ERA: Education & Research Archive
University of Alberta research openly shared with the world.
Communities in ERA
Select a community to browse its collections.
- This open event, hosted by The Canadian Association of Research Libraries and co-sponsoring organizations including Canadian Research Knowledge Network, Library and Archives Canada, Bibliothèque et Archives nationales du Québec, Internet Archive Canada, Digital Research Alliance of Canada, and the Digital Preservation Coalition provided an opportunity for those at Canadian institutions who have strategic or operational responsibility for long-term access and preservation of digital content to learn from each other about progress, practices and policies for digital preservation in a Canadian context.
- The University of Alberta provides a variety of writing supports that are accessible, learner-centered, relevant, and responsive to the community's diverse needs.
- The Alberta Continuing Care Epidemiological Studies (ACCES) was a province-wide research program involving over 2,000 older adults residing in designated assisted/supportive living facilities (DAL) and in long-term care facilities (LTC) between 2006 and 2009, their family caregivers, and the facilities in which they lived. The objectives of ACCES were: a) to examine the health, social needs, and quality of care of older adults in DAL and LTC facilities in Alberta, b) to identify the mix of services provided to these residents, including assistance from family caregivers, and c) to examine health outcomes across settings, taking resident and facility characteristics into account.
- The Department of Agricultural, Food, and Nutritional Science offers thesis programs leading to Master of Science and Doctor of Philosophy degrees, as well as course-based programs leading to Master of Agriculture, Master of Engineering and Master of Science degrees. The Department has active research programs in the following areas of specialization: Animal Science, Plant Science, Food Science and Technology, Nutrition and Metabolism, Bioresource and Food Engineering, Rangeland and Wildlife Resources and Bioresource Technology
- The Faculty of ALES is where global challenges are met with innovative solutions. Every day, world-class research is conducted by the finest minds in the natural sciences, social sciences and business. While we are one of the oldest faculties on campus, our cross disciplinary approach, and commitment to excellence, positions us uniquely to provide solutions to some of the world’s most complex problems.
Recent Submissions
Item type: Item , Access status: Authenticated , Insight into government, November 14, 2025(2025-11-14) Dolphin, Ric; Dolphin Media Inc.Alberta's independent newsletter on government & politics.Item type: Item , Access status: Authenticated , TSX Venture Exchange eReview October 2025(2025-10) Toronto Stock ExchangeItem type: Item , Access status: Authenticated , TSX E-review October 2025(2025-10) Toronto Stock ExchangeItem type: Item , Access status: Authenticated , The Hill Times, Monday, November 17, 2025(2025-11-17) Hill Times PublishingThe newspaper of Parliament.Item type: Item , Access status: Open Access , Transmedia Storytelling Responses by Canadian Male Teachers in an Era of Truth and Reconciliation: A Narrative Analysis(Fall 2025) Ashworth, Stephen D|Department of Educational Policy StudiesAmong the 2015 Truth and Reconciliation Commission of Canada’s 94 Calls to Action, are four that focus specifically on Education for reconciliation, and one in particular, 62ii, reads, “Provide the necessary funding to post-secondary institutions to educate teachers on how to integrate Indigenous knowledge and teaching methods into classrooms”. As a humble attempt at a creative and meaningful response to these recommendations and challenges, my transmedia storytelling study invited four willing and interested non-Indigenous Canadian male teachers to read and reflect on a curated list of Indigenous authors and scholars, to create their own chosen and unique transmedia storytelling response to the experience, such as a painting, a series of photographs, a sculpture, or an essay, and then to share their experience by participating in a Story Circle. The Story Circle method (Parks, 2023), also known as a talking circle or sharing circle (Rieth, 2023), allows participants to come together to share stories about a particular topic, event, or experience. Throughout the study, I leaned heavily on Jenkins’ (2006) definition of transmedia storytelling, “A transmedia story unfolds across multiple media platforms, with each new text making a distinctive and valuable contribution to the whole…”, but I also wanted to expand the definition for use in educational settings, and in this case, to introduce creative possibilities for teachers seeking to integrate Indigenous ways of knowing into their curricula. My goal in this study was to challenge my participants to “begin to deconstruct their colonial perspective” by inquiring narratively through transmedia storytelling. For my methodology, I chose narrative analysis (Polkinghorne, 1995), a sub-category of narrative inquiry (Clandinin, 2006), because I also wanted to investigate my own “lived experience” as a non-Indigenous Canadian male teacher attempting to integrate Indigenous knowledge into my instructional planning and teaching best practices. The one recurring question that continued to surface throughout the study, and that emerged again towards the end was, “What contribution or contributions will this research make in the slow journey towards truth and reconciliation?” Here are 4 hopes that I have: (1) Hope One. That Transmedia storytelling research approaches offer creative and impactful opportunities for post-secondary instructors to authentically and meaningfully integrate Indigenous authors and scholars, and in some cases where applicable and appropriate, Indigenous artists and musicians into their curriculum, whether the curriculum is arts-focused or not. (2) Hope Two. That Transmedia storytelling research approaches allow students to explore and creatively respond to stories and learnings about residential school survivors, Canada’s residential school system, and First Nations, Metis, and Inuit language and culture, alongside broader and deeper topics around truth and reconciliation. (3) Hope Three. That Transmedia storytelling research approaches be offered not just to post-secondary instructors and students, but also to students, staff, administrators, parent groups, and school boards in a Kindergarten to Grade 12 public education setting. (4) Hope Four. That Transmedia storytelling research approaches also be considered as a creative strategy beyond topics of truth and reconciliation to further support academic, social, and psychological learning alongside more traditional teaching and learning approaches in both public and post-secondary settings.