Digital storytelling and city cultural organizations

88 p.; Includes bibliographical references (pp. 85-88). ; "April 2017"This working paper describes a case study investigation of a city-wide digital storytelling initiative, called Love Your City, Share Your Stories (LYCSYS), led by two libraries and one municipal cultural department in Hamilton, Canada. Data collection comprised one-on-one interviews, document review, and participant observations with internal stakeholders from the two libraries and the municipal cultural department involved in the development and implementation of LYCSYS. Using Activity Theory as a conceptual lens, data were analyzed using grounded theory techniques. A variety of factors (e.g., motivations, goals, actions, tools, rules, divisions of labour) were found to shape digital storytelling outcomes. Congruencies – forces which promote stability and the carrying out of the digital storytelling activity – helped counterbalance contradictions and tensions that influenced change and the reshaping of the digital storytelling activity itself. Congruencies included cooperative partnerships, sufficient funding, senior management commitment/leadership, good governance, strong community support, and flexibility. Contradictions and tensions concerned the choice of cultural icons and stories, adherence to archival standards, the look and feel of developed outcomes, technical obstacles, and project management concerns. From this analysis, several recommendations are proposed for practitioners who plan to launch similar digital storytelling initiatives in their own cities. These recommendations emphasize the finding of a “sweet spot” in the development and implementation of a digital storytelling initiative led by city cultural organizations where congruencies mitigate any contradictions and tensions that may arise

An exploratory investigation of digital literacy training programs led by public libraries and other local community organizations

43 p. ; Includes bibliographical references (pp. 30-31) ; "October 2020"; Acknowledgments: "This paper was kindly supported by a Partnership Development Grant (PDG) from the Social Sciences and Humanities Research Council of Canada (SSHRC). Partner organizations on the PDG comprised Hamilton Public Library (HPL), the Canadian Urban Libraries Council (CULC), the Canadian Federation of Libraries Association (CFLA), and McMaster University’s Office of Community Engagement. Thanks goes to the following Research Assistants whose help during the data collection and analysis process greatly facilitated the production of this work: Hannah Barrie, David Gerstle, Jodie Lobana and Mona Nasery. Thanks also goes to those who agreed to serve as research participants."This working paper describes an exploratory research investigation of the factors affecting the success of digital literacy skills training offered by local community organizations, such as public libraries. The study investigates how public libraries and other community-based organizations can best deliver the digital literacy initiatives they provide to the communities they serve. Case studies of two public libraries and five community organizations in the Greater Toronto and Hamilton Area (Canada) were carried out. Data collection comprised: a) one-on-one interviews with administrators, instructors, and people who received training; b) the analysis of training documents; c) observations of training sessions; and d) a survey administered to clients who participated in these training sessions. Qualitative data analysis techniques identified a variety of factors that shape digital literacy training success. These factors include: i) organizing and training staff; ii) acquiring sustainable funding; iii) reaching marginalized populations; iv) offering training at convenient times to end-users; v) marketing the training; vi) sharing and adopting best practices; and, vii) collecting and analyzing performance measurement data. How these factors inter-relate, and how these factors differ between different types of end-users and different types of local community organizations were explored. From these findings, recommendations for practice on how to run successful digital literacy training programs are provided. Ultimately, the factors identified in this study will guide the development of several survey instruments that will be administered to public libraries (both administrators and clients) across Canada in order to gain not only a national picture of digital literacy initiatives offered by public libraries and other community organizations, but also to better understand how organizational and end-user considerations surrounding these initiatives impact digital literacy training successThis paper was kindly supported by a Partnership Development Grant (PDG) from the Social Sciences and Humanities Research Council of Canada (SSHRC). Partner organizations on the PDG comprised Hamilton Public Library (HPL), the Canadian Urban Libraries Council (CULC), the Canadian Federation of Libraries Association (CFLA), and McMaster University’s Office of Community Engagement. Thanks goes to the following Research Assistants whose help during the data collection and analysis process greatly facilitated the production of this work: Hannah Barrie, David Gerstle, Jodie Lobana and Mona Nasery. Thanks also goes to those who agreed to serve as research participants

Artificial Intelligence Ethics Guide

This guide presents several case studies and provocative questions that allow decision-makers to reflect on the responsible use of IA in government systems. To support knowledge building, the guide also includes a glossary of AI terminology derived from USAID learning studies and a comprehensive literature review with varied country approaches to using AI for public services

Digital skills training and older adults: a scoping review

155 p. ; Includes bibliographical references (pp. 100-102) ; "July 2025"; Acknowledgements: This paper was kindly supported by a knowledge synthesis grant from the MIRA | Dixon Hall Centre, a unique partnership between the McMaster Institute for Research on Aging (MIRA) and Dixon Hall.This working paper reports the results of a comprehensive scoping review of the academic literature over the last ten years concerning digital literacy training and older adults, yielding valuable recommendations for practice. As digital technologies become increasingly embedded in everyday life, the ability to navigate online environments has become essential to social inclusion, independence, and well-being in later life. Yet older adults—particularly those facing systemic barriers related to income, language, health, or geography—continue to experience digital exclusion. This scoping review synthesizes the academic literature between 2014 and 2024 to examine how digital skills training is delivered to older adults, what contextual and individual factors shape participation, and what outcomes are most frequently reported. Guided by Arksey and O’Malley’s (2005) scoping review methodology and the Joanna Briggs Institute’s Manual for Evidence Synthesis (2024), this scoping review applies a structured codebook adapted from Detlor et al. (2022, 2024) to analyze 200 documents and organize findings across three domains: learning context, learner attributes, and learning outcomes. A multilevel model from Kärnä et al. (2022) informs the study’s recommendations by situating training strategies within macro (policy), meso (institutional), micro (instructional), and nano (interpersonal/ interface) environments. The scoping review’s findings highlight the importance of learner-centered design, sustained funding, trusted delivery environments, and inclusive pedagogies. While many digital skills training programs for older adults report positive cognitive, emotional, and behavioral impacts, gaps in equity, coordination, and evidence persist. Importantly, the scoping review provides a foundation for future discussions on ways to improve the accessibility, effectiveness, and sustainability of digital skills training for older adults, especially those who are marginalized

A discussion between peer 1, peer 2, and myself: How do medical students process and use peer feedback on their own work?

Peer feedback (PF) is a tool that allows learners to improve their written productions. However, some students benefit more than others from PF, and it is unclear what strategies lead to high-quality work revision. This study explores the strategies and conditions under which PF is appropriately used or ignored by students when revising their own work. Thirty-eight second-year undergraduate medical students took part in this study. The task assigned to the participants was to enhance their written work using feedback from two peers. Their eye movements were recorded throughout the experiment, and a Cued Retrospective Reporting (CRR) was conducted at the end of the task. Analysis of the CRR through content analysis reveals that students exhibiting high-quality revision do not employ the same strategies as those displaying low-quality revision. They actively and critically engage in PF use, act as a third feedback-giver, and do not overestimate their abilities