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While ChatGPT has recently become very popular, AI has a long history and philosophy. This paper intends to explore the promises and pitfalls of the Generative Pre-trained Transformer (GPT) AI and potentially future technologies by adopting a speculative methodology. Speculative future narratives with a specific focus on educational contexts are provided in an attempt to identify emerging themes and discuss their implications for education in the 21st century. Affordances of (using) AI in Education (AIEd) and possible adverse effects are identified and discussed which emerge from the narratives. It is argued that now is the best of times to define human vs AI contribution to education because AI can accomplish more and more educational activities that used to be the prerogative of human educators. Therefore, it is imperative to rethink the respective roles of technology and human educators in education with a future-oriented mindset.

Many educators in adult, community and higher education contexts are concerned with fostering reflective learning amongst their students. This paper explores the concept of critical reflection and considers how engaging with fiction may be an innovative pedagogical approach to support critical learning opportunities. Drawing upon interviews with fiction writers, ways in which critical reflection may be encouraged in connection to reading and writing fiction are taken up by exploring three different thematic areas that relate to a Habermasian framework of knowledge constitutive approaches to learning. These different areas can be categorised as (a) technical-rational, (b) humanistic and (c) critical or emancipatory. The first of these considers critical reflection as a way to develop technical capacities as a creative writer. The next section takes up a humanistic framework to explore the value of individual and collective learning opportunities to enhance personal growth and critical reflection. The third area of discussion considers a deeper critical or emancipatory framework of learning through critical reflection which may lead to social change. The paper concludes by considering the value of arts-informed adult education approaches, such as those related to fiction writing, to enhance the development of critical reflection amongst adult learners.

Drawing upon a research study on lifelong learning, citizenship, and fiction writing, this paper explores issues around identity and learning in becoming a fiction author. Five main thematic areas are discussed: (1) envisioning a writing career, (2) compelled to write, (3) learning the craft, (4) getting published, and (5) online identity. The challenges, hurdles, and motivational factors in pursuing a career in a field as tenuous as fiction writing are explored. The paper argues that fiction writers, like many people who work in the creative sector, have a strong desire to engage in work that they consider to be meaningful. Those who succeed demonstrate great perseverance. As the impact of new technologies and social media shape and change the publishing sector, there are new challenges as well as opportunities that writers will need to learn about and address as they develop their career trajectories.

This paper explores educating for democratic citizenship with a focus on the intersection between reading and values, specifically the nurturing of social responsibility. Using a pre-designed framework for teaching for social responsibility, excerpts from a young adult historical fiction series are used to consider learning possibilities in the social studies classroom.

Douglas Coupland, a prolific author/artist/lecturer and now prognosticator, is in the forefront of the arts movement in both Canada and the US. His works, starting with his breakout novel "Generation X: Tales for an Accelerated Culture," have consistently worked as a bellwether of current perspectives and values, both noting our cultural milestones and influencing future trends. In books, such as "Microserfs" and "JPod," he sensitively involves the reader in the world of the technologically wired, showing the paradox of the resultant isolation and alternative community that evolves within the computer industry. Each novel, artwork, or article shows a different side of Coupland, explores new topics, yet reiterates his belief in the randomness of behaviour, or at least humanity's inability to control the excesses. Nonetheless, he consistently leaves the reader with a paradoxical sense of hope that there is a future, perhaps even one that is superior to what people dream. "Beware the Ides of Coupland" is a look at his current work and his 2010 CBC Massey Lecture series, which he presents as a "novel in five hours" about the future. Linking this to his previous apocalyptic theme, presented by Coupland in "Girlfriend in a Coma and JPod," he gives cultural clues that inform the present day sociological perspective. In this article, the author talks about Coupland's perspective on the future and what it means to the people.

In education, walking has typically been used as a pedagogical strategy to move student bodies from one point to another, emphasizing creativity, discovery, health, and mobility. Although there are important reasons to advocate for walking in schools, the tenuous link between walking and creativity can be easily commodified and normalized by neoliberalism. Further, when walking is equated with discovery and mobility it enacts a progress narrative of time. To formulate an understanding of futurity that is counter to such normative articulations, we turn to scholars who conceive of space-time outside humanist reproductive logics. If chronos time accelerates, rendering some bodies and subjects successful in schools, while simultaneously pushing other bodies and subjects 'out of time,' then different configurations of time are necessary in order to think otherwise about learning. In this paper, we discuss two walking research-creation projects in school contexts (elementary and secondary) that engage with counterfuturisms and queer enactments of temporality. Departing from an outcomes-based model of walking that is inscribed in neoliberal temporal schemes, we consider the complex ways that students can engage in walking as a method of inquiry into their spatio-temporal world-making.

Considering the arts model as a tool for promoting awareness, understanding, and support for people with autism and developmental disabilities, this paper discusses stories as a measure of societal thinking as well as a vehicle for societal change. The author's dual perspectives are shared as a researcher of books for children and young adults, as well as an award-winning writer of books for young people. Data from an ongoing qualitative study related to award-winning North American picture books for young people offer understandings of current patterns and trends regarding portrayals of characters who are differently abled, and this article has wide implications for teaching, learning and further research. [An annotated bibliography of award winners is included.]

Claims that Quebec writers in the 1960s-80s, buoyed by nationalist and separatist aims, created alternative "Marias" who write out of their language, dreams, and bodies, and who are trying to effect a further liberation. Asks where future trajectories invented by Quebec writers will propel their readers next. (RAE)

Purpose — To provide a comparative review of the teaching of Readers' Advisory Services in schools of library and information science in selected schools in the USA, Canada and Europe. Design/methodology/approach — After reviewing the literature, schools are selected based on their known activity in providing readers' advisory service courses or on their national ranking (in the case of US schools) to provide a snapshot of current level of readers' advisory instruction. Findings — Instruction in readers' advisory services is a very small part of the total curriculum in schools examined. Librarians who wish to gain more insight to readers' advisory services must depend on continuing education opportunities, such as workshops and conference programs, not on courses in the curriculum of schools of library and information science. Originality/value — This paper raises questions as to the relationship between library and information science curricula and the needs of practicing librarians to provide services to leisure readers. It finds that, despite an increased interest in providing readers' advisory services in libraries, library education is not responding to that need and continuing education and training programs are essential to providing librarians who are well prepared to serve leisure readers. For schools which are contemplating adding coursework in these areas, the case studies detail courses as they are offered at other institutions. [ABSTRACT FROM AUTHOR]

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The narrator of Christopher Koch's 1958 novel The Boys in the Island claims for Tasmania "a different soul", distinct from that of the Australian mainland to the north, in the same breath in which he claims for the island "a different weather". Observations of the distinctiveness of island geography and weather - and of the quality of the light - are recurrent in narratives set not only in Tasmania, but also on those islands to which Tasmania itself acts as a 'mainland'. This paper surveys a range of texts, including Koch's The Boys in the Island, Joanna Murray-Smith's Truce, and my own The Alphabet of Light and Dark, in which a Tasmanian island functions both as a setting for the protagonist's idealized childhood and as a metaphor for the protagonist's "true self". It explores the representation of islands in these texts, examining how a specific tradition of writing about Tasmania intersects with a broader tradition of writing about islands. [ABSTRACT FROM AUTHOR]

The article offers information associated with literary fiction of 2019. It is noted that the power of media, the relations between men and women, the effect of religious faith on those relationships are some of the topics explored in these fictions. It is noted that several works, particularly Joan Thomas's "Five Wives" and Andre Alexis's "Days by Moonlight," show writers at the peak of their literary powers.

The Truth About Stories About Shakespeare ... In Canada?. [Extracted from the article]

An interview is provided with the Canadian novelist and poet Margaret Atwood. When asked about whether she reads the reviews of the books that she writes, she comments on her office's collecting reviews from Great Britain, Canada and the U.S. Atwood comments on the appreciation of her novel "The Edible Woman" in Canada. When asked about the role gender that plays in book reviewing, she mentions the lack of requests to review books by men authors in her early career.

This essay examines the phenomenon of crossover fiction, that is, fiction that crosses from child to adult or adult to child audiences. Crossover literature may be addressed to a mixed-age audience by the author and / or publisher, or it may initially be written and / or published for a particular audience and subsequently appropriated by another in a process of 'cross-reading.' Various types of crossover fiction are examined : adult-to-child crossover fiction, rewritings for a different audience and child-to-adult crossover fiction. In addition, this article looks at the significant role that publishers and marketing strategies play in what is largely a marketing phenomenon. Crossover fiction has been seen by some as an essentially European phenomenon, but it is in fact an important, widespread and expanding global trend, as demonstrated in the author's book Crossover fiction: global and historical perspectives (2009). This essay uses examples from a Canadian corpus to explore the global phenomenon of crossover fiction. [ABSTRACT FROM AUTHOR]

This article presents a literary criticism of the novels of the French Canadian author Marie-Célie Agnant and their treatment of the themes of social justice, cognition, and knowledge. An overview of cultural ethics and literary theory is provided along with an analysis of the novels "La dot de Sara" and "Le livre d'Emma."

This article explores the depictions of the Canadian urban poor and the effects of negative capitalist "progress," in the novel "La Rivière sans repos," by Gabrielle Roy. The central focus of the Inuit population and their portrayal as being fatigued and impoverished is examined from a literary and economic perspective.

This article presents information on a panel discussion on an opera adapted from the novel "The Handmaid's Tale," by Margaret Atwood.

Concentrates on word usage in Canadian poet and novelist Margaret Atwood's 'The Handmaid's Tale' (1985) and in the use and meaning of music in the novel's operatic adaptation. Word coinage and word play are important linguistic components of the novel as is the use and inspiration of music in the opera because of their multiple layers of meaning and influence.

The article focuses on the book "The Handmaid's Tale," by Margaret Atwood. Atwood conceived the Republic of Gilead in her book as one logical outcome of strict theocracy of the fundamentalist government of the United States. The Gileadean government mentioned by Atwood in her book maintained its power by means of surveillance and suppression of information. Atwood was considered as a feminist author of her time.

Points out that the fall-out from the financial crisis in Canadian publishing has continued into 2002, with the small companies faring the worst. Bibliographies; Poetry; Drama; Fiction; Translations; Letters and autobiography; Anthologies; Criticism; Non-fiction; Journals.

Focuses on the metaphorical use of geographical maps of Toronto, Ontario in the fiction novels of Margaret Atwood. Assessment on the geographical precision of the fiction; Adaptation of the oppressive quality of mapping; Explication on the literal and metaphorical use of mapped places.

This article presents insights on fictional books that have been published in Canada. The book "Colony of Unrequited Dreams," by Wayne Johnston provides a history of Newfoundland from circa 1900. David Adams Richard's "The Bay of Love and Sorrows," focuses on Maritime. The book "Pontypool Changes Everything," by Tony Burgess focuses on plagues, viruses and zombies in Ontario.

This article features Canadian author Sharon Stewart. She was born July 22, 1944 in Kamloops, British Columbia. Stewart's writing career began at age eight with poetry. She won a short story-writing contest for her high school and contributed materials to school annuals and journals. It was while Stewart was working as an editor that she began writing for juveniles. After writing science fiction and historical fiction, the author switched to the animal fantasy genre with Raven Quest.