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Objective – The purpose of this study was to examine the status and viability of application-based open access funds (OAFs) across the University of California (UC) Libraries to assist with long-term planning for this type of funding at UC.Methods – In 2022, the authors surveyed the 10 UC campus libraries about both the outcome of an earlier UC-wide OAF pilot and the current status of application-based OAFs to support article processing charges (APCs), book processing charges (BPCs), and open educational resources (OERs). Five campuses reported having a current OAF. These five campuses responded to additional questions about their budgets and their sustainability, the number of publications funded, policies, and staffing resources for managing the OAF.Results – Five UC campuses had an active application-based OAF, with budgets or expenditures ranging from $20,000 - $271,000 annually. Only two campuses felt their budget was sustainable. One of the five campuses closed its fund after the survey. The number of staff resources per fund ranged from 1 to 6 with 3 to 32 hours of work weekly. Funding policies were similar to other institutional OAFs with some distinctions. All campuses had revised their criteria to disallow funding for journals covered by UC’s transformative open access agreements.Conclusion – Providing application-based funds for OA publishing at high-publishing academic institutions requires a substantial budget and workforce. Though these funds benefit some authors, the wider equity of APCs and BPCs needs to be considered.

While major societal tensions affect the social organization, the scope of group animation is immense because it can transform, deflect or reinforce behaviors, opinions and ways of thinking. Organizing the communication through a previous scripting, animation can either impose its objectives in full transparency or hide them behind masks of virtue, or to pass its power of influence on to individuals so that they determine through dialogue a common sense which is their most precious social good. Moving away from an intersubjective approach, the « animation space » has shrunk as many citizens refuse to participate in activities designed for them and not with them. If only dialogic processes can make a reflexive distancing and critical thinking grow, how can a journal dedicated to this topic apply them in its animation of a research and practice community?

Keywords: espacio de animación, espace d’animation, animation space, scénarisation, guion, scripting, proceso dialógico, dialogic process, processus dialogique, sentido común, common sense, sens commun

In this study, we aimed to examine graduate students’ experience when working with peers to complete a learning task focused on conducting a program evaluation in a qualitative research course. A generative artificial intelligence (GenAI)-powered platform was incorporated to support an experiential learning activity designed by the instructor-researcher. A collaborative action research approach was employed through the planning, enactment, and reflective phases of the study wherein four graduate students who engaged with the platform were interviewed to help improve the next iteration of the learning activity in future courses. This study contributes to the pedagogical discourse about the use of experiential learning for teaching and learning qualitative research methods.

Keywords: Experiential learning, Higher education pedagogy, Research-interview skills, Research methods pedagogy, Research-skill development

For the social economy to reach its potential to generate inclusive prosperity, it must be embedded in supportive ecosystems. The question arises whether, from a public policy perspective, government policies can effectively activate and promote such ecosystems. This article addresses the nature of social economy ecosystems, identifies key elements of a public policy aimed at promoting them, and investigates whether this action increases their institutionalization in a territory. To this end, following the presentation of a theoretical framework, an analysis focuses on a case of public policy to promote the cooperative ecosystem, the “Plan Fent Cooperatives” of the Valencian Community. The results indicate that this strategy, described as a second-generation public policy for the promotion of the social economy, contributes to consolidating a favourable cooperative ecosystem in the region.

Keywords: social economy, économie sociale, écosystème, ecosystem, politique publique, public policy, développement local, local development

A lack of dialogue and collaboration between researchers and practitioners has been recognized in the field of second language education. Social media platforms such as X/Twitter have potential for connecting professionals in the teaching of English to speakers of other languages (TESOL) community and supporting professional learning and research; however, studies of TESOL professionals’ uses of X/Twitter have only examined posts/tweets from a limited number of communities marked by hashtags/ keywords. This study identifies 23 hashtags relevant to TESOL instruction for adults in the Canadian context and used them as search parameters to extract a data set of 4,833 posts/tweets. Eighty-two North American university professors who had published in the field of TESOL, were selected and searched for on X/Twitter. Upon locating 15 X/Twitter professor accounts, all 272 posts/tweets posted over the one-year period, were extracted. Two content analyses were conducted to infer the purpose of the posts/ tweets and identify the hashtags used by the professors. Results reveal considerable variation in the professors’ and other TESOL community members’ uses of X/Twitter and suggest that the two groups participate in rather separate X/Twitter communities. Recommendations for maximizing X/Twitter as a tool for professional learning and research and fostering the research-practice link are provided.

Keywords: les usages de Twitter par les chercheurs et les praticiens, Researchers’ and practitioners’ uses of Twitter, affinity spaces, communauté de pratique, community of practice, médias sociaux, espaces d’affinité, social media, X, X

Scholarly publishing involves multiple stakeholders having various types of interest. In Canada, the implication of universities, the presence of societies and the availability of governmental support for periodicals seem to have contributed to a rather diverse ecosystem of journals. This study presents in detail the current state of these journals, in addition to past trends and transformations during the 20th century and, in particular, the digital era. To this effect, we created a new dataset, including a total of 1265 journals, 943 of which appeared to be active today, specifically focusing on the supporting organizations behind the journals, the types of (open) access, disciplines, geographic origins, languages of publication and hosting platforms and tools. The main overarching traits across Canadian scholarly journals are an important presence of Diamond open access, which has been adopted by 61% of the journals, a predominance of the Social Sciences and Humanities disciplines and a scarce presence of the major commercial publishers. The digital era allowed for the development of open infrastructures, which contributed to the creation of a new generation of journals that massively adopted Diamond open access, often supported by university libraries. However, journal cessation also increased, especially among the recently founded journals. These results provide valuable insights for the design of tailored practices and policies that cater to the needs of different types of periodicals and that consider the evolving practices across the Canadian scholarly journal landscape.

Keywords: revues nationales, national journals, publication savante, scholarly publishing, libre accès, open access models, journal list, répertoire de revues, langues de publication, Canada, languages of publication, Canada

In post-war Quebec, the fascicle format experienced a meteoric rise in popularity. In order to draw all the heuristic potential from an analysis of this format, our article is based on a detailed study of the editorial peritext of some forty fascicles of sentimental novels published between 1945 and 1963 by the Éditions Police-Journal. On the one hand, these dime novels are comparable to “small books”—each issue generally contains a single story spanning 32 pages. The publisher’s branding, ostensibly serves as a guarantee of its quality. On the other hand, these objects with their soft and colourful covers are in constant dialogue with the magazine, often emulating its fundamental mechanisms. Through a detailed analysis of these little-explored romance novels, we hope to inspire a reflection on the popular print formats of the 20th century.

This article explores how Christmas reflects changes in the conception of the sacred, with a focus on childhood. Following a theological and historical overview, the author examines the transformations of this celebration and the growing prominence of children within it. Christmas offers a privileged perspective to observe the reconfigurations of children’s place in society, showcasing various social representations of childhood, such as the child as a victim, the innocent child, and the child subject of rights, which contribute to the sacralization and mythification of childhood. In sum, this article highlights how Christmas illustrates the transformations of the sacred and the contemporary valorization of childhood.

Keywords: Christmas, Noël, sacralization, sacralisation, enfance, childhood, rituels, rituals, mythes, myths, Jésus, Jesus, Santa Claus, père Noël, secularization, sécularisation, children’s rights, droits de l’enfant

This article documents the process of voluntary professional reconversion to the profession of primary school teacher in the Wallonia-Brussels Federation (Belgium). Using a qualitative research approach, we interviewed nine adults who attended an initial teacher education program for primary school teaching. Results show a close link between the identity tensions resulting from the previous or current career(s) and the identity project of becoming a primary school teacher. They also highlight the skills previously acquired in the private and professional spheres that contribute to a positive feeling of self-efficacy in the tasks specific to the desired profession. Finally, we provide practical recommendations for teacher education curriculum and the integration of these second-career teachers in the teaching profession.

Keywords: Enseignants de seconde carrière, second career teachers, professional reconversion, reconversion professionnelle, dynamique identitaire, identity dynamics, primary education, enseignement primaire, professional competencies, compétences professionnelles