, the role of some human factors in these learning experiences came up. Some students were not skilled at self-regulating. Also, when their beliefs of being able to learn coding dropped, willingness to engage was negatively affected. This study brings a non-fragmented view of the process of interest development in learning coding and its complexity. The findings highlight a need for educators to become more informed about how this process takes place and what individual characteristics are involved with it. To some students a motivational learning environment must be thought of not only in terms of a technical point of view, but also in terms of adjusting educators' expectations and discussing how to better manage human factors that play an important role in introductory experiences.

In this paper, we present the preliminary findings of a study proposed to understand how interest of novices in learning programming changed during a CS0 course. This in-depth qualitative study, based on a longitudinal design, was performed over four months. Observing the learning experience of ten Brazilian freshmen students, the authors could obtain a dynamic view about how their interest in learning programming changed and why changes occurred. Six trajectories of interest were identified and the factors that had influence on them. As an example, the sense of being completing same tasks again when working on similar problems as before but in more detail was revealed as an inhibitor aspect to develop their interest. The Four-Phase Model of Interest Development was used as a theoretical framework to identify these trajectories. Looking at interest under this perspective was important to better understand how novices engage with introductory computer science and what might nurture and inhibit their interest in learning this content. This knowledge is something that CS educators could take into account when planning instructional strategies, course material and tasks.

The aim of this paper is to present a taxonomy for security threats on the Web ecosystem. We proposes a classification model based on 21 vectors divided into 8 distinct security threats, making use of levels of abstraction and criteria for discrimination which consider propagation and similarity in vulnerabilities. We also propose to estimate the risk factor and impacts on assets, considering data breaches, human aspects and service reliability. In addition, we validate the taxonomic model proposed through the catalogues of attacks facing the public. Thus, it was possible to observe its applicability for most of the attacks which appear before the public.

This article presents an analysis on the attacks related to the sensitive data breach in the Web ecosystem. The study is based on an Meta-Analysis which identified the significance of 21 years of relevant contributions to the subject. Considering the results we elaborate two contributions: (i) we group attacks according to their behavior and (ii) we reveal the most serious emerging attacks. Additionally, we present our critical sense in relation to an overall perspective on the results.

People living with decentralization of knowledge and high connectivity. Digital media has changed how we learn and the settings in which learning occurs. Nowadays, we have the opportunity to experience many different experiences through the media and social networks, especially youngers. Although formal spaces are still the main reference for the learning process, the relevance of non-formal and informal spaces cannot be ignored, as well as the amount of learning that is being learned and the nature of this learning. This paper presents an ongoing research which will seek to understand how young people recognize and construct their learning trajectories through digital spaces and what metrics are valid to outline how knowledge moves between these spaces. The research method is qualitative in nature and will be supported in longitudinal studies, which will be the basis for interpreting models capable of representing such paths.

A normalization procedure is presented for a classical natural deduction (ND) proof system. This proof system, called N-Graphs, has a multiple conclusion proof structure, where cycles are allowed. With this, we have developed a thorough treatment of

versions of selected contributions presented at the 16th Workshop on Logic, Language, Information and Computation (WoLLIC 2009), held from June 21 through 24, 2009, in the National Center of Sciences, Tokyo, Japan.WoLLIC is a series of workshops which started in 1994 with the aim of fostering interdisciplinary research in pure and applied logic.The idea of the workshop is to have a forum which is large enough in the number of possible interactions between logic and the sciences related to information and computation, and yet is small enough to allow for concrete and useful interaction across logic-related disciplines.Held over the course of four full days, WoLLIC 2009 included both extended tutorial sessions and general lectures, given by an international panel of the world's top experts in the fields of theoretical and applied logic, linguistics, and computer science.The composition of the speakers and the other participants of the workshop reflected the diversity of the event: included were members of psycholinguistics, cognitive science, mathematics, philosophy, theoretical computer science and business software communities from geographical locales as close to home as Tokyo, to as far away places such as Brazil and Iran.The close contact between the speakers and the other participants ensued, within the intensive workshop environment, an intimate setting in which the free and fruitful exchange of ideas could take place.

The so-called Curry-Howard interpretation (Curry [1934], Curry and Feys [1958], Howard [1969], Tait [1965]) is known to provide a rather neat term-functional account of intuitionistic implication. Could one refine the interpretation to obtain an almost as good account of other neighbouring implications, including the so-called ‘resource’ implications (e.g. linear, relevant, etc.)? We answer this question positively by demonstrating that just by working with side conditions on the rule of assertability conditions for the connective representing implication (‘→’) one can characterise those ‘resource’ logics. The idea stems from the realisation that whereas the elimination rule for conditionals (of which implication is a particular case) remains virtually unchanged no matter what kind of conditional one has (i.e. linear, relevant, intuitionistic, classical, etc., all have modus ponens), the corresponding introduction rule carries an element of vagueness which can be explored in the characterisation of several sorts of conditionals. The rule of →-introduction is classified as an ‘improper’ inference rule, to use a terminology from Prawitz [1965]. Now, the so-called improper rules leave room for manoeuvre as to how a particular logic can be obtained just by imposing conditions on the discharge of assumptions that would correspond to the particular logical discipline one is adopting (linear, relevant, ticket entailment, intuitionistic, classical, etc.). The side conditions can be ‘naturally’ imposed, given that a degree of ‘vagueness’ is introduced by the presentation of those improper inference rules, such as the rule of →-introduction: which says: starting from assumption ‘A’, and arriving at ‘B’ via an unspecified number of steps, one can discharge the assumption and conclude that ‘A’ implies ‘B’.