Documents found
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3081.More information
This article examines generative AI’s influence from the perspective of SRLs, exploring the potential and limitations of Large Language Model [LLM] usage by this category of litigants. The paper argues that LLMs can play a significant role in enabling SRLs present decent cases in court and effectively participate in legal proceedings. However, the inherent deficiencies in LLMs may mean that LLMs do more harm than good to the cause of SRLs, particularly those who lack any form of legal training or knowledge. Ultimately, the ability of SRLs to properly harness the potential of LLMs will depend more on the literacy and understanding of SRLs rather than the availability of the technology.
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3082.More information
The second wave of smart cities emerged in response to criticism of the top-down methods used to manage early smart cities, and promised a new, ‘citizen-centric’ approach. To understand the application of this approach in the smart city planning process there is a need for further empirical research. This paper offers a case study of the participatory planning process used in Quayside, a smart city planning effort in Toronto (Canada). Through semi-structured interviews (N=35), participant observation, and document analysis, this research finds that although Quayside included a lengthy engagement program, citizen influence was limited. This is a result of a lack of participation in initial project visioning, and the direction of the subsequent citizen engagement process by a private technology company, enabled through a public-private partnership. Based on these findings, I argue that a smart city planning process cannot be citizen-centric if citizens are unable to determine project goals. I also suggest that privately-directed engagement processes can amplify the power discrepancies that are well studied within government-directed processes and introduce new accountability challenges.
Keywords: participatory planning, aménagement participatif, public engagement, engagement citoyen, public-private partnership, partenariat public-privé, smart cities, ville intelligente
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3083.More information
Digitally mediated participation in planning processes has grown significantly. In an emergent digital turn for participatory planning scholarship, there is a growing body of research attempting to trace this growth and grapple with its implications. This paper explores how planning scholars and practitioners can deepen their critical stance toward digital modes of participatory planning. In Canada, this approach becomes especially important given the recent and widespread adoption of a specific digital platform type used to support participatory decision-making at the municipal level. Across the country, many towns and cities have embraced what I call Dedicated Digital Engagement Platforms (DDEPs). Despite their growing influence, these platforms for community involvement have not been previously quantified at a nation-wide level, nor thoroughly examined in planning scholarship. New evidence presented here defines DDEPs and documents the extent of their use by local and regional municipalities across Canada. In light of the growing prominence of these platforms, this article then provides the foundation for a more critical digital participation research agenda that draws on important debates in wider planning theory regarding democratic decision-making, the commercialization of deliberative democracy, and the platformization of public participation.
Keywords: participation du public, public participation, engagement numérique, digital engagement, plateformisation, platformization, aménagement municipal, municipal planning
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3084.More information
Despite known inequalities of digital access in rural Canada, we know little about the foundational digital literacies learning needs of students attending rural elementary schools. This exploratory case study, conducted in Ontario, presents 13 rural-serving Grade 4–6 teachers’ insights on the access needs and digital literacies learning needs of their students. Results point to a set of mixed digital materialities and opportunities across home and school that raise concerns of digital marginalization for children who are least connected. Teachers named 14 unique digital literacies learning needs in relation to online reading, digital writing, and participation. Their insights also reflect an understanding of digital literacies learning as situated in a complex assemblage of structural, social, emotional, cultural, cognitive, developmental, technological, and material considerations. Implications for policy and the design of uniquely rural solutions to digital literacies instruction are discussed.
Keywords: l’apprentissage des littératies numériques, digital literacies learning, les perceptions du personnel enseignant en milieu rural, rural teacher insights, éducation primaire, elementary education, digital inequalities, les inégalités numériques, les fractures numériques en milieu rural, rural digital divides
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3085.More information
In an era of ubiquitous computing and generative AI, our experience of place is increasingly mediated by digital technologies, creating hybrid environments where physical and virtual interactions converge. While fields like media and urban studies have explored this through the concept of ‘digital placemaking’—the use of digital media to create a sense of place—this phenomenon has received limited attention within information studies. This paper addresses this gap by proposing a new conceptual framework, termed the ‘placial-technical,’ which refines the traditional socio-technical perspective to specifically analyze the mutual shaping of place, information, and technology. Using this lens, we argue that digital placemaking should be understood as a form of information practice, encompassing the socially situated ways individuals seek, use, and share information to construct meaning about their surroundings. Drawing on literature from human geography, media studies, and Human Computer Interaction, we trace the evolution of placemaking concepts and technologies. We then analyze digital placemaking through the dual processes of perception (how information inputs shape our understanding of place) and representation (how we create informational outputs to depict place), focusing on the growing influence of algorithms and generative AI. This synthesis reveals research gaps and offers implications for information studies. By conceptualizing digital placemaking as an information practice, the field can extend its theoretical and methodological tools while informing the ethical design of technologies that foster authentic community engagement and place attachment in a digitally mediated world.
Keywords: digital placemaking, Création de lieux numériques, sense of place, Sentiment d'appartenance au lieu, Pratiques informationelles, information practice, Systèmes sociotechniques, socio-technical systems
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3086.More information
This study presents a review of the scientific literature concerning the professional ethics needs of teachers, specifically elementary school teachers in Quebec. Based on the “Quebec” conceptual framework of professional ethics for teachers and an appropriate and presented review methodology, we identify 61 academic writings, published between 2003 and 2021, that discuss these needs (i.e., the resources that teachers lack to respect a desirable professional ethics). The first part of this article presents the results of this review. The second part discusses the difficulty of developing an adequate conceptual framework to analyze the diversity and specific details of the identified needs.
Keywords: Éthique professionnelle enseignante, Professional teaching ethics, literature review, Recension des écrits, professionalism, Professionnalité, Insertion professionnelle, professional insertion, Besoins de soutien, support needs
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3087.More information
Keywords: natural history, plant identification, colonialism
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3088.More information
Over the last decade, several studies have focused on massive open online courses (MOOCs). The synthesis presented here concentrates on these studies and aims to examine the place held by content in these studies, especially those produced between 2012 and 2018: sixty-five peer reviewed papers are identified through five major educational technology research journals. The analysis revealed that these research articles covered a wide diversity of content. Content was mainly defined in terms of objectives of MOOCs, prerequisites required for participation in the MOOC, types of learning scenarios, and, though rarely, through the strategies used to convey content. In addition, empirical studies adopted a variety of conceptual frameworks which focused mainly on learning strategies without relating to the content in question. Finally, content was seldom considered as a research object. These results can provide MOOC researchers and instructors with insights for the study and design of MOOCs by taking into account the specificity of their content.
Keywords: MOOC, research review, didactics, content
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3089.More information
This paper explores the disruption of space, place, and material conditions brought on by the migration of traditional on-site language teaching to emergency remote teaching (ERT) in an English for Academic Purposes (EAP) program designed to bridge international students into higher education. We focus on two aspects of language teaching considered essential to academic success: student engagement and academic integrity. Through the Deleuzian concept of assemblage and post-qualitative inquiry, data vignettes from interviews with 12 teacher participants are presented to examine the contingency and relationality between the affordances of technological tools and the absence of embodied connection brought on by the move to ERT. Data vignettes are linked to map how instructors’ perceptions of student engagement mediated through space, place, and materials, inadvertently shape/are shaped by perceptions of academic dishonesty.
Keywords: Intersections, Student Engagement, Emergency Remote Teaching
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3090.More information
Literacy research highlights a need to explore the way literacy is used in the classroom and how current practices engage students with aspects of humanity and social justice. This doctoral research took place as a classroom inquiry that examined the potential for multicultural literature to expand adolescent learners’ worldviews and shape their perceptions as global citizens. From a constant stance of reflexivity, this teacher researcher recalls a dynamic eighth-grade language arts classroom as they engaged with multicultural books and real-life events, before and during a pandemic. This paper focuses on select themes and subthemes emerging from pedagogical practices used in the classroom throughout the study. Notions of time, space, place, and identity detail an intentional and purposeful pedagogy as learners interacted with literacy within and beyond their classroom community.
Keywords: critical literacy, classroom practices, teacher research, multicultural literature, social justice education, global citizenship, pedagogy, critical consciousness, cultural consciousness, global consciousness