“I still go ask someone I enjoy talking to”: The use of digital and human sources by educational stage and context

How does educational stage affect the way people find information? In previous research using the Digital Visitors & Residents (V&R) framework for semi-structured interviews, context was a factor in how individuals behaved. This study of 145 online, open-ended surveys examines the impact that one's V&R educational stage has on the likelihood of attending to digital and human sources across four contexts. These contexts vary according to whether the search was professional or personal and successful or struggled. The impact of educational stage differs based on context. In some contexts, people at higher educational stages are more likely to attend to digital sources and less likely to attend to human sources. In other contexts, there is no statistically significant difference (p < 0.10) among educational stages. These findings provide support for previous V&R research, while also demonstrating that online surveys can be used to supplement and balance the data collected from semi-structured interviews.     

The situations bank, a tool for curriculum design focused on daily realities: The case of the reform in Niger

In the context of the curriculum reform in Niger, the authors describe the process of developing a situations bank which focusses on everyday life situations in Niger. The bank plays a central role in the formulation of new study programmes guided by the so-called “situated” approach. The authors also describe various issues that arose throughout the process.     

Assessing the effectiveness of the NICHD investigative interview Protocol when interviewing French-speaking alleged victims of child sexual abuse in Quebec

ObjectivesThe study was designed to assess the effectiveness of the flexibly structured NICHD Investigative Interview Protocol for child sexual abuse (CSA) investigative interviews by police officers and mental health workers in Quebec. The NICHD Protocol was designed to operationalize “best practice” guidelines and to help forensic interviewers use open-ended prompts to facilitate free recall by alleged victims.MethodA total of 83 interviews with 3- to 13-year-old alleged victims were matched with 83 interviews conducted by the same interviewers before they were trained to use the Protocol. Interviews were matched with respect to the children's ages, children–perpetrator relationships, and the types and frequency of abuse. Coders categorized each of the prompts used to elicit information about the abuse and tabulated the numbers of new forensically relevant details provided in each response.ResultsInterviewers used three times as many open-ended prompts in Protocol interviews than in non-Protocol interviews, whereas use of all other types of questions was halved, and the total number of questions asked decreased by 25%. Protocol-guided interviews yielded more details than comparison interviews. The mean number of details per prompt increased from 3 to 5 details when the Protocol was used. Even with young children, interviewers using the Protocol employed more invitations to elicit forensically relevant details.ConclusionsFrench-speaking investigators using the NICHD Protocol used open-ended prompts rather than focused questions when interviewing alleged victims. In addition, these interviewers needed fewer questions to get relevant information when using the Protocol.Practical implicationsA French version of the NICHD Protocol is now available to police officers and social workers who investigate the alleged sexual abuse of young children in French-speaking countries. This French version allowed trained interviewers to increase the use of invitations and reduce the use of more focused and risky questions. When the number of questions was controlled, more central details and more details in total were obtained in Protocol interviews, because the average prompt elicited more detailed answers in Protocol interviews. However, learning to use the NICHD Protocol required extended training and continued feedback sessions to maintain the high quality of interviewing.     

Curriculum response to the crisis

PROSPECTS - Education is going through a period of crisis related to the SARS-CoV-2 pandemic that most probably will follow a continuum organized into distinct phases: emergency, recovery,...