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Objective – The Framework for Information Literacy for Higher Education has generated a significant amount of discussion among academic librarians; however, few have discussed the potential impact on learning when students interact directly with the Framework itself. At the University of Notre Dame, over 1,900 first-year students completed an information literacy assignment in their required first-year experience course. Students read a condensed version of the Framework, then wrote a response discussing how a frame of their choosing was reflected in an assigned reading. The goal of this exploratory study was to determine if the students demonstrated an understanding of the themes and concepts in the Framework based on this assignment. Methods – Topic modeling, a method for discovering topics contained in a corpus of text, was used to explore the themes that emerged in the students’ responses to this assignment and assess the degree to which they connect to frames in the Framework. The model receives no information about the Framework prior to the analysis; it only uses the students’ words to form topics. Results – The responses formed several topics that are recognizable as related to the frames from the Framework, suggesting that students were able to engage effectively and meaningfully with the language of the Framework. Because the topic model does not know anything about the Framework, the fact that the responses formed topics that are recognizable as frames suggests that students internalized the concepts in the Framework well enough to express them in their own writing. Conclusion – This research provides insight regarding the impact that the Framework may have on student understanding of information literacy concepts.

Objective - This research studied the recent literature of two professions, library and information studies (LIS) and research administration (RA), to map the priorities and concerns of each with regard to research support. Specifically, the research sought to answer these research questions: (1) What are the similarities and differences emerging from the LIS and RA literatures on research support? (2) How do librarians and research administrators understand and engage with each other’s activities through their professional literatures? (3) Do Whitchurch’s (2008a, 2008b, 2015) concepts of bounded-cross-boundary-unbounded professionals and theory of the “third space” provide a useful framework for understanding research support? Methods - The research method was a content analysis of journal articles on research-related topics published in select journals in the LIS (n = 195) and RA (n = 95) fields from 2012-2017. The titles and abstracts of articles to be included were reviewed to guide the creation of thematic coding categories. The coded articles were then analyzed to characterize and compare the topics and concerns addressed by the literature of each profession. Results - Only two (2.2%) RA articles referred to librarians and libraries in their exploration of research support topics, while six (3.1%) LIS articles referred to the research office or research administrators in a meaningful way. Of these six, two focused on undergraduate research programs, two on research data management, and two on scholarly communications. Thematic coding revealed five broad topics that appeared repeatedly in both bodies of literature: research funding, research impact, research methodologies, research infrastructure, and use of research. However, within these broad categories, the focus varied widely between the professions. There were also several topics that received considerable attention in the literature of one field without a major presence in that of the other, including research collaboration in the RA literature, and institutional repositories, research data management, citation analysis or bibliometrics, scholarly communication, and open access in the LIS literature. Conclusion - This content analysis of the LIS and RA literature provided insight into the priorities and concerns of each profession with respect to research support. It found that, even in instances where the professions engaged on the same broad topics, they largely focused on different aspects of issues. The literature of each profession demonstrated little awareness of the activities and concerns of the other. In Whitchurch’s (2008a) taxonomy, librarians and research administrators are largely working as “bounded” professionals, with occasional forays into “cross-boundary” activities (p. 377). There is not yet evidence of “unbounded” professionalism or a move to a “third space” of research support activity involving these professions (Whitchurch, 2015, p. 85). Librarians and research administrators will benefit from a better understanding of the current research support landscape and new modes of working, like the third space, that could prove transformative.

For the past 30 years, the archaeology department of the Avataq Cultural Institute has been organizing archaeological field schools in keeping with an educational mandate entrusted to the Institute by the elders of Nunavik. Over time, the purpose of the schools has changed, and the fieldwork experience has become a tool to encourage young people to pursue their education. New educational activities have been gradually added to improve youth engagement and success. With the project Sivunitsatinnut ilinniapunga (“For our future, I'm going to school”), we have attempted to go even further. This paper presents the stages of this project and analyzes its impact by looking at this experience from the perspective of the evolution of field schools in Nunavik. We discuss how we can assess the results of this initiative and improve its impact for young people with a view to developing Inuit archaeology and Northern education.

Exhibiting music in a sound community announces the presence and potential of an ecological rationality. Two or more beings co-present to each other in sound resonate at the same frequency with one another and comprise a sound community. Co-presence in sound is intersubjective and relational, a subject-to-subject resonant and reciprocal way of knowing, rather than a subject-to-object, asymmetrical and manipulative knowledge. In a sound community music is communicative, as natural as breathing, participatory and exchanged freely, strengthening and sustaining individuals and communities. A sound community exhibits a sound economy, just, participatory and egalitarian. Wealth and power are widely distributed and shared, and maintained through the visible hand of democratic management. A sound economy is based in a sound ecology where exchanges are based in honest signals that invite reciprocity and trust. In a sound ecology, sound being and sound knowing lead to sound action, which is cooperative, mutually beneficial, and just.

Since the 1980s, the epidemic of the HIV/AIDS, because of its acuteness, contributed to social representations and interpretations which include the theme of apocalypse. This paper will discuss this notion in three sets of discourses. Religious movements have reintroduced this idea in a fundamentalist way, but other theological schools criticize this use, proposing other interpretations. In philosophical texts, a more profane meaning is attached tot this concept, while retaining an hyperbolic dimension to signify the catastrophic dimensions of the epidemic, a perspective criticized par some intellectuals who produced counter-discourses more in conformity with an immanent vision of this infection. Medias repetitively use this notion to underscore the sensationalist dimension of the HIV/AIDS, in spite of pharmacological innovations which can erase this type of reference.

Keywords: Apocalypse, VIH/sida, mouvements religieux, textes philosophiques, médias, Apocalypse, HIV/AIDS, Religious movements, Philosophical texts, Medias

This article analyzes the potential of industrial development in Africa. Starting with the observation that the domestic demand in Africa is mainly oriented towards entry-level products, we explore the advantages of an industrialization strategy aimed at manufacturing these products. After identifying the determinants of specialization in entry-level products, we find that these product lines can play a fundamental role in the industrialization of Africa. It should also be noted that studies on entry-level products in Africa are quite rare; this study therefore opens up avenues for future research.

Keywords: Specialization, Diversification, Entry-level products, Marketing, BoP, Tobit model, Spécialisation, Diversification, Produits d'entrée de gamme, Marketing, BoP, Modèle Tobit, Especialización, Diversificación, Productos básicos, Marketing, BoP, Modelo Tobit

In 2010, the World Bank launched Urgent: Evoke, an alternate reality game. Conceived in response to the demands of African universities, the game was designed to promote the World Bank Institute's vision of positive global change through social innovation, and made substantial use of Web 2.0 tools such as blogs, personal profiles, and social networks. This article offers a case study of Urgent: Evoke, divided into four sections: first, the potential to use video games as citizenship education tools is discussed; second, the unique game genre (alternate reality games) into which Evoke falls is explained and some possible uses of this genre in higher education are examined; third, the functioning of the Evoke game world is explained; and fourth, the results of the Evoke educational project are assessed. The case study concludes with some commentary on Evoke's ideological message, which those less sympathetic to capitalism may view as problematic.

Keywords: alternate reality games, Web 2.0, higher education, educational project, evaluation, jeux de réalité virtuelle, Web 2.0, etudes supérieures, projet pédagogique, évaluation

We reveal the results of a study that was conducted at UQAR in 2013, with 44 undergraduate students in primary education. The objective of this study was to explore the instrumental genesis of clickers in the context of initial teacher training in mathematics. Thus, it highlights the perspective of the didactician wishing to use clickers to instrument their practices. To reach our objective, we first integrated the clickers in our teaching courses. We then observed the processes of instrumentalization and instrumentation, which reflect the instrumental genesis of this tool.

Keywords: Formation des maîtres, didactique des mathématiques, télévoteurs, genèse instrumentale, instrumentalisation, instrumentation, Teacher training, mathematics education, clickers, instrumental genesis, instrumentalization, instrumentation

The pandemic context is reconfiguring the boundaries of the act of teaching and learning, leading teachers and learners to build adapted forms. The notion of device (in the sense of “dispositif”), as it is usually mobilized, no longer seems to reflect the reality of practices. It must be reinterrogated to go beyond what is prescribed by the educational institution, considering the hybridization of social spaces-time and digital devices, which favors the emergence of the learner's personal environment of proximity learning (EPAP). This EPAP mobilizes formal and non-formal dimensions through which the learner organizes his or her activities taking into account his or her capacities and constraints.

Keywords: Formation en ligne, environnement, proximité, apprenant, EPAP (environnement personnel d'apprentissage de proximité), E-training, environment, proximity, learner, EPAP (personal proximity learning environment)

Since its publication in 1990, Clyde W. Barrow’s book, Universities and the Capitalist State: Corporate Liberalism and the Reconstruction of American Higher Education, 1894-1928, has been a touchstone text for generations of scholars studying higher education. This conversation between Barrow, Heather Steffen, and Isaac Kamola examines the book’s legacy in order to explore how the interdisciplinary study of higher education has changed over the past three decades. In doing so, they examine the space and place of academic knowledge and academic labor, offering an interdisciplinary discussion of critical praxis within the university.

Keywords: University studies, capitalism and higher education, academic labour