Documents found
-
3271.More information
This paper explores legal considerations for how libraries in Canada can lend digital copies of books. It is an adaptation of A Whitepaper on Controlled Digital Lending of Library Books by David R. Hansen and Kyle K. Courtney, and draws heavily on this source in its content, with the permission of the authors. Our paper considers the legal and policy rationales for the process—“controlled digital lending”—in Canada, as well as a variety of risk factors and practical considerations that can guide libraries seeking to implement such lending, with the intention of helping Canadian libraries to explore controlled digital lending in our own Canadian legal and policy context. Our goal is to help libraries and their lawyers become better informed about controlled digital lending as an approach, offer the basis of the legal rationale for its use in Canada, and suggest situations in which this rationale might be strongest.
Keywords: Prêt numérique contrôlé, Controlled digital lending, copyright, droit d’auteur, digital exhaustion, épuisement numérique, fair dealing, utilisation équitable, information access, accès à l’information, politique d’information, information policy, library, bibliothèque, neutralité technologique, technological neutrality
-
3272.More information
Classroom sociology is a powerful discipline that helps students develop a sense of identity, achieve success, and experience well-being while building a strong community in the classroom. Teachers who can see beneath the surface and are aware of classroom sociology create a better and more just learning environment for learners, especially in primary education. This study focuses on improving teachers’ classroom sociology and social justice awareness. Researchers designed a four-week in-service classroom sociology program for primary school teachers. The program aimed to improve the teachers’ awareness and behaviours in terms of classroom sociology and social justice. This applied research was conducted using an in-service program intervention with 12 primary school teacher participants. Data was collected from in-class observations, teacher ethnography notes, participant evaluations, and classroom observations. Initially, participants were more focused on academic performance and teaching routines and largely ignored the social context of the classroom. At the end of the study, teacher participants’ awareness of classroom sociology and social justice increased, and both their attitudes towards their students and their teaching methods changed in a positive manner.
-
3273.More information
This paper uses “prolepsis,” a process of reaching into the past to inform present and future practices, to understand 12 English-as-a-second language (ESL) teachers’ practices of supporting English language learners (ELLs) through remote teaching during the COVID-19 pandemic from 2020-2021 in British Columbia and to envision some different current and future post-pandemic classroom literacies for diverse learners. Accounts of these ESL teachers’ synthetical moments of teaching and supporting ELLs during the pandemic suggest that they had to navigate “new” areas of teaching, including attending to students’ social-emotional learning (SEL), connecting with ELL parents, teaching and engaging students via technology-supported instruction, and co-teaching with mainstream teachers, on the basis of limited or no pre-pandemic experience. These insights suggest a need to widen the focus on ESL teachers’ knowledge and expertise in applied linguistics and instructional strategies to include classroom literacies in integrating SEL into ESL instruction, adopting interactive, student-driven instructional designs and practices afforded by multimodal technologies, maintaining multiple channels of communication with parents and students, and team-teaching with classroom teachers to provide tailored language support for ELLs.
Keywords: ESL teachers, social-emotional learning, parental involvement, technology-enhanced language teaching, team-teaching, pandemic, classroom literacies
-
3274.More information
This study compared the causes of wrongful convictions in Canada, the United States, the United Kingdom, Australia, and New Zealand to a) determine the main causes of wrongful convictions in different countries, b) determine if the cause(s) of wrongful convictions significantly differ between each country, c) determine what, if any, recommendations arose from these cases, and d) if any of these recommendations could be implemented in a Canadian setting. The main causes were witness perjury, forensic error, and procedural error (Canada), witness perjury (US), witness perjury and police misconduct (UK), police misconduct (Australia), and procedural error (New Zealand). Kruskal-Wallis tests indicated significant differences in distribution between these countries for medicolegal death investigations, bitemark analysis, procedural error, police misconduct, inadequate legal defence, eyewitness misidentification, and witness perjury. Objectives c and d were addressed through a content analysis resulting in the following five themes emerging: lack of accountability, education, accessibility, discrimination, and post exoneration.
Keywords: Wrongful Convictions, Miscarriages of Justice, Causes of Wrongful Convictions, Cross-National Analysis, Policy Transfer, Mixed Methods Research
-
3275.More information
As education has evolved towards online learning, the availability of learning materials has expanded and consequently, learners’ behavior in choosing resources has changed. The need to offer personalized learning experiences and content has never been greater. Research has explored methods to personalize learning paths and match learning materials with learners’ profiles. Course recommendation systems have emerged as a solution to help learners select courses that suit their interests and aptitude. A comprehensive review study was required to explore the implementation of course recommender systems, with the specifics of courses and learners as the main focal points. This study provided a framework to explain and categorize data sources for course feature extraction, and described the information sources used in previous research to model learner profiles for course recommendations. This review covered articles published between 2015 and 2022 in the repositories most relevant to education and computer science. It revealed increased attention paid to combining course features from different sources. The creation of multi-dimensional learner profiles using multiple learner characteristics and implementing machine-learning-based recommenders has recently gained momentum. As well, a lack of focus on learners’ micro-behaviors and learning actions to create precise models was noted in the literature. Conclusions about recent course recommendation systems development are also discussed.
Keywords: online learning, personalization, course recommender systems, course features, learner profiles
-
3276.More information
The COVID-19 pandemic has impacted academic labour, with women being disproportionately negatively affected. This scoping review provides an exploratory snapshot into the corpus of literature investigating the impact of the pandemic on academic labour. We used a set of criteria to first identify the 86 titles from which we selected 45 as the data set. We analyzed the data on characteristics of location, investigative methods, publication information, and discipline. The findings showed that most of the data were global in context; used primarily qualitative methodologies; published in a wide variety of journals; and spanned diverse disciplines, including science and health, education, business, sociology, and political sciences. We then analyzed the data thematically. The themes we identified were gender inequity, identities and intersectionality, performing work-home binaries, and invisible labour. We added a fifth theme, lived experiences, consisting of women academics’ firsthand accounts. We consider this theme unique, despite its overlap with the other themes, because it is evidence of women academics telling their personal stories. We discuss how our findings show that pandemic conditions worsened existing inequities. The solutions most often cited in the data place emphasis and responsibility on the individual, but we argue that institutions should instead be responsible to redress inequities through improving workplace labour processes. Our research can aid future research on how policy theory can inform socially just policies and practices in the post-pandemic university.
Keywords: women, academic labour, COVID-19 pandemic, higher education
-
3277.More information
Keywords: technologies numériques, Référentiel de compétences, direction d’établissement d’enseignement, analyse documentaire, analyse sémantique, analyse structurale
-
3278.More information
This study investigates the use of institutional repositories for self-archiving peer-reviewed work in the U15 (an association of fifteen Canadian research-intensive universities). It relates usage with university open access (OA) policy types and publisher policy embargoes. We show that of all articles found in OpenAlex attributed to U15 researchers, 45.1 to 56.6% are available as Gold or Green OA, yet only 0.5 to 10.7% (mean 4.2%) of these can be found on their respective U15 IRs. Our investigation shows a lack of OA policies from most institutions, journal policies with embargoes exceeding 12 months, and incomplete policy information.
Keywords: Libre accès, Open access, OpenAlex, OpenAlex, institutional repository, dépôt institutionnel, bibliométrie, bibliometrics, politique de libre accès, open access policy, universités canadiennes, Canadian universities
-
3279.More information
Keywords: compétence numérique, enseignement supérieur, dispositif de formation, savoir technopédagogique disciplinaire (STPD), développement professionnel
-
3280.More information
This article expounds the competencies that are essential for managing artificial intelligence (AI) in organizations, with emphasis on ethics, but also including the issues from a managerial, technical, human, inclusive and responsible point of view. In the context of change associated with digital transformation, organizations that are digitizing, by integrating AI, need to identify the ethical issues and the associated required competencies to manage AI projects. The issues related to the development and management of AI projects are complex and different from those related to traditional IT project management. This complexity raises ethical, legal and social responsibility questions regarding AI, from an equity, diversity and inclusion perspective. These will have implications for the competencies expected of AI project managers in the future. Our research aimed to identify these competency issues and describe them, which is done through interviews and focus groups with experts from the AI community, in the broader context of a research on AI management. This article focuses primarily on the ethical issues emerging from our review of written works and meetings with AI experts, and their resonance in the Quebec AI ecosystem. We therefore here focus on questions of ethics, labour market transformation, governance and social responsibility. This article is organized in seven parts: introduction, issues, literature review, methodology, results, discussion and conclusion. The current challenges of AI in Quebec are given in terms of ethical management of innovative technologies, as well as the transformation of labour markets associated with AI. These key issues were identified in our 25 research interviews and three focus groups. In conclusion is a set of recommendations to promote change while considering ethical issues linked to turning towards AI.
Keywords: Gouvernance et éthique de l’IA, compétence en éthique, EDI (équité, diversité et inclusion), gestion de l’IA, écosystème québécois d’IA