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This article examines the impact of the COVID-19 pandemic on computer and Internet access services in Canadian public libraries as well as the implications of this lack of access for people facing socioeconomic barriers, and how Canadian public libraries could address digital divide issues in the post-pandemic era. Recommendations on future pandemic preparedness for public libraries are also discussed in this article. This research project conducted a bilingual (English and French) online survey targeting public library technicians, librarians, and library board members across Canada. From 1,631 research invitation emails sent to public library staff across Canada and three Facebook posts on Canadian public library staff groups, over a one-year period from November 3, 2021, to November 6, 2022. 226 individuals participated in the online survey questionnaire. Findings suggest that the COVID-19 pandemic has exacerbated social inequalities in Canada, including access to computers and the Internet. The digital divide could lead to poor health outcomes and put existing disadvantaged populations at greater risk in terms of future employment opportunities. The digital divide needs to be addressed so that Canadians in low-income households and those living with disabilities do not get left behind. Importantly, public libraries in Canada have been working tirelessly to equalize access to computers, the Internet, and digital literacy training and support. Their determination, social responsibility, and professional ethics need to be acknowledged. Finally, this article's recommendations for future pandemic preparedness in Canadian public libraries may also be applicable and beneficial to public libraries globally.

Keywords: bibliothèques publiques canadiennes, Canadian public libraries, pandémie de COVID-19, COVID-19 pandemic, fracture numérique, digital divide, préparation à une future pandémie, future pandemic preparedness

This scientific article presents the outcomes of a longitudinal study experimenting with a developmental pedagogical approach in writing with primary school students. The students’ progress is assessed by analyzing fictional stories written by the children at different points in time and in two distinct contexts, one with a predefined structure, and one without. The outcomes of the students identified as struggling at the beginning of the study are compared to those of their peers who were considered as having no difficulties. The analysis carried out, besides highlighting the contribution of the approach, makes it possible to question current evaluation and intervention practices, which often rely on a step-by-step and rigid conception of writing.

Keywords: écriture à l’école primaire, writing in primary school, récit et créativité, fiction writing and creativity, approche pédagogique développementale, developmental pedagogical approach, differentiated teaching, pédagogie différenciée, apprentissage, learning

The overarching objective of this study is to become more closely attuned to the politics of curriculum by identifying the discursive practices employed by governments to position curricular reform. In particular, this analysis aims to show how the twinning of neoliberalism and neoconservatism has served to justify shifts in curriculum at three North American sites in recent years. Further, using rhetorical analysis as a form of critical discourse analysis, the study demonstrates how discursive tools are used to advance neoliberal and neoconservative values under the guise of a taken-for-granted sense of education’s purpose and role. Rather than an analysis of curriculum documents as texts, this study focuses on government rhetoric describing the rationale for curricular reform so as to better recognize which values are gaining formal power, offer clarity into what is oppressed or ignored, and, ultimately, provide insights into where resistance might be aimed.

Keywords: neoliberalism, neoconservatism, curricular reform

With the arrival of Romanticism, a new imaginary about North/South identities emerged that was to achieve rapid success and considerable validity for decades. The Mediterranean-classicist hegemony sees the cultural and political power, held by the South for many centuries, transferred to the German-Romantic world. This paper analyzes Madame de Staël’s opinions on the matter, which were favorable to the Nordic culture that established a series of simple antitheses on the two identities, thus facilitating their transformation into clichés and their rapid dissemination. They were likewise ideologically exploited by the most conservative Romanticism, a defender of literary nationalism and of a Christian and monarchical literature.

Keywords: Madame de Staël, Madame de Staël, Romantic topics, tópicos románticos, identidades Norte/Sur, North/South identities, Clasicismo, Classicism, Romanticism, Romanticismo

Keywords: appropriation de pratiques, pratiques évaluatives, aménagements à l’évaluation, trouble du spectre de l’autisme

Keywords: approche sensible aux traumas, implantation, classes spéciales, programme d'intervention, troubles émotionnels et comportementaux

Keywords: compétence à communiquer oralement, enseignement de l'oral, évaluation de l’oral, coévaluation, autoévaluation

The objective of this introduction is to present the contributions to this issue on happiness. Beforehand, we tackle a few themes that seem to have great interest : the « rewards » of happiness, its contagion, the reticence toward it, the connection with nature and fine arts that form good constituents of happiness and, lastly, genetic and epigenetic aspects of happiness.

Keywords: bonheur, émotions positives, émotions négatives, happiness, positive emotions, negative emotions