Search Results

In this paper we explore how place-based poetry mediated online enabled community self-representation. Located in the urban core of a large cosmopolitan Canadian city, the PhoneMe project brought together academic researchers and community members into a collaborative educational creative space. Community members created poems about specific places within their neighbourhood, dialed a designated phone number, and recorded the poem by leaving a voice message. Upon receiving the message, the academic team geotagged it on an interactive map, uploaded the poem’s text, featured a Google Streetview image of the location, and shared the post via social media. As the result, a new vision for this distinctive physical space emerged and reached the wider audiences via engagement with the poetic digital media. Plans have included include collaboration with urban libraries, the development of a new app, and have encouraged the use of engaged research-creation as a research method.

Keywords: community engagement, digital literacy, place-based literacy, mobile poetry, collaborative research

A self-supporting tutorial-type training programme to be followed asynchronously by members of the ESG UQAM Master's programme has been produced by the Library Service. It fills the information skills gaps that were measured in a survey conducted by the Promotion of Information Skills Development (PDCI). Among the modules to be developed, one was to deal with the evaluation of sources. From this process emerged a broader reflection on the evaluation method to be used to train students. The consultation of available models as well as the literature review allowed us to identify that the existing strategies were not adapted to training, because they function mainly through an analysis by type of document. This article therefore presents the strategy chosen to train in the evaluation of sources (Module 5) of the ESG UQAM course. It also positions the choice of proposing a step-by-step method that ultimately leads the learner to the evaluation of information.

Keywords: Patrimoine, héritage culturel, patrimoine bâti, architecture, Québec, cinéma, films, lieux de tournage, accessoires de tournage, antiquités, Cinémathèque québécoise, projet Éléphant, cinéma Outremont, cinéma Impérial, cinéma Rialto, cinéma Rivoli, cinéma Château, cinéma Empress, Ouimetoscope, Loew’s, Office national du film du Canada, patrimoine autochtone, Wapikoni mobile, Terres en vues, archéologie, Archéo-Québec, Saint-Armand, Three Pines, Abbaye d’Oka, Musée du comté de Missisquoi, magasin général Hodge, Film Laurentides, Bureau du cinéma et de la télévision de Montréal, Les pays d’en haut, La Bolduc, Barskins, Hochelaga, terre des âmes, MRC de Thérèse-De Blainville, plan Bouchard, domaine Garth, Assassin’s Creed, Discovery Tour, Reines d’Égypte, Pointe-à-Callière, Ubisoft, Cap-d’Espoir, La Léonne, vaisseau fantôme, Melvin Charney, jardin de sculptures, Centre canadien d’architecture, EVOQ architecture, Action patrimoine, Nouvelle-Orléans, Fondation du patrimoine, Glasgow

During the COVID-19 pandemic teachers have been expected to learn new digital literacy skills, often applying them immediately. While professional development structures within school districts and professional associations are organized to offer supports, teachers may be challenged to gain digital skills within existing professional development models. Within our study, teachers explored technologies with the aim of rethinking frames for teaching and learning literacy. Following the start of the COVID-19 pandemic they shared their experiences, insights and challenges. In our article, we address implications for digital literacy teaching and learning and the need for new ways of approaching teacher development.

Keywords: literacies, professional development, makerspace literacies, technologies

Mobile and wireless technologies have reached such a high level of sophistication that, today, they can be more easily incorporated into teaching and learning processes. The purpose of this paper is to examine the extent to which present-day classes can benefit from the use of smartphones and mobile applications. To this end, a study looked at the experience of 204 ADA University students in the Faculty of General Education over two academic terms in a Writing and Information Literacy course. At the end of the academic year, the students filled out a survey. Descriptive statistics, such as simple percentage mean and standard deviation, were used to analyze the data. The study reveals that smartphone functions like note-taking, photos of the whiteboard and/or smartboard, video recordings, and the WhatsApp application can become an integral part of the modern classroom. The study also suggests that smartphone technology should be widely applied by university teachers/instructors and, in the future, may lead to certain changes in teaching methodology generally.

Keywords: Innovative methodology, mobile technology, mobile applications, note-taking, reading, smartphones, Méthode d'enseignement innovante, technologie mobile, applications mobiles, prise de notes, lecture, téléphone mobile

In the study of the digital environment in which people live and evolve, methodological problems may arise for researchers in the humanities and social sciences. This article examines the compatibility of conventional tools in the social sciences for the study of screen-based digital practices, that of the computer. Indeed, the Internet and its screens do not allow the use of traditional interviews, questionnaires and observations to collect accurate data on this environment (practical and consumption of the Internet). We propose a complementary method to conventional tools.

Keywords: Technologies de l'information et de la communication, travail scolaire, méthodologie, expérimentation, Information and communication technology, methodology, schoolwork experimentation

When schools across this province were ordered to close on March 13, 2020, due to the Covid-19 pandemic, classroom teachers could never have imagined the profound repercussions of this decision and the colossal impact this would have on both teachers and students across Quebec. Teachers scrambled to upgrade their technology skills as school boards quickly mobilized to provide much-needed technical support and hardware for teachers, students, and parents/guardians. More than ever, home and school needed to be connected. In a quick response to the urgent need to provide a continued opportunity for learning, the virtual classroom soon took centre stage.

The publication of various frameworks on 21st-century information literacy and digital competency highlights the importance for all pupils at all education levels to develop these skills. The pervasiveness of digital literacy in the definitions of these competencies in the literature suggests that they are interrelated. A qualitative analysis of 73 international frameworks on these competencies revealed key trends, such as the need to master digital tools to perform various tasks. Information literacy, related to digital citizenship and digital collaboration, communication and sharing skills, is also frequently reported.

Keywords: Référentiel de compétences, compétences informationnelles, compétences numériques, compétences du XXIe siècle, littératie numérique, littératie informationnelle, 21st century skills, 21st-century skills framework, digital literacy, digital literacy framework, information literacy, information literacy framework

Artificial intelligence (AI) is increasingly being developed and implemented in healthcare. This presents privacy issues since many AI systems are privately owned and rely on data sharing arrangements for mass quantities of patient health information. We investigated the Canadian legal and policy framework focusing on regulation relevant to the potential for inappropriate use or disclosure of personal health information by private AI companies. This included analysis of federal and provincial legislation, common law and research ethics policy. Our evaluation of the various regulatory frameworks found that together they require private AI companies and their partners in healthcare implementation to meet high standards of privacy protection that prioritize patient autonomy, with limited exceptions. We found that healthcare AI systems are required to be consistent with the rules and foundational ethical norms enshrined in law and research ethics, even if this poses challenges to implementation. Data sharing arrangements must focus on tight integration with high levels of data security, strong oversight and retention of patient control over data.

Keywords: health law, privacy, artificial intelligence, bioethics, legislation, Canada, droit de la santé, vie privée, intelligence artificielle, bioéthique, législation, Canada