Research at the Centre for Educational Research on Languages and Literacies (CERLL) at the Ontario Institute for Studies in Education of the University of Toronto (OISE/UT)

2013 ◽  
Vol 46 (4) ◽  
pp. 560-563
Author(s):  
Robert Kohls ◽  
Jennifer Shade Wilson
Keyword(s):  
Educational Research ◽  
Indigenous Languages ◽  
Graduate Studies ◽  
Name Change ◽  
Curriculum Assessment ◽  
Modern Language ◽  
University Of Toronto ◽  
New Name ◽  
Teaching Learning ◽  
The University

After more than 40 years as the Modern Language Centre, members of the Centre decided to rename ourselves as the Centre for Educational Research on Languages and Literacies (CERLL), to better reflect our current activities and interests. We officially launched the new name for the Centre at a reception on 22 October 2010, and produced a compilation of recent publications by members of the Centre to mark the event. Our interests in research and graduate studies remain fundamentally as they have been for decades, focused on theories and practices in teaching, learning, curriculum, assessment, and policies related to English and French as second or international languages as well as other international, minority, heritage, or indigenous languages. The name change does signal a broadening of perspectives to include research on various forms and types of literacies, though we do not claim to be ‘post-modern’ in doing so.

scholarly journals Word-entries and Big Data in Lexicons of Early Modern English

2015 ◽  
Vol 37 (4) ◽  
pp. 215-234
Author(s):  
Ian Lancashire
Keyword(s):  
Early Modern ◽  
Text Analysis ◽  
Online Database ◽  
Modern Language ◽  
University Of Toronto ◽  
The Past ◽  
Early Modern English ◽  
History Of ◽  
Survival And Growth ◽  
The University

This brief thirty-year history of Lexicons of Early Modern English, an online database of glossaries and dictionaries of the period, begins in a fourteenth-floor Robarts Library lab of the Centre for Computing and the Humanities at the University of Toronto in 1986. It was first published freely online in 1996 as the Early Modern English Dictionaries Database. Ten years later, in a seventh-floor lab also in the Robarts Library, it came out as LEME, thanks to support from TAPoR (Text Analysis Portal for Research) and the University of Toronto Press and Library. No other modern language has such a resource. The most important reason for the emergence, survival, and growth of LEME is that its contemporary lexicographers understood their language differently from how we, our many advantages notwithstanding, have conceived it over the past two centuries. Cette brève histoire des trente ans du Lexicons of Early Modern English, une base de données en ligne de glossaires et de dictionnaires de l’époque, commence en 1986 dans le laboratoire du Centre for Computing and the Humanities, au quatorzième étage de la bibliothèque Robarts de l’Université de Toronto. Cette base de données a été publiée gratuitement en ligne premièrement en 1996, sous le titre Early Modern English Dictionnaires Database. Dix ans plus tard, elle était publiée sous le sigle LEME, à partir du septième étage de la même bibliothèque Robarts, grâce au soutien du TAPoR (Text Analysis Portal for Research), de la bibliothèque et des presses de l’Université de Toronto. Aucune autre langue vivante ne dispose d’une telle ressource. La principale raison expliquant l’émergence, la survie et la croissance du LEME est que les lexicographes qui font l’objet du LEME comprenaient leur langue très différemment que nous la concevons depuis deux siècles, et ce nonobstant plusieurs de nos avantages.

scholarly journals John William Magladery 1911-1977

1981 ◽  
Vol 8 (1) ◽  
pp. 86-86
Keyword(s):  
World War Ii ◽  
Medical School ◽  
Upper Canada ◽  
World War ◽  
National Hospital ◽  
Graduate Studies ◽  
Canadian Army ◽  
University Of Toronto ◽  
Oxford University ◽  
The University

John W. Magladery was born in New Liskeard, Ontario on October 11, 1911. He graduated from Upper Canada College in 1929 and the University of Toronto Medical School in 1935. As a Rhodes scholar, he received the degree of D. Phil, in Neurophysiology from Oxford University in 1937. During World War II, he was a major in the Royal Canadian Army Medical Corps. Post-graduate studies were undertaken at the University of Toronto and the National Hospital, Queen Square.

scholarly journals From Bricks and Mortar to Bits and Bytes: Examining the Changing State of Reference Services at the University of Toronto Libraries During COVID-19

2021 ◽  
Vol 16 (1) ◽  
pp. 1-10
Author(s):  
Madeline Gerbig ◽  
Kathryn Holmes ◽  
Mai Lu ◽  
Helen Tang
Keyword(s):  
Service Providers ◽  
Reference Services ◽  
University Of Toronto ◽  
Online Tools ◽  
Challenges And Opportunities ◽  
Reference Service ◽  
Survey Results ◽  
Rapid Transition ◽  
Teaching Learning ◽  
The University

Before the pandemic, the University of Toronto was predominantly an in-person experience. The closure of physical libraries and shift to remote learning required library staff and users to adapt to new modes of supporting teaching, learning, and research. A survey was conducted about reference service delivery, staffing models, resources and tools, which asked the respondents to describe reference services at their libraries before and during the pandemic. The objectives of this survey were to capture the state of reference services at the University of Toronto Libraries (UTL), and to compare data about reference practices during the pre-pandemic and pandemic periods with the goal of identifying challenges and opportunities for the future of reference services at UTL. 70% of libraries surveyed used reference desks for reference services pre-pandemic, and during the pandemic, 75% of libraries used virtual reference appointments by video conferencing. The survey results show that reference service staffing and service hours in most surveyed libraries were reduced during the pandemic. Many respondents reported that while they offered fewer reference service hours during the pandemic, they continued to provide assistance outside of scheduled hours. Online tools and platforms that were already familiar to librarians remained popular during the pandemic, allowing service providers to quickly adapt to the virtual environment and ensure seamless service continuity. While the rapid transition in services at the University of Toronto was not without its challenges, it has also offered many new opportunities for re-envisioning reference services at the University of Toronto Libraries.

John Charles Fields, 1863 - 1932

1933 ◽  
Vol 1 (2) ◽  
pp. 131-138
Keyword(s):  
Gold Medal ◽  
British Isles ◽  
Graduate Studies ◽  
University Of Toronto ◽  
Johns Hopkins University ◽  
The Subject ◽  
The University

John Charles Fields was born in Hamilton, Ontario, on May 14, 1863, and died in Toronto on August 9, 1932. He was elected Fellow in 1913. His father (John Charles Fields) and his mother (Harriet Bowes) were both Canadians. The former was a merchant of Hamilton, and in the course of his business travelled extensively in the British Isles and Continental Europe. The father died when Fields was eleven years old and his mother when he was eighteen. He attended Hamilton Collegiate Institute, where he showed marked ability, taking a number of scholarships. He matriculated at the University of Toronto in 1880 and took his B.A. degree in 1884, with the gold medal in mathematics, after a distinguished undergraduate career. He then went to Johns Hopkins University to pursue graduate studies, and remained there until 1889, taking his Ph.D. degree in 1887, the subject of his dissertation being that of No. 7 in the list of publications given below. In 1889 he was appointed Professor of Mathematics at Allegheny College; he resigned this position in 1892 in order to pursue further studies.

scholarly journals Realizing Partnership Potential: A Report on a Formal Collaboration Between a Teaching and Learning Centre and Libraries at the University of Toronto

2015 ◽  
Vol 8 ◽  
pp. 191 ◽  
Author(s):  
John Bolan ◽  
Patricia Bellamy ◽  
Carol Rolheiser ◽  
Joanna Szurmak ◽  
Rita Vine
Keyword(s):  
Student Success ◽  
Professional Education ◽  
Teaching And Learning ◽  
University Teaching ◽  
Learning Goals ◽  
Academic Librarians ◽  
University Of Toronto ◽  
Teaching Support ◽  
Teaching Learning ◽  
The University

In 2010, the University of Toronto’s Centre for Teaching Support & Innovation (CTSI) and University of Toronto Libraries (UTL) jointly launched Partnering for Academic Student Success (PASS), a partnership to foster new opportunities for collaboration between academic librarians and those involved in developing excellence in university teaching. This article describes the challenge of professional education in support of the teaching mission for librarians, and a partnership designed to address this need.  The article reports on the genesis, goals, and key principles contributing to the partnership’s success, while discussing implications and recommendations for those seeking to develop similar programs of intentional collaboration that enable teaching/learning goals.

Reading knowledge testing

1972 ◽  
Vol 17 (2-3) ◽  
pp. 191-215
Author(s):  
Martin Joos
Keyword(s):  
Political Process ◽  
Graduate Studies ◽  
University Of Toronto ◽  
Reading Abilities ◽  
The University

This report covers one service of Linguistics to the University of Toronto School of Graduate Studies. Since July 1968 the SGS has routinely tested the French and the German reading abilities called for in each of the PhD supervising departments from Aerospace through Zoology, relieving the language departments of onerous burdens. Each department has chosen its own pass/fail standard; choices are alterable, especially downward without notice, four times a year; departments find raising them more troublesome but do it by internal political process as often as they see fit, actually as often as twice in three years.

What Will Rising Law School Tuition Fees Mean for Law and Learning?

2003 ◽  
Vol 18 (1) ◽  
pp. 67-72 ◽  
Author(s):  
Jo-Anne Pickel
Keyword(s):  
Legal Education ◽  
Law School ◽  
Tuition Fees ◽  
Graduate Studies ◽  
University Of Toronto ◽  
Canadian Law ◽  
Twentieth Anniversary ◽  
Law Student ◽  
The University ◽  
The Impact

Last year, the Faculty of Law at the University of Toronto approved a plan that will see tuition fees increase from $12 000 to $22 000 dollars over the next five years. Other Canadian law faculties are beginning to follow, or are considering following, the University of Toronto's lead. In light of this trend toward higher tuition fees, the time is ripe to step back and ask: what will this mean for legal education in Canada? In particular, on the twentieth anniversary of the release of Law and Learning (the “Arthurs Report”), it would seem important to reflect on the impact that higher tuition fees might have on law and learning in Canada. What will dramatic increases in tuition mean for the values and laudable objectives set out in the Arthurs Report? These are some of the issues that I seek to address, partly through a personal reflection on my own experience as a law student and as someone who is near the completion of graduate studies in law.

Research in the Modern Language Centre at the Ontario Institute for Studies in Education of the University of Toronto (OISE/UT)

2009 ◽  
Vol 42 (4) ◽  
pp. 525-530
Author(s):  
Youn-Hee Kim ◽  
Robert Kohls ◽  
Christian W. Chun
Keyword(s):  
Language Learning ◽  
Teacher Development ◽  
Teaching And Learning ◽  
Language Education ◽  
Research Report ◽  
Minority Languages ◽  
Graduate Studies ◽  
Modern Language ◽  
University Of Toronto ◽  
Research Activities

The Modern Language Centre addresses a broad spectrum of theoretical and practical issues related to second and minority language teaching and learning. Since its foundation in 1968, the quality and range of the Centre's graduate studies programs, research, and development projects and field and dissemination services have brought it both national and international recognition. Our work focuses on curriculum, instruction, and policies for education in second, foreign, and minority languages, particularly in reference to English and French in Canada but also other languages and settings – including studies of language learning, methodology and organization of classroom instruction, language education policies, student and program evaluation, teacher development, as well as issues related to bilingualism, multilingualism, cultural diversity, and literacy. In this research report, we will present research activities underway in the Centre in the areas of pedagogy, literacy development, sociocultural theory, pragmatics, and assessment.

Proceedings of The Modern Language Association of America

PMLA ◽  
1935 ◽  
Vol 50 (4) ◽  
pp. 1343-1343
Keyword(s):  
Modern Language Association ◽  
Modern Language ◽  
Local Committee ◽  
Tuesday Morning ◽  
University Of Cincinnati ◽  
The University ◽  
Plaza Hotel

The fifty-second meeting of the Modern Language Associationof America was held, on the invitation of the University of Cincinnati, at Cincinnati, Ohio, Monday, Tuesday, and Wednesday, December 30 and 31, 1935, and January 1, 1936. The Association headquarters were in the Netherland Plaza Hotel, where all meetings were held except those of Tuesday morning and afternoon. These took place at the University of Cincinnati. Registration cards at headquarters were signed by about 900, though a considerably larger number of members were in attendance. The Local Committee estimated the attendance at not less than 1400. This Committee consisted of Professor Frank W. Chandler, Chairman; Professor Edwin H. Zeydel; Professor Phillip Ogden; Mr. John J. Rowe (for the Directors); and Mr. Joseph S. Graydon (for the Alumni).

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