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Academic writing is considered an essential skill in post-secondary education in general and in nursing specifically (Mitchell et al., 2020). The importance of writing for future nurses is reflected in the Canadian Association of Schools of Nursing (CASN) National Nursing Education Framework’s standards. This national consensus-based framework outlines the expectations of undergraduate nursing programs and graduates according to the six domains of knowledge, research skills and critical inquiry, nursing practice, communication and collaboration, professionalism, and leadership (CASN, 2022). Academic writing is embedded in each of these domains, as it provides students with a venue to share factual knowledge, demonstrate critical thinking, and make important connections between theory and practice (Naber & Wyatt, 2014). A scoping review of research on the pedagogical approaches and teaching strategies used to teach academic writing in nursing education yielded 12 studies. Findings show a range of approaches with varying degrees of success. Further research is needed on how best to guide and assess students’ writing.

Keywords: academic writing, nursing education, pedagogical strategies, teaching strategies

While women are attending universities in such large numbers that serious consideration is being given to affirmative action for men, the number of women enrolling in information and communications technologies (ICTs) programs seems to have stalled and even declined over the last three decades. This paper explores the larger context of women's engagement in the new media and surveys the landscape of women's involvement in digital history initiatives in Canada.

The integration of immersive and hybrid technologies into design education is redefining pedagogical paradigms by introducing interactive environments that encourage a more intuitive understanding of complex concepts. Virtual reality (VR) and augmented reality (AR) offer new ways of learning, but their adoption raises challenges of accessibility and inclusion, calling the educational equity principles into question. Digital accessibility is not just a technical issue; it requires an inclusive approach that takes into account learner’s cognitive, sensory and cultural diversity. The study explores the impact of these technologies on design learning, hypothesizing that thoughtful integration, combined with inclusive pedagogical strategies, could improve educational effectiveness and democratize access to training. A mixed methodology was adopted, combining a quantitative survey of 65 teachers and 120 students from European and Tunisian design institutions, with qualitative interviews to identify the obstacles and levers for adaptation. The results highlight disparities in adopting these tools, underlining the need for methodological and ethical vigilance to ensure equitable appropriation of techno-pedagogical innovations and guarantee accessible, sustainable and inclusive learning.

Keywords: ⁠⁠⁠⁠⁠⁠⁠aprendizagem do design, ⁠⁠⁠⁠⁠⁠⁠aprendizaje del diseño, ⁠⁠⁠⁠⁠⁠⁠apprentissage du design, design learning, tecnologías inmersivas, tecnologias imersivas, immersive technologies, technologies immersives, equidad, equidade, equity, équité, diversidad, diversidade, diversity, diversité, inclusion, inclusion, inclusão, inclusión, EDI, EDI, EDI, EDI, entornos interactivos, ambientes interativos, interactive environments, environnements interactifs

Citizen science, a core component of the open science movement, emphasizes public participation in scientific research and fosters inclusive, community-driven knowledge production. Libraries are increasingly recognized as critical facilitators of citizen science, offering infrastructure, support, and access to resources. This study investigates the intellectual structure of citizen science within the field of library and information science (LIS) through a co-citation analysis using data retrieved from Web of Science (WoS) and Scopus. The analysis identifies the most frequently co-cited authors and sources, revealing emerging research clusters and thematic trends. Findings show that while citizen science in LIS is a growing area of interest, the field remains relatively fragmented, with limited author interconnectivity and modest citation frequencies. The most frequently co-cited sources include journals focusing on academic and medical librarianship, highlighting the multidimensional relevance of citizen science across subfields. Keyword analysis reveals dominant themes such as open science, crowdsourcing, and digital humanities, which align with libraries’ evolving roles in participatory research. The study provides a comprehensive overview of current research dynamics and collaboration patterns, offering insights into the evolving role of libraries as active participants in citizen science initiatives.

Keywords: science citoyenne, citizen science, science ouverte, open science, analyse de citations, co-citation analysis, libraries, bibliothèques, bibliometrics, bibliométrie

This article reports on revisions to a course in Library and Information Science (LIS) made by the instructor, to apply, test, and evolve a transdisciplinary approach to class inquiry. This study was part of a larger research project grounded in the Scholarship of Teaching and Learning, entitled Exploring Transdisciplinary Approaches to STEM Teaching and Learning, whose purpose was to support transdisciplinary educators in justifying, evaluating, and legitimizing knowledge claims about their work through the application of a novel Transdisciplinary Epistemic Practices(TEP) model integrating elements from STEM, Arts, and Design (often referred to as STEAM). The TEP model is a conceptual tool that promises to be useful for the Critical Making stances that are common in technology courses for librarians. It was operationalized and tested in eleven courses across Pratt Institute, including a Library and Information Science course called Growing Up Digital (INFO 678), which is the focus of this paper. The first author, Leanne Bowler, was a participant in the study, applying action research methods to her own teaching practices in this class, and reporting results back to the larger project led by Mark Rosin.

Keywords: Services de bibliothèque pour enfants et adolescents, STEM learning, Fab labs, Children and young adult library services, Makerspaces, Éducation STEM, Technology, Technologies, Arts et design, Arts and design

This paper explores information hygiene as a crucial framework for fostering a healthy digital lifestyle and promoting overall resilience. It traces the concept's evolution, noting its increasing relevance amid rising challenges like artificial intelligence, misinformation, disinformation, and digital addiction, exacerbated by recent global events. The study integrates findings from two comparative research projects on student information behavior in Czechia and Slovakia, alongside an analysis of Czech national reports on digital addictions. These investigations consistently reveal student concerns regarding digital distress and the negative impact of technology on personal interactions. The paper proposes information hygiene as a comprehensive approach, resting on information literacy, cybersecurity, and digital resilience. It emphasizes that effective information hygiene involves both sound information habits and healthy lifestyle habits that bolster overall well-being. A case study of a new university course on information hygiene demonstrates its practical application. Ultimately, public libraries are identified as key institutions uniquely positioned to champion information hygiene, empowering individuals to navigate the complex digital world with greater resilience.

Keywords: information hygiene, hygiène informationelle, littératie informationnelle, information literacy, digital resilience, résilience numérique, bien-être, well-being, santé mentale, mental health

Keywords: apprentissage actif, classe d’apprentissage actif, diversification des stratégies pédagogiques, pédagogie universitaire, stratégies pédagogiques

This study examines future teachers’ perceptions of incorporating flamenco into the Andalusian educational curriculum and its potential impact on fostering a sense of community and Andalusian identity. The study analysed 301 surveys conducted among university students enrolled in academic education programs. Descriptive statistical analysis revealed that 88.4% of participants supported the integration of formal flamenco in schools. A more detailed analysis of the responses revealed recognition of the influence of flamenco on various aspects such as the preservation of heritage (5.29), a sense of belonging to a community (5.15) and cultural identity (5.17), which guarantees a lasting source of inspiration and growth for future generations. Flamenco is not only considered a cultural relic but a vital part of Andalusia's heritage, essential to its future.

Keywords: flamenco, flamenco, education, éducation, teachers’ perception, perception des enseignants, community belonging, sentiment d'appartenance communautaire, identity, identité

Among the tenets of enterprise risk management (ERM) is the need to instill a risk-aware culture throughout the firm. Yet, how to actually interpret and change organizational culture is generally missing from the ERM literature. Prior surveys found risk managers lacked useful information about organizational culture and cultural change to implement a “risk aware culture.” Our survey of risk managers found this gap persists. The disciplines of organizational studies, business anthropology and sociology provide guidance on organizational culture, which involves identifying and interpreting the embedded assumptions, values, myths, artifacts, rituals, and stories that communicate and perpetuate a culture. The risk manager can use this knowledge to apply change to the culture. Changing behavior without changing culture may simply result in compliance without adoption. This article seeks to bridge the studies of organizational culture and change to the risk manager.