Cet article examine l’usage des médias sociaux pour accéder aux blogs scientifiques de la plateforme Hypotheses.org. Les statistiques d’accès de 2686 blogs ont été collectées sur une période de quatre années consécutives au rachat de Twitter par Elon Musk. Les analyses quantitatives et qualitatives montrent que les visites issues des médias sociaux sont minoritaires et décroissantes, mais avec d’importantes différences selon les blogs. L’étude diachronique de la répartition par plateforme révèle une désaffection marquée de Twitter, mais avec un report incomplet et très variable sur les autres plateformes de médias sociaux.
The dominance of English-language journals marginalizes national scholarly publications. Focusing on Canada's bilingual (English and French), community-oriented, and Open Access-rich journal ecosystem, this study uses comprehensive data to ask who relies on Canadian journals, how language and research focus affect reach, and what this reveals about balancing local relevance with global visibility. Drawing on two major bibliometric databases with inclusive coverage (OpenAlex and Dimensions), we show that Canadian journals play a key role as avenues for the dissemination of locally relevant research while also contributing to the global infrastructure for scholarly communication. Most articles published in Canadian journals are authored by researchers affiliated with foreign institutions, and most research authored by Canadians is published in journals based outside Canada. We find that Canadian authors are most likely to publish their work in national journals when they are in decision-making roles, when the language of publication is French, or when the topics are locally relevant. Our findings also challenge the notion that only the social sciences and humanities are locally bound: research in life and earth sciences and biomedical and health sciences from Canadian institutions were also found to be linguistically and geographically grounded. Finally, while researchers affiliated with Canadian government institutions are the most likely to publish in Canadian journals and to engage in research that has a Canadian object of study, researchers affiliated with French-speaking Qu & eacute;bec-based universities stand out as the largest contributors to the Canadian journal ecosystem and account for the highest volume of French-language publications.
In this review paper, we synthesize human-computer interaction (HCI) and psychology research to identify how social media platform design leads to online experiences that reduce users' wellbeing. Specifically, we show how design features known as attention-capture dark users instead of positive normative dissociative states (i.e., flow states). These dark patterns, and the zone states they promote, provide a possible explanation for the link between social media use and reduced user wellbeing that has, to date, received little attention in the HCI and broader information science, internet, and media studies literature. We present an explanatory model that illustrates how attention-capture dark patterns absorb users' attention for extended periods of time yet simultaneously demand little physical or cognitive effort (i.e., low challenge and low skill), diminish user agency, and provide few intrinsic rewards. The result is a social media environment that induces prolonged states of normative dissociation in users but fails to support wellness-boosting flow. We review and evaluate digital wellbeing tools to help users break out of the zone, finding varying efficacy among these tools in limiting digital media use. We conclude that future research should investigate how social media design features could support flow states. This paper argues for a shift from the dominant digital wellbeing paradigm - which focuses on disconnection - to the alternative approach of redesigning social media platforms to promote users' entrance into flow states: intrinsically rewarding experiences where users actively stretch their skills to match perceived challenges.
Gender and intersectionality remain underrepresented in Library and Information Science (LIS) education, where related content is frequently peripheral, elective in nature, or left to individual staff initiative. This paper presents a narrative review of international studies on gender inclusion in LIS curricula and pedagogy. We reviewed a final sample of 42 sources and synthesised them thematically. The analysis is guided by intersectionality, feminist pedagogy, and a critical curriculum stance, foregrounding how power operates through what curricula include, omit, and assess. Across contexts, literature identifies persistent structural gaps: explicit gender or diversity learning outcomes are rare in core modules; inclusive‑language commitments are uneven; teaching materials and bibliographies often reproduce androcentric and Eurocentric canons; and evaluation mechanisms remain limited. Inclusion is also commonly confined to electives or isolated staff initiatives. Faculty frequently report limited training, time, and institutional support to teach gender‑related content with confidence, and studies highlight a disconnect between equity scholarship and its translation into classroom practice, as well as diluted or performative uses of intersectionality. Addressing two research questions, the review examines (1) the extent and forms of gender and intersectionality integration in LIS curriculum design, pedagogy, and institutional mechanisms, and (2) the barriers, enablers, and promising approaches for achieving structural embedding. Participatory action research, co‑created syllabi, and community‑linked learning projects emerge as promising but unevenly implemented strategies. The review recommends embedding gender through assessed learning outcomes, resourced staff development, and periodic curriculum audits. Sustainable change requires shared institutional accountability and reflexive, justice‑oriented pedagogical practice in LIS education.
