scholarly journals Ten Years of Adult Literacy Policy and Practice in Canada: Literacy Policy Tensions and Workarounds

2015 ◽  
Vol 17 (2) ◽  
pp. 4 ◽  
Author(s):  
Suzanne Smythe
Keyword(s):  
Public Education ◽  
Adult Literacy ◽  
Coming Of Age ◽  
Policy Networks ◽  
Learning Needs ◽  
Literacy Practice ◽  
Policy And Practice ◽  
Literacy Policy ◽  
International Literacy ◽  
Neoliberal Economics

The years 2003 – 2013 marked a coming-of-age in the adult literacy field in Canada, as it reconciled the politics of international literacy surveys and their accountability regimes with the actualities of literacy work among people caught in the nets of neoliberal economics. The concepts of policy networks, powerful literacies and workarounds are used to capture how educators attempt to escape or repair the effects of standardized accountability regimes to create new networks of adult literacy practice that reflect local learning needs and interests. The nexus of this struggle suggests consequences for the work of all educators within an emerging ‘new precariat’ and downgrading of public education spaces.

scholarly journals “I’m not an investigator and I’m not a police officer" - a faculty’s view on academic integrity in an undergraduate nursing degree

2021 ◽  
Vol 17 (1) ◽  
Author(s):  
Joan Lynch ◽  
Yenna Salamonson ◽  
Paul Glew ◽  
Lucie M. Ramjan
Keyword(s):  
Nursing Education ◽  
Nursing Faculty ◽  
Academic Integrity ◽  
Codes Of Conduct ◽  
Learning Needs ◽  
Policy And Practice ◽  
Undergraduate Nursing ◽  
Large Numbers ◽  
Academic Integrity Policy

AbstractIn nursing, expectations of honesty and integrity are clearly stipulated throughout professional standards and codes of conduct, thus the concept of academic integrity has even more impetus in preparing students for graduate practice. However, a disparity between policy and practice misses the opportunity to instil the principles of academic integrity, and at its core honesty, a pivotal trait in the nursing profession. This study draws upon the experience of the nursing faculty to explore how academic integrity policy of deterrence operate in nursing education.While participants deplored cheating behaviours, they expressed frustration in having to ‘police’ large numbers of students who had little awareness of the academic standards to meet policy requirements. In addition, they were cynical because of a perceived lack of severity in sanctions for students who repeatedly breached integrity. Participants expressed a moral obligation as educators to meet student learning needs and preferred to engage with students in a more meaningful way to uphold academic integrity. The ambivalence to detect and report breaches in integrity undermines the effectiveness of policy. Therefore, faculty must recognise the importance of their role in detecting and escalating cases of dishonesty and execute deterrence in a more consistent way. To do this, greater support at an institutional level, such as smaller class sizes, inclusion in decision making around sanctions and recognition of additional workload, will enable faculty to uphold policy. Although policing was not their preferred approach, the role of faculty in detecting and reporting cases of misconduct is crucial to increase the certainty of students getting caught, which is essential if policy is to be effective in deterring dishonest behaviour.

scholarly journals Literacy in the Information Age: Examining the Convergence of Information Literacy Instruction and Assessment with Theory and Policy

2021 ◽  
Author(s):  
Marlene Asselin ◽  
Margaret Early ◽  
Margot Filipenko ◽  
Virginia Lam
Keyword(s):  
Public Education ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Large Scale ◽  
Information Age ◽  
The State ◽  
Instructional Time ◽  
Information Literacy Instruction ◽  
Information Processes ◽  
Literacy Policy

Competencies associated with information literacy are becoming increasingly embedded in literacy policy and curriculum; however, little is known about the extent to which instruction and assessment are aligned with current directives. This paper presents two studies designed to examine the state of instruction and assessment of information literacy in Canadian public education. Findings from these studies showed that although instruction of basic levels of information processes is taking place, there is significantly less emphasis on higher-level aspects of information literacy. In regards to assessment, items related to information literacy are not included on large-scale literacy tests thus potentially affecting how teachers allot their instructional time.

Current Trends and Perspectives in the K-12 Canadian Blended and Online Classroom

2017 ◽  
pp. 74-92
Author(s):  
Constance Blomgren
Keyword(s):  
Public Education ◽  
Digital Technologies ◽  
Rural Students ◽  
First Century ◽  
Indigenous Populations ◽  
Learning Needs ◽  
Online Classroom ◽  
Current Trends ◽  
K 12 ◽  
Educational Delivery

Canada has a history and geography that has required the use of distance education models and resources, and with its distributed population the potential of blended and online learning to further address K-12 learning needs is presently viewed by government as a means to deliver public education. These commitments have produced numerous responses and concerns regarding technical infrastructure, discussions regarding pedagogy, professional development of teachers, and establishing the means to meet the needs of twenty-first century learners. The following overview provides the Canadian K-12 context and educational trends, issues, and concerns within digital technologies and distance learning. The resulting summary holds significance for jurisdictions that have a vast geography and dispersed rural students, indigenous populations, as well as K-12 urban learners who require flexible access to educational delivery. Additionally, the overview contributes to the emerging understanding and the variety of response to digital technologies as part of the Canadian educational landscape.

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