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Since the 1980s, research on employment conditions in post-secondary institutions has focused on the growth of contingent academic workers, or what the Higher Education Quality Council of Ontario (HEQCO) has labelled “non-full-time instructors” (Field, Jones, Stephenson, & Khoyetsyan, 2014). Very little attention, however, has been paid to administrative, physical plant, and other operational staff employed within universities and colleges. Using data from a study of University of Regina students and employees, academic and support staff, this paper confronts the broader conditions of labour around the ivory tower. Employment at a post-secondary institution is analyzed through the lens of living wage research advanced by the Canadian Centre of Policy Alternatives (CCPA) (Ivanova & Klein, 2015). The study reframes the notion of a living wage in a post-secondary institution to include work-life balance, job security, and the realities of dignity and respect in the university workplace.

This article explores how critical making - or a combination of critical thinking and making - could enhance and future-proof technical and vocational education and training (TVET). The article reports from a series of multi-stakeholder participatory workshops with educators, caretakers, pupils and makers. The workshops themselves represent an example of critical making, hereby providing the participants with an immediate understanding of the concept. Through discussions, the stakeholders mapped the viability, challenges and opportunities for a successful implementation of critical making into German curricula. The paper ends with reflections on the general difficulties of updating a curriculum and proposes a workaround: complementing the technical approach of the existing TVET curriculum with maker tools to foster digital skills and meta-level discussions to foster critical thinking.

Keywords: TVET, Critical Making, Problem-Oriented Learning, Participatory Learning

This article reviews the genealogy and main assumptions of trauma culture in view of its extensive application during the recent COVID-19 pandemic. First, it summarises the crystallisation and development of the contemporary doctrine of (psychological) trauma in clinical psychiatry, psychopathology and psychoanalysis. It then presents the (problematic) translational concept of cultural trauma and offers some reflections on the global understanding of human catastrophes (caused by either collective violence or natural disasters) as traumatic events. Finally, it offers some concluding remarks on the contrast between the (relative) relevance of the trauma narrative in accounting for individual suffering and its (limited) performance in reflecting the final course of a health crisis that in its early stages seemed to threaten our way of life and our values.

Keywords: epidemics, epidémies, epidemias, mental health, santé mentale, salud mental, trauma, traumatisme, narrative, narrativa, trauma, histoire, cultural history, mémoire, historia cultural

Keywords: disciplines universitaires, études cinématographiques, Université de Montréal, institutionnalisation, Québec

The digital revolution has transformed reading promotion in a world where technology competes with traditional entertainment, posing challenges for libraries, especially in engaging audiences. Adapting actively is crucial to making reading appealing. The rise of book influencers and reading promoters on social media is pivotal for reading education, offering libraries opportunities to diversify programs. Using the "walkthrough" method on four platforms, our research identified 60 Hungarian book influencers and reading promoters. Structured interviews with 23 influencers aimed to unveil their activities, motivations, and the aspirations and reading experiences behind their content. The study contributes to literary and cultural mediation, exploring the intersection between libraries and literacy promoters. It addresses how literacy promoters can enhance reading promotion in the community, emphasizing their role in generating interest in books and literature. Findings suggest that social media and influencers complement libraries' literacy strategies, benefiting both libraries and readers. Collaborating with influencers can foster a reading culture aligned with the digital era's demands. Encouraging influencers to collaborate could also educate their followers, transforming them into library users.

Keywords: library, social media, reading promotion, influencer, book influencer

Opening with the character of Architriclinus, the York Vintners’ pageant ‘The Marriage at Cana’ likely bolstered their claims over the right to search and sell sweet and other wines in conflicts with the Spicers and Mercers. The Vintners’ failure to submit their pageant for transcription into the York Register possibly signals resentments felt and privileges enjoyed by these specialist merchants – resentments and privileges perhaps shared by the only other guild to withhold their original from the city clerk despite repeated calls for its submission: the Ironmongers.

Keywords: York plays, York Vintners, 'The Marriage at Cana'

This article moves outside the conventional methodologies of visual and literary studies and material bibliography to produce a reading of the Angoysses douloureuses that demonstrates how the text and the material object of the book can be read together to recreate inscribed reading practices, including those of women readers in addition to the reading communities (of women) evoked by the text alone. The narrative of the Angoysses douloureuses displays a preoccupation with representing the materiality of the text throughout the work by means of letters exchanged between the lovers, a single, continuous narrative written by the heroine Helisenne, a manuscript book recuperated from beside her body, and a printed book whose circulation in Paris was sanctioned by Jupiter. This interest in the text’s material form goes beyond representational issues to include woodcuts and chapter headings, showing the capacity of representation to collaborate with the materiality of the printed book in producing meaning. These material elements variously show us how the text seeks to conform to the convention of publishing women’s writing posthumously while also indicating how materiality might both anticipate and shape reading practices. They also allow us to read the material book as one that delineates the problematics of a female-authored work circulating in print at this early point in the sixteenth century.

Keywords: Hélisenne de Crenne, Women’s Writing, Renaissance, Readerly Identity, Print Culture

This article explores the dynamics of work within the platform economy, focusing on the experiences of young Uber and Uber Eats workers in Quebec. The authors examine how these workers perceive their job security, freedom of work, and the meaning they ascribe to their professional activity in a context dominated by algorithmic management. The article first highlights the distinction between rights associated with employee status and those associated with the status of an independent worker, the latter being characteristic of the platform economy. The analysis of interview data with 48 young Uber and Uber Eats workers operating in Quebec then leads to three findings. Firstly, young workers express a sense of job security linked to the flexibility and direct access to the job market that platforms provide, despite the absence of traditional social guarantees. Secondly, they highly value the freedom offered by this type of work, especially in terms of autonomy in organizing work and timetable flexibility. However, this freedom is qualified by the dependence on platform algorithms that manage task allocation. Thirdly, the analysis reveals that for these young people, work on the platforms represents a productive participation in society, contrasting with the perception of "empty or meaningless labour" often associated with traditional employment. This experience is perceived as more rewarding because it is directly linked to market demand. Although the platform economy has challenges, particularly in terms of social protection and job security, it nevertheless offers young workers valued opportunities for security, freedom, and meaning in their work.

Keywords: Plateformes numériques, organisation du travail, jeunes, conditions d'emploi, sens du travail

Online learning in asynchronous courses is an essential component of lifelong learning. However, seniors are one of the most excluded groups. It's important to consider them because, in the near term, they may be faced with the need for this type of training. One can think of experienced workers who are obligated to take asynchronous training provided by their professional associations to continue practicing. The Centre collégial d'expertise en gérontologie has teamed up with Le-Cours, a company specializing in online educational solutions, to test and adapt asynchronous training designed for workers and make it accessible to seniors. The results show that training accessibility remains a challenge. Of the nine people in Quebec aged between 71 and 83, only two were able to complete the training on their own. This article describes the action research study that led to the development of a framework to synthesize the design principles which should be considered when developing user-friendly interfaces for seniors. Two conceptual frameworks were used to support the adaptation of asynchronous training and develop the framework: user-centered design and user interface design for an aging population.

Keywords: treinamento assíncrono, e-learning, personnes aînées, formación asincróna, idosos, personas mayores, seniors, recherche-action, pesquisa-ação, investigación-acción, action research, conception centrée sur l’utilisateur, conception d’interfaces utilisateurs pour une population vieillissante, user-centered design, diseño centrado en el usuario, design centrado no usuário, user interface design for an aging population, formation asynchrone, diseño de interfaces de usuario para una población que envejece, design de interface de usuário para uma população idosa

Various digital integration models make it possible to consider the integration of digital tools in education from the perspective of improving teaching and learning practices (Fiévez, 2017). However, only two models focus on both the innovative nature of digital tools use and the improvement of student learning in an integrated way: the SAMR (Puentedura, 2010) and ASPID (Karsenti & Bugmann, 2018) models. As these models have certain shortcomings, particularly of a methodological nature, we decided to propose a new one that would make it possible to understand the relationship between the transformation of teaching practices through the integration of digital technology and the improvement in learners' learning. Based on this model, 56 practice analyses were carried out. Preliminary interviews with the teachers, recordings of the sequence and debriefing interviews were used to gather the data required for these analyses. This article presents the methodology used to develop the model, the model itself and the results of the practice analyses carried out to verify its usability.

Keywords: Intégration du numérique, digital integration, integración de lo digital, integração digital, educación, education, educação, éducation, modelo, modelo, model, modèle, valor añadido, valor acrescentado, added value, plus-value