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There has been a huge revival of interest in the role of translators and their visibility. Some Translation Studies scholars have mobilized French sociologist Pierre Bourdieu's theorical concepts of field, habitus and capital to carry out empirical research studies in an attempt to understand how translators or interpreters perceive their roles and what kind of capital they pursue. This article presents part of the findings from a large empirical study in which quantitative and qualitative approaches are combined in an attempt to carry out a thorough investigation of translators' visibility, understood as the capacity to communicate directly with clients and/or end-users. The present article reports on the quantitative analysis of the relationship between translator's visibility and the amount of capital that they say they receive. The analysis is based on 193 Chinese translators in China, Hong Kong, Taiwan and Macao. The findings suggest that visibility is rewarding in terms of social exchanges and learning experience, but not in terms of pay and prestige. In addition, the analysis shows that some social variables including sex, level of education, region that the translator lives in, the translator's major field of study and the time spent on translation are not related to visibility or capital received. Meanwhile, the appearance of the translator's name on translations is significantly related to the capital received.

Keywords: visibilité, capital symbolique, capital social, capital culturel, capital économique, visibility, symbolic capital, social capital, cultural capital, economic capital

Introduction: Changes in the care of pregnant women and childbirth conditions due to the COVID-19 pandemic may increase the stress experienced during pregnancy. This study aims to examine prenatal maternal stress in the context of the pandemic and the variables associated with its variations. Methods: 180 pregnant women from the province of Quebec, Canada, reported their general stress, the impact of the pandemic on their pregnancy, their stress related to the pandemic, their sociodemographic data as well as information about their pregnancy and exposure to the pandemic. Results: 16 % of the women in the sample reported a high level of general stress, 34 % reported that the pandemic had a significant impact on their pregnancy, and 9 % reported a high level of stress related to the pandemic. Younger mothers, the presence of other children in the family, a higher number of weeks of lockdown during pregnancy, and having been tested for COVID-19 during pregnancy are associated with higher general stress. Mothers reported a higher perceived impact of the pandemic on pregnancy when they did not have other children, did not experience complications during pregnancy, used alcohol during the prenatal period, and when a member of their immediate family tested positive for COVID-19 during pregnancy. Conclusion: The characteristics of expectant mothers, their pregnancy, and their exposure to COVID-19 should be considered in the provision of prenatal services and the follow-up of children born in the context of the pandemic.

Keywords: Stress prénatal, COVID-19, pandémie, grossesse, Prenatal maternal stress, COVID-19, Pandemic, Pregnancy

Environmental issues in the context of housing reveal a resurgence of the commons in contemporary property law. If the commons are sometimes identified with common things and are in this sense outside the field of the appropriable—which the Anglo-Saxon terminology of ‘commons' emphasizes by avoiding the term property—they can also refer to property that can be appropriated in a common or collective way, whether this community operates under private or public law. Using selected examples, namely a study of ecological cohousing and green alleyways, this paper reveals a resurgence of the collective and the commons, both in private and public space, thus erasing the traditional opposition between the public and the private. More specifically, we are witnessing a renewal of collective usage rights through the commons as well as a transformation of ownership towards what could be called polyfunctional ownership that has a collective as well as an individual dimension. The fact that private property has largely been thought of through the prism of individualism cannot mask the social function of property and its more collective origins. Moreover, alongside access to ownership, the question of access to housing, through collective rights of use or holding, becomes fundamental.

Keywords: Communs, logement, environnement, cohabitats, ruelles vertes, propriété polyfonctionnelle, Commons, housing, environment, cohousing, green alleyways, polyfunctional ownership

During the COVID-19 pandemic, the role of experts, surveys and statistics was put at the forefront of the management of the health crisis in Quebec. This situation gives rise to fears of governance by experts (epistocracy) and by numbers (numerocracy). The analysis of the legislation and cases related to public health measures shows that it is complex to conclude to the existence of epistocracy and numeracy. This article proposes a legal framework for analyzing these normative phenomena, namely that of the law of governance. The law of governance offers another explanation for expertise and information, as these are understood as legitimizing data for decisions made during the health crisis. From this perspective, it is less about governance by experts and numbers, but more about governance with experts and numbers.

Keywords: Gouvernance, crise sanitaire, experts, sondages, statistiques, Governance, crisis health, experts, surveys, statistics

As blended learning moved toward a new phase during the COVID-19 pandemic, advancements in artificial intelligence (AI) technology provided opportunities to develop more diverse and dynamic blended learning. This systematic review focused on publications related to the use of AI applications in blended learning. The original studies from January 2007 to October 2023 were extracted from the Google Scholar, ERIC, and Web of Science databases. Finally, 30 empirical studies under the inclusion criteria were reviewed based on two conceptual frameworks: four key challenges of blended learning and three roles of AI. We found that AI applications have been used mainly for the online asynchronous individual learning component in blended learning; little work has been conducted on AI applications that help connect online activities with classroom-based offline activities. Many studies have identified the role of AI as a direct mediator to help control flexibility and autonomy of students in blended learning. However, abundant studies have also identified AI as a supplementary assistant using advanced learning analytics technologies that promote effective interactions with students and facilitate the learning process. Finally, the fewest number of studies have explored the role of AI as a new subject such as use as pedagogical agents or robots. Considering the advancements of generative AI technologies, we expect more research on AI in blended learning. The findings of this study suggested that future studies should guide teachers and their smart AI partner to implement blended learning more effectively.

Keywords: blended learning, artificial intelligence, systematic review, AI in education

Objective – This article reports on the qualitative phase of a two-phase sequential mixed-methods study to assess the first six years of the Institute for Research Design in Librarianship (IRDL), a continuing education program for academic and research librarians. The study is designed to assess the effectiveness of IRDL in meeting short-term and long-term programmatic objectives related to the research productivity, job performance, and professional identities of the participants in the program.Methods – In this second part of a two-phase study, the authors conducted focus group and individual interviews with 37 IRDL participants (hereafter called Scholars) and coded the resulting transcripts. The first phase of the study surveyed all 124 program participants; the results were reported in an earlier article in this journal. The second-phase interviews were conducted and then coded using a deductive process. The researchers identified transcript excerpts that explored the concepts of research productivity, job performance, and identity as a researcher. Each of these concepts was further sub-coded to explore the four sources of self-efficacy, as described in Albert Bandura’s theory: mastery experiences; verbal or social persuasion; vicarious experiences; and physiological and affective states.Results – The majority of the conversations in both the in-depth individual interviews and the focus group interviews centered around research productivity; approximately 70% of the transcript excerpts from focus groups and 55% of the individual interviews addressed issues related to productivity. Participants also discussed the impact of IRDL on their job performance and their identify as researchers. Gaining research confidence had a notable positive impact on job performance related to classroom teaching and supporting researchers. Within these areas of conversation, all sources of self-efficacy were evident, but the most frequently noted were influences related to mastery learning and social persuasion, through mentorship and becoming part of a peer research community.Conclusion – The findings from the focus groups and in-depth interviews deepen the meaning of the results from the quantitative phase of our IRDL assessment research. The participants in the study reported both frustration and satisfaction with conducting their research. A supportive environment focused on helping librarians gain needed research skills, practice those skills, and become part of a research community contributes to research confidence and productivity, improved job performance, and identity as a researcher. The findings of this study have implications for developing librarians as researchers, including the importance of a supportive work environment, research mentoring, and the positive influence of becoming part of a research community.

What tactics are high school educators using to teach about socio-political changes in the past and present? Five educators in the province of Alberta (two female, three male; four urban, one rural; four white, one Arab; four without visible religious garb, one Muslim in hijab) explored content they considered to be “radical” and how they teach about (and for) significant socio-political changes toward making society hurt less. Coming from a perspective of symbolic evil, radical love, and radical imagination as inherent to beneficial social movements, the researchers used process and dramaturgical coding to analyze participant insights about decolonial and antiracist education as well as teaching for gender and sexual justice. Participants shared insights about the role of school context and teacher positionality, what might shape an educator to teach for radical change, as well as several tactics: operationalizing positionality, supplementing curriculum, challenging assumptions, subverting school rules, and addressing emotionality.

Keywords: radical change, radical love, social studies education, symbolic evil, teacher research

This article investigates 20 qualitative interviews collected with new migrants of Italian origins settled in Toronto (Ontario) and in London (UK). The aim of the study is to identify the identity markers used by migrants to express their feeling of belonging to Italy and to Canada/UK and to position themselves into two different categories, expat and migrants. According to previous quantitative studies, these two labels refer to two different patterns of immigration: expat in fact includes contemporary skilled and temporary migrations, while migrant deals with unskilled migrations. So, the study of identity markers used in qualitative interviews is crucial in order to investigate how migrants position themselves in the host Country.The results provide evidence of a deep distinction of two different groups of speakers: the first one is composed of those Italians who consider themselves as expats and this is evident since they report in their interviews all those identity markers discussed in the literature as typical of this kind of migration (level of education, social status, use of English). The second one is, instead, composed of those Italians who consider themselves as migrants using those markers already reported in the bibliography for migrants (and not for expats, such as the poor use of English, the low level of education and the temporary job).

Keywords: expats, international migration, identity, sociolinguistics

This study examines the Canadian information research landscape through the lens of the eight academic units hosting ALA-accredited programs. We created a citation-based network utilizing the scholarly articles published by the faculty members and PhD students at each academic unit to identify and characterize distinct research clusters within the field. Then we determined how the publications and researchers from each unit are distributed across the clusters to describe their area of specialization. Our findings emphasize how the inter-, multi-, and transdisciplinary nature of the Canadian information research landscape forms a rich mosaic of information scholarship.

Keywords: bibliométrie, bibliometrics, sciences de l’information, information studies, bibliothéconomie, library studies, pôles de recherche, research clusters, grappes de recherche