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The general implications of AI for libraries are much discussed in library literature. But while this discussion takes place at the library-wide level, there are also important implications for subject librarians due to the specific uses of AI in different professions and areas of study. These are often overlooked as these specializations tend to publish in subject-specific journals. This article aims to address this research gap by providing a comparison and thematic analysis of this literature. Subject-specific library journals in the areas of law, health sciences, business, and humanities and social sciences were searched to identify relevant journal articles that discussed AI. 139 articles were identified and tagged with at least one category that reflected the nature of the discussion around AI. The following analysis showed that literature related to law had the greatest number of articles by far, though the publishing activity in all disciplines has increased significantly in the last 10 years. This article explores these trends to gain a more comprehensive understanding of the implications for subject-specific library work.

On September 11, 2001, Al Qaeda partisans hijacked four American airliners. Three of the planes struck their targets: the World Trade Center in New York and the Pentagon outside of Washington, DC. In “Holy Terrors: Thinking about Religion after September 11” (2nd ed., 2006), Bruce Lincoln made several provocative proposals about the study of religion and the category of fundamentalism, based on his reflection after those attacks. This article extends some of Lincoln’s proposals by refining his category “religious maximalism” in terms of his four domains of religion (transcendent discourse, practices, community, and regulatory institution), rather than considering it as a replacement for the category “fundamentalism” or as a global religious pattern. The article then examines several presidential speeches to chart the progress of Christian maximalism in the United States of America. The last four presidential speeches before the 20th anniversary of 9/11 were delivered by President Donald Trump. These speeches deemphasized religion, ignored history, disregarded basic factual accuracy, and promoted the authoritarian use of power. These signaled a move not toward religious maximalism, but rather toward racist nationalism. The article concludes that American Christian maximalists who helped elect President Trump did not gain control of the national transcendent discourse during his term of office, but they did gain considerable control of judicial and legislative power. It remains to be seen whether they can use their power in the national regulatory institutions to move the United States of America toward Christian maximalism in the long wake of 9/11.

The purpose of this paper is to highlight the work of one tripartite partnership with stakeholders to improve and strengthen novice teachers’ pedagogical designs using design based professional learning guided by the principles of knowledge building/knowledge creation. The tripartite partnership involved 450 novice teachers from an urban school division, a practitioner-research university team, and the provincial government. Drawing upon one case, this paper analyzes the ways in which the design-based professional learning mirrored the knowledge building/knowledge creation processes highlighting the ways in which teachers worked in collaborative, collective, and connected ways to progressively improve pedagogical designs for collective knowledge building. Computer supported, networked digital technologies provided a community to develop an audit trail to keep track of progressive improvements and refinements to their pedagogical designs and to support, enable, and enhance knowledge building discourse. Design-based professional learning informed by the 12 principles of knowledge building/knowledge creation provided novice teachers with a process to work collectively as a community, progressively improving and refining their pedagogical designs, identifying the role of their pedagogical designs in their students’ work, and engaging with other teachers in their respective schools.

Background: The Canadian healthcare system faces increasing patient volumes and complexity amidst funding constraints. Ambulatory care offers a potential solution to some of these challenges. Despite growing emphasis on the provision of ambulatory care, there has been a relative paucity of ambulatory care training curricula within Canadian internal medicine residency programs. We conducted a narrative review to understand the current state of knowledge on postgraduate ambulatory care education (ACE), in order to frame a research agenda for Canadian Internal Medicine ACE. Methods: We searched OVID Medline, Embase, and PsycINFO for articles that included the concepts of ambulatory care and medical or health professions education from 2005-2015. After sorting for inclusion/exclusion, we analyzed 30 articles, looking for dominant claims about ACE in Internal Medicine literature. Results: We found three claims. First, ACE is considered to be a necessary component of medical training because of its distinction from inpatient learning environments. Second, current models of ambulatory care clinics do not meet residency education needs. Third, ACE presents opportunities to develop non-medical expert roles. Conclusions: The findings of our narrative review highlight a need for additional research regarding ACE in Canada to inform optimal ambulatory internal medicine training structures and alignment of educational and societal needs.

O presente artigo advoga, com base nos comentários de tradução de três poemas de Wilhelm Busch do alemão ao português do Brasil, a favor da traduzibilidade da poesia. Como fundamentação teórica parte-se da problematização da tradicional noção de equivalência em tradução realizada por Weininger (2012) e adota-se os conceitos de “convergência” e de “coincidência” de Beaugrande (2007), defendidos por Weininger, como apoio metodológico para a realização prática dos desafios tradutórios em questão.

Two herbarium collections (NS and NSK) of the Central Siberian Botanical Garden SB RAS keep about 740,000 specimens of vascular plants, collected in Siberia, Russian Far East, Europe, Asia and North America. Genus Allium s. lat. Is presented by 6224 herbarium sheets, all of them were scanned using international standards: at a resolution of 600 dpi, the barcode for each specimen, 24-color scale and scale bar. Images and metadata are stored at the CSBG SB RAS Digital Herbarium, generated by ScanWizard Botany and MiVapp Botany software (Microtek, Taiwan). Datasets were published via IPT at the Global Biodiversity Information Facility portal (gbif.org). In total 207 species of the genus Allium are placed in the CSBS Digital Herbarium, which includes representatives from 13 subgenera and 49 sections of the genus. 35 type specimens of 18 species and subspecies of the genus Allium are hosted in CSBG Herbarium collections.

Around the circumpolar North, archaeologists and heritage managers are growing increasingly concerned about the destruction of archaeological sites due to modern climate change. This paper describes the Arctic CHAR project, designed to address this issue in the Mackenzie Delta region of northwestern Canada. The Mackenzie Delta is home to the Inuvialuit, whose rich history is recorded in many coastal sites. Due to permafrost melt and increasing relative sea level, these sites are being destroyed at an alarming rate. Arctic CHAR consists of two main components: survey to assess the condition of heritage resources across the region, and excavation of the most important threatened sites.

Mutual respect is an essential component of a peaceful society in which everyone is honoured and treated as equals. Using a phenomenological approach, this study examined the experiences of nine post-secondary students in culturally diverse classrooms in an urban Canadian university. Through individual interviews, using phenomenological reduction, findings suggest that participants defined and engaged with cultural diversity in a variety of ways and exhibited various levels of intentionality of engagement and non-engagement with each other. Participants observed differences pertaining to language, culture, ethnicity, skin colour, and religion. From these discussions of difference, participants proposed practical pedagogical practices that might promote cross-cultural competencies, including: active participation, open dialogues, out of the classroom learning, and non-adherence to clocks and desks in cookie cutter order. The study revealed that implementing Freirian critical pedagogy and Cummins’ empowerment model in culturally diverse post-secondary classrooms can increase the students’ comfort level, which strengthens their ability to learn in their classrooms and from each other.

This article explores how current research into school-based mentorship programs might inform the adult’s role as mentor in animal-assisted literacy programs and thereby offer children a unique and valuable form of support for learning. An examination of the goals and best practices of school-based mentorship programs alongside animal-assisted literacy mentorship programs opens space for an in-depth exploration into possibilities for how an animal might enhance the mentorship experience for children.

The purpose of the Technology and High School Success (THSS) initiative was to encourage innovative strategies focused on improving provincial high school completion rates, using technology and student-centered learning to engage student interest. The primary purpose of this paper is to report on barriers that impede systemic, effective and sustainable technology integration within schools. Even with teacher and administrative support and commitment for THSS, evaluative research indicated minimal change in system capacity as a result of the initiative. Three primary barriers to program sustainability were: 1) schools and school districts did not leverage the opportunity to revisit their existing vision(s), 2) schools and school districts did not use data to make changes, and 3) limited access to technology. Le but de l’initiative « Technology and High School Success (THSS) » était d'encourager des stratégies novatrices visant à améliorer le taux d’achèvement des études secondaires dans la province de l’Alberta en utilisant la technologie et un apprentissage centré sur l'élève afin de susciter l'intérêt des élèves. L'objectif principal de cet article est de rendre compte des obstacles entravant l'intégration systémique, efficace et durable de la technologie dans les écoles. La recherche évaluative a révélé des changements minimes dans la capacité systémique à la suite de l'initiative, et ce, malgré l’appui et l’engagement des enseignants et des administrateurs envers le THSS. Les trois obstacles principaux à la viabilité du programme sont les suivants: 1) les écoles et les districts scolaires n'ont pas profité de l’occasion pour revoir leur(s) vision(s), 2) les écoles et les districts scolaires n'ont pas utilisé les données pour effectuer des changements, et 3) l'accès limité à la technologie.

This paper introduces the relatively new field of learning analytics, first by considering the relevant meanings of both “learning” and “analytics,” and then by looking at two main levels at which learning analytics can be or has been implemented in educational organizations. Although turnkey systems or modules are not yet available for review, specific technologies for analyzing online student activities have been implemented and piloted. As a result, this paper recommends an incremental approach to institutional preparedness. Ce rapport présente le domaine relativement nouveau de l’analyse de l’apprentissage en considérant d’abord la pertinence des deux termes “apprentissage” et “analyse”, puis en examinant les deux principaux niveaux auxquels l’analyse de l’apprentissage peut être ou a été mise en œuvre dans les organisations éducatives. Bien que des systèmes ou des modules « clés en main » intégrés ne puissent pas encore être examinés, des technologies spécifiques pour analyser les activités en ligne des étudiants ont été mises en place et testées. En conséquence, cet essai conseille en conclusion une approche progressive de préparation institutionnelle.

This paper argues that research into the pedagogical value and potential of new technologies is limited by the implicit philosophical perspectives on technology that such research adopts. These perspectives either imbue technologies with inalienable qualities (essentialism) or posit technology as a neutral means for realizing goals defined by their users (instrumentalism). Such approaches reflect the reigning common sense around the relation of technology and social practice, but they have also been resoundingly critiqued from within the philosophy, history and sociology of technology. It is our argument that the development of more nuanced philosophical perspectives on technology derived from contemporary technology studies can provide fruitful new directions for online education research. After briefly outlining how essentialist and instrumentalist perspectives operate in such research, we overview the key contributions developed in technology studies, suggesting how the latter might enhance research into online education. Cet article soutient que la recherche sur la valeur et le potentiel pédagogiques des nouvelles technologies est limitée par les positions philosophiques qui y sont implicites. Ces positions conduisent soit à attribuer des qualités inaliénables aux technologies (essentialisme), soit à appréhender la technologie comme un moyen neutre pour la réalisation d’objectifs définis par les utilisateurs (instrumentalisme). De telles approches reflètent le sens commun qui prévaut quant à la relation entre la technologie et la pratique sociale. Elles ont cependant aussi été vivement critiquées dans les milieux de la philosophie, de l'histoire et de la sociologie de la technologie. Nous défendons l’idée que l’élaboration de positions philosophiques plus nuancées sur la technologie, issues des études contemporaines de technologie, peut offrir de nouvelles orientations fécondes pour la recherche consacrée à l’éducation en ligne. Après une brève description des positions essentialistes et instrumentistes telles qu’elles se présentent dans ce champ de recherche, nous passerons en revue les principales contributions des études en technologie et suggérons comment ces dernières pourraient rehausser la recherche consacrée à l’éducation en ligne.

The vision of reusable digital learning resources or objects, made accessible through coordinated repository architectures and metadata technologies, has gained considerable attention within distance education and training communities. However, the pivotal role of metadata in this vision raises important and longstanding issues about classification, description and meaning. The purpose of this paper is to provide an overview of this vision, focusing specifically on issues of semantics. It will describe the CanCore Learning Object Metadata Application Profile as an important first step in addressing these issues in the context of the discovery, reuse and management of learning resources or objects.

The article talks about the political thoughts of Canadian politicians Louis Riel and John Norquay. It mentions that the Manitoba Legislative Assembly unanimously passed a Resolution to Recognize the Historic Role of Riel as Founder of Manitoba in May of 1992. It also mentions that there are several Louis Riel schools in Ottawa and Calgary and a Louis Riel School Division in Winnipeg; and there is a Louis Riel bridge, park and monuments. It mentions that there are biographies, movies and plays about Riel. A major highway in Saskatchewan was renamed the "Louis Riel Trail" in 2001.

Anyone involved in e-learning is certain to have run across the word practice in connection with a number of notable expressions or phrases: communities of practice, best practices, and teaching practices among others. However, there have been few definitions or discussions that address exactly what practice is. This article provides a short overview of the practice approach, focusing first on its origin in the philosophy of Heidegger and the sociology of Bourdieu. It then provides and analyzes examples of everyday conversational practices, exploring how computer technology can work with (or against) the unscripted, improvisational nature of practice. In this way, this article illustrates both how and why this approach can be valuable for research in e-learning.

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