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Setting the stage:
9:55 "What is one thing you can commit to doing this year to promote digital citizenship" - Richard Culatta
Reframed for this project as...
What can taking meaningful steps in this direction look like:
The inspriation for this project:
9:55 "What is one thing you can commit to doing this year to promote digital citizenship" - Richard Culatta
For the context of this project, I have reframed this question as...
What can taking meaningful steps in this direction look like:
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Praxis (take action)
Praxis (take action)
Praxis is a concept from curriculum theorist, Paulo Freire.
To me, it means that research/study must be followed by action/experience in order for learning to occur. Only in this way can learning remain meaningful and be used as a tool of liberation.
I created the website https://www.awesomelyautisticallyship.ca/ as my Genius Hour project for EDUC 6103
For EDUC we were assigned a deep learning project on the topic of food. I had already completed 2 projects where I did a deep dive on food in the first semester, so I asked Carolin (our professor) if I could include those materials in my final project in my own way, but instead do my deep learning project on another topic.
She agreed, & I created the following page, sharing my detailed recommendations on resources that have helped me to understand Autism, created either by Autistics themselves, or by allies: https://www.awesomelyautisticallyship.ca/learningiscool/autism-disability-mental-health
Included in the page are 2 resources I created myself to share things that help me as an Autistic teacher
Check Yourself First
Check Yourself First
I am a white woman. We are known for being sometimes problematic and blind to the experiences of others in ways that can be very harmful. So much so that there is a whole "Karen" meme about white women calling the police on law-abiding Black people just living their lives in public. In the parlance of our times... we need to check ourselves before we wreck ourselves.
While many of the Karen memes are funny, and humour can be an excellent tool to diffuse the tension of hard conversations of any kind, there is no avoiding hard feelings of guilt, sadness, shame, confusion, disbelief, frustration and even anger that can develop if we can't learn how to talk about uncomfortable things in healthier ways. Two researchers/educators who have taught me so much about what online, asynchronous "teaching" can look like when it comes from an ethos of love, connection, research data and praxis:
Brené Brown, on the necessity of vulnerability to connection and learning
Ibram X. Kendi, on how move past the racist/not-racist binary, to a place where we can work to dismantle racist systems together.
Examples of accountability I greatly admire*
Snotty nose rez kids re: lyrics that caused harm to community members
*I share these not to shame the people who made these "mistakes", but to highlight those who show themselves grace as they work hard to take responsibility & make things right in their relationships in ways that have helped me grow. I am thankful for their examples.
References
Lang, C. (2020, June 25). How the Karen Meme Confronts History of White Womanhood. Time. https://time.com/5857023/karen-meme-history-meaning/
SLAP BANG. (2019, November 13). Entitled White Women’s Tears [Video]. YouTube. https://www.youtube.com/watch?v=_uCvOkro9iM
TED. (2020, June 17). The difference between being “not racist” and antiracist, Ibram X. Kendi [Video]. YouTube. https://www.youtube.com/watch?v=KCxbl5QgFZw
Jameela is great at this
Pam & PJ are amazing at this!
Listen & Diversify your spaces
Listen & Diversify your spaces
A lack of diversity in technology can be seen in the concept of "coded bias":
References
PBS. (2021, February 27). Coded Bias - Official Trailer | Independent Lens [Video]. YouTube. https://www.youtube.com/watch?v=S0aw9nhIvCg
TED. (2017, March 29). How I’m fighting bias in algorithms | Joy Buolamwini [Video]. YouTube. https://www.youtube.com/watch?v=UG_X_7g63rY
How I practice this in my own work:
I put a tremendous amount of effort into ensuring that all resources I use & reference are from diverse experts & voices (even if they are not recognized as "experts" in academia). This should be evident across all 3 of the websites I've created for this work:
https://www.bethsampsoneducation.com
https://www.digitallynunavuted.ca
https://www.awesomelyautisticallyship.ca
I have also created curated collections of diverse creators and educators that I learn a lot from, and consider to be great digital educators.
These can be found on:
Examples from my own work:
I try to share positive, uplifting things about the communities I am a part of or care about, becuase I feel that too often when outgroup members "study" and/or report on marginalized communities, they often do so from a deficit lens.
The queer community is vibrant, joyful, resilient, accepting, fun and action oriented!
However, the reason I make 2SLGBTQ+ education an integral, non-negotiable part of everything I do as an educator is because I have lost queer kids I loved to suicide.
If you know the pain of that kind of loss yourself, I send you love and biggest hugs as you work to heal; the path is not easy, but we walk it together.
link to:
Explore/Advocate for needs... as a teacher
Explore/Advocate for needs... as a teacher
With my kids, I see a huge need for student-driven, experience-based classrooms.
Student-driven classrooms:
Read this short article & think about how you could take the same math lesson described in each of the 2 different classrooms (the first, teacher-centered class versus the second student-centered class), and describe that you think each of these lessons might looks like in an online learning situation.
Start general. Then try getting specific.
Choose any specific curriculum outcome from any course, and fully develop what you think each kind of lesson might look like in each kind of classroom.
You will create:
Example:
If you need help imagining what this might look like, I have included an example of a teacher-centered online learning experience I created for my Math 20-1 class, on radical equations.
Challenge to Math 20-1 students & teachers:
Create a student-centered online learning experience for the same outcomes on radical equations. Link to it in the comment section!
Reference:
Plotinsky, M. (2022, June 13). Creating a Classroom That Is Student, not Teacher, Driven: An Excerpt from ‘Teach More, Hover Less.’ Edutopia, George Lucas Educational Foundation. https://www.edutopia.org/article/creating-classroom-student-not-teacher-driven
link to lesson plans
Challenge to Math 20-1 teachers & students!
Create a student-centred online learning experience for the same outcomes on radical equations covered in this teacher-focussed lesson.
Share a link to your creation here, and we'll ship you a congratulatory prize with cool treats from our community of Cambridge Bay, Nunavut! :)
Autism
Autism
Autism Spectrum Disorder (ASD, or Autism), is a neurodevelopmental disability. Fetal Alcohol Spectrum Disorder (FASD) is also a neurodevelopmental disability present in higher suspected rates in Nunavut, which are predicted to increase as we increase diagnostic testing of children and adults in the territory (Nunavummi Disabilities Makinnasuaqtiit Society, 2020).
neuro (brain) + developmental (rate of maturity/progression) + disabiltiy (something that puts one at a significant disadvantage in terms of physical or mental health, or functional ability, compared to an average person)
References
Nunavummi Disabilities Makinnasuaqtiit Society. (2020, September 30). Definition of Disability. Nuability. https://nuability.ca/definition-of-disability/
Resources
On Autism
On FASD
I compiled many of the sources found throughout my work with additional sources that have been integral to my learning into an educational Autism YouTube playlist
I created the website https://www.awesomelyautisticallyship.ca/ as my Genius Hour project for EDUC 6103
On my Allyship website, I created the page: https://www.awesomelyautisticallyship.ca/learningiscool/autism-disability-mental-health
This is a framework for understanding
The following rubrics
Digital Citizenship 9 Elements Progression Chart
Creativity
Creativity
When I think of creativity, I intuitively think about art. Things like:
^^^****fill in links to examples of all of these
Resources
Flip (formerly Flipgrid) is a free platform meant to facilitate meaningful online discussion and sharing in video format. It was recommended to me by my classmate Sam, who used it to film their first blog assignment for our EDUC 5131 course. I was immediately drawn to it because...
I posted many video responses to my weekly MEd SCI work on Flip here (or scan the QR code below)
Join Code: eab125c6
Canva Pro is the subscription I initially purchased for its ability for me to collaborate with my school colleagues, assistant who helps me organize my work, as well as a couple of collaborators/friends I do a lot of creative work with.
Canva for education gives you and your students access to powerful design and teaching tools FOR FREE!
Inuit educator-turned-businesswoman Rhoda Cunningham studied how four Inuit female business owners in Iqaluit used Inuit Qaujimajatuqangit principles in their private business practices as part of her MEd project in 2013.
Read her research report: Inuit Qaujimajatuqangit practices in entrepreneurship
Kapaatiaq
References
Cunningham, R. (2013). Inuit Qaujimajatuqangit practices in entrepreneurship. University of Prince Edward Island. https://www.islandscholar.ca/islandora/object/ir:10605
Supporting Nunavummiut Entrepreneurs
https://www.bethsampsoneducation.com/post/put-up-or-shut-up-make-all-the-things
^on getting participatory -dipping my toe in
For this project I created new educational resources using:
Twitter (resurrection)
Other technology I was already familiar with that I learned to use in new ways to create parts of my work:
Explore New Tech & Online Communities
Explore New Tech & Online Communities
As Nunavummiut, we can find lots of activities and lessons created to help us explore technology and behave as good digital citizens that are made by and for Indigenous and rural users at: https://pinnguaq.com/
In my work for this MEd SCI program I have learned how to use each of the following programs (all of which were new to me):
New community engagement:
Digital Citizenship Framework (Ribble's 9 Elements)
Digital Citizenship Framework (Ribble's 9 Elements)
For my Digital Citizenship, Global Community class, we used Mike Ribble's 9 elements (Ribble, 2015), as our foundation for understanding digital citizenship. You can read the most up-to-date 1-page summary of these concepts at:
https://www.digitalcitizenship.net/nine-elements.html
Highlights:
"Digital citizenship is the continuously developing norms of appropriate, responsible, and empowered technology use" (Ribble, 2017)
Ribble (2017) views good digital citizenship to have 3 main goals:
Ribble's framework (2015), breaks the concept of digital citizenship down into 9 elements:
1. Digital Access
2. Digital Commerce
3. Digital Communication & Collaboration
4. Digital Etiquette
5. Digital Fluency (aka “digital literacy”)
6. Digital Health & Wellness
7. Digital Law
8. Digital Rights & Responsibilities
9. Digital Privacy & Security
References
Ribble, M. (2017). Nine Elements. Digital Citizenship. http://www.digitalcitizenship.net/nine-elements.html
Ribble, M. (2015). Digital citizenship in schools: Nine elements all students should know. International Society For Technology In Education.
Personally, my positionality as a settler teacher in an Inuit community means that ethically, I feel the need to explore the concept of digital citizenship less from the global perspective, than to try and find connections to Inuit Qaujimajatuqangit, as I outlined from week 1:
https://www.bethsampsoneducation.com/post/inuit-societal-values-in-a-digital-world
Additional Resources:
International Society For Technology In Education
https://www.iste.org/areas-of-focus/digital-citizenship
Common Sense Education
https://www.commonsense.org/education/digital-citizenship
Let's Talk Science
https://letstalkscience.ca/educational-resources/backgrounders/digital-citizenship-ethics
REP Framework
REP Framework
From:
Ribble, M. (2015). Digital citizenship in schools : nine elements all students should know. Eugene, Oregon International Society For Technology In Education.
(p. 34)
In week 10 of EDUC 5131 we jumped into content that might have seemed disconnected to our previous work, but I think it was meant to help us round out the very mechanistic, hard line thinking towards both teens and technology that dominated our earlier work (and most of the discussion postings on Moodle).
We delved into the biology of brain development in adolescents, and how understanding it & connecting with young people can help us unlock the keys to neuroplasticity and staying innovative as we age:
run time (13:53), but check out my favourite highlights:
Dalai Lama Center for Peace and Education. (2014, May 13). Daniel Siegel—The Teenage Brain [Video]. YouTube. https://www.youtube.com/watch?v=TLULtUPyhog
Ribble, M. (2015). Digital citizenship in schools : nine elements all students should know. Eugene, Oregon International Society For Technology In Education.
Rights & responsibilities
Digital Rights & Responsibilities
Digital Rights & Responsibilities
GOAL: digital education must include a sense of responsible usage, based on concepts of reciprocity, inuuqatigiitsiarniq, and avatimik kamattiarniq
Inuit Qaujimajatuqangit connections: inuuqatigiitsiarniq, pilliriqatigiinniq, avatimik kamattiarniq
Inuit Qaujimajatuqangit values
First Nations 4 R's/ 5 R's
Security
Digital Privacy & Security
Digital Privacy & Security
GOAL: digital education must include instruction on how to protect electronic data, including: firewalls, making backups & identifying secure websites
Inuit Qaujimajatuqangit connections: inuuqatigiitsiarniq, piliriqatigiingniq
https://staysafeonline.org/resources/online-safety-basics/
https://www.mozilla.org/en-US/firefox/family/
A cool resource made to help parents/guardians explore online safety together, with resources, including a family contract. I don't have kids, but I use Firefox as my preferred secondary browser on my laptop, and when a link to this resource popped up after a browser update I was really impressed with it!
References
Ribble, Mike. Digital Citizenship in Schools (p. 37). International Society for Technology in Education. Kindle Edition.
Health & wellness
Commerce
Digital Commerce
Digital Commerce
GOAL: digital education must prepare students to market, buy & sell online
Inuit Qaujimajatuqangit connections: pilimmaksarniq, qanaqtuurunnarniq, piliriqatigiinniq, avatimik kamattiarniq ( think: sustainable, relational values vs. extractive, exploitative values)
In Nunavut, many of our community members are makers who sell the things they make online (mostly through community sell/swap pages on Facebook, or via Instagram posts/stories)*.
Several of my former students and friends are even business owners or creative professionals that have their own websites/shop links where you can check out their work, or buy from them online securely.
*Social media is also widely used to donate and share items like clothing, food and household necessities, and to raise funds for community members in need.
My "makers" highlight reel on Instagram was created to share examples of Nunavummiut and others who use digital platforms to sell their art, sewing, jewelry or skills in ways that feel sustainable, while also sharing things I find help me learn more about Inuit Qaujimajatuqangit (or other things that are important to me).
^The accounts I share above, and at: https://www.bethsampsoneducation.com/sustainabilityinnunavut
are all people who do work I admire or own/use myself! :)
Communication & Collaboration
Digital Communication & Collaboration
Digital Communication & Collaboration
GOAL: digital education must help users design how they will share and express themselves (in ways that work for them), to foster greater understanding and connection
Inuit Qaujimajatuqangit connections: inuuqatigiitsiarniq, tunnganarniq, piliriqatigiingniq, aajiiqatigiinniq, qanaqtuurunnarniq
Inuk filmmaker Alethea Arnaquq-Baril is a master of using film, media and other digital platforms like Instagram and Facebook to communicate Inuit perspectives on both historical and current issues affecting Inuit. In her documentary Angry Inuk, you can also see how Alethea and other Inuit used social media to start the #sealfie social media campaign, and learn more about why in Nunavut, we all proudly #eatsealwearseal.
Film: Angry Inuk (run time 44:18)
Question & Answer: Alethea answers audience questions after a screening of Angry Inuk in 2016
I did 4 group projects in my course work for my MEd SCI program.
Each project was a positive and valuable learning experience for me, and I am thankful I had the oppotunity to work with each of my teammates on each project; what a kind, intelligent and fun bunch of humans we have in this program! :)
You can find each of the 4 projects below, shared in the chronological order they were completed:
2 of the above projects were completed with each group member working more independently, and 2 were completed working more using the Inuit Qaujimajatuqangit values of piliriqatigiingniq, aajiiqatigiinniq, and qanaqtuurunnarniq.
Question
"Which 2 of the 4 projects above feel more rooted in the Inuit Qaujimajatuqangit values to you?"
Digital literacy
Digital Fluency - aka “digital literacy”
Digital Fluency - aka “digital literacy”
GOAL: digital education must teach technical skills and critical thinking together… (holistic, whole-person teaching)
Inuit Qaujimajatuqangit connections: pilimmaksarniq, qanuqtuurunnarniq, piliriqatigiinniq
As Nunavummiut, we can find lots of activities and lessons created to help us explore technology and build our digital literacy that are made by and for Indigenous and rural users at: https://pinnguaq.com/
In my work for this MEd SCI program I have learned how to use each of the following programs (all of which were new to me):
I have also used my conception of inunnguiniq (the making of a whole, healthy human), and iqqaqqaukkaringniq (deep thinking that leads to innovation)
Tagalik, S. (2012). Inunnguiniq: Caring for Children the Inuit Way. Retrieved from National Collaborating Centre for Indigenous Health Publications: https://www.nccah-ccnsa.ca/docs/health/FS-InunnguiniqCaringInuitWay-Tagalik-EN.pdf
Access
Digital Access
Digital Access
GOAL: digital education must ensure & support basic access requirements for all learners (at school/home)
Inuit Qaujimajatuqangit connections: pijitsirniq, piliriqatigiingniq, qanaqtuurunnarniq, inuuqatigiitsiarniq
I have chosen to focus not just on access to physical technology resources & services (our internet is very slow, outrageously expensive, data capped, and unreliable compared to Southern Canada), but more on the accessibility of my online learning/teaching from the perspectives of:
Thinking about this led me to create the 3 social media educational components to my work:
Law
Digital Law
Digital Law
GOAL: digital education must include ownership and copyright laws for digital materials and teach users how to protect their own digital materials, as well as respecting others’.
Inuit Qaujimajatuqangit connections: inuuqatigiitsiarniq, pilimmaksarniq
Resources
Creative Commons:
https://creativecommons.org/about/cclicenses/
References
About CC Licenses. (n.d.). Creative Commons. Retrieved March 18, 2022, from https://creativecommons.org/about/cclicenses/
University of Guelph Library [U of G Library]. (2018, September 21). What are Creative Commons Licenses? [Video]. YouTube. https://www.youtube.com/watch?v=srVPLrmlBJY
I have included attribution to the original makers of all of the work I used in my scholarship across all 6 of the resources I created, in at least 1 of 3 ways:
My program didn't teach us about the Creative Commons licensing process, but it is my intention to add Creative Commons licensing information to all of my original material as I work to complete my thesis.
Etiquette
Digital Etiquette
Digital Etiquette
GOAL: digital education must foster kindness, respect, and care for others
Inuit Qaujimajatuqangit connections: tunnganarniq, inuuqatigiitsiarniq
The Problem with Rigid "Etiquette" Rules, and the assumptions we make that can cause real exclusion and harm (especially for people who already have more barriers to success than average).
https://www.bethsampsoneducation.com/post/autism-netiquette-and-social-norms
I have several posts on my Autism, 2SLGBTQ+ and Decolonization Highlights on Instagram that address many more issues with "etiquette" and "professional" dress, speech, hairstyle and communication norms that disadvantage women of colour, and especially trans women of colour in ways we can measure in employment and health statistics.
Cultural (or regional/community) citizenship ideals
Cultural (or regional/community) citizenship ideals
In Nunavut, our citizenship ideals are based on Inuit Qaujimajatuqangit.
You can explore the resources below to learn more about Inuit Qaujimajatuqangit.
Resources
Government of Nunavut, Department of Culture & Heritage, Inuit Qaujimajatuqangit webpage:
https://www.gov.nu.ca/culture-and-heritage/information/inuit-qaujimajatuqangit-katimajiit
Karetak, J., Tester, F. J., & Tagalik, S. (2017). Inuit Qaujimajatuqangit what Inuit have always known to be true. Halifax Winnipeg Fernwood Publishing.
Tagalik, S. (2012). Inuit Qaujimajatuqangit: The role of Indigenous knowledge in supporting wellness in Inuit communities in Nunavut . Retrieved from National Collaborating Centre for Indigenous Health Publications: https://www.ccnsa-nccah.ca/docs/health/FS-InuitQaujimajatuqangitWellnessNunavut-Tagalik-EN.pdf
Inuit Qaujimajatuqangit YouTube playlist - I collected many of the videos that are found throughtout my work that have helped me learn more about Inuit Qaujimajatuqangit as a non-Inuit educator.
Inuit Qaujimajatuqangit
Inuit Qaujimajatuqangit
Inuit Qaujimajatuqangit
I created the Inuit Qaujimajatuqangit Rubric as a way to scaffold towards policy development that should connect the bedrock concepts of Inuit Qaujimajatuqangit with a chosen digital citizenship framework (we used Ribble's 9 elements in my program, so that's what I chose for this project).
I started by writing my own personal definitions for each of the 8 Inuit Qaujimajatuqangit values in the rubric, and then filled in specific examples from my work in a couple of areas I wanted to focus on for this project. This is a concrete example of how I work to increase my understanding of Inuit Qaujimajatuqangit as part of my personal growth & assessment goals.
Policy Considerations
My amazing fellow Nunavummiut classmate, Ria Alley* was able to confirm that in Nunavut we are behind in that we do not have policies that promote meaningful digital citizensip as GN employees (which we as teachers are), or in our schools. I teach at the high school in Cambridge Bay & Ria teaches in an elementary school in Iqaluit, and her brilliant analysis of our current situation regarding digital citizenship policy in education in Nunavut can be found here:
https://sites.google.com/view/ria-alley-ed-5131-project/home?authuser=0
*Inuit Qaujimajatuqangit isn't just words on a paper...
Quanaqutin to Ria for being so generous and not only sharing her work with me, but for also connecting with me when I was struggling personally on many fronts while also feeling so conflicted about how to do my graduate course work in ways that felt more appropriate, meaningful, trauma informed, inclusive and diverse to me. I didn't feel good about what I was making, or how I was being asked to try and learn & communcate. I knew I
I beleive it was only through getting to connect with Ria to talk about what I was experiencing as a Nunavummiut teacher and on-line asycnhronous learner that I was able to feel confident enough to really take a big leap and ask to be allowed to try something even more different for the course work for the winter semester of my MEd, and try to find a way to better center & celebrate Inuit societal values to the best of my ability.
I am forever thankful for Ria, and how she shone such a bright light into my world practicing the Inuit Qaujimajatuqangit
References
Ribble, M. (2017). Nine Elements. Digital Citizenship. http://www.digitalcitizenship.net/nine-elements.html
Tunnganarniq
Piliriqatigiingniq
Pijitsirniq
Pijitsirniq
Pijitsirniq
The Arctic Rose Foundation was created by Susan Aglukark, and has run in my school for several years, providing both valuable leadership training for my students who have taken the Youth Leadership Development & Training to run the program, but also for our youth who attend the sessions.
Susan's work was recognized on the national stage at the 2022 Juno Awards, where she was awarded the 2022 Humanitarian Award (presented by Music Canada).
Aajiiqatigiingniq
Pilimmaksarniq
Pilimmaksarniq
The dominant Western/mechanistic paradigm views learning (and assessment) as being individualistic and primarily text-based. Although our K-12 and university education systems (even in Nunavut!) are founded and operate on this paradigm, we must remember that this worldview is not universal, and could in fact be considered antithetical to many Indigenous worldviews of how knowledge and wisdom are gained.
For example, one of the 6 Inuit Qaujimajatuqangit values Nunavut Elders shared is pilimmaksarniq; the concept that learning is not done in isolation from others, but that we learn and grow together through observation, mentorship, practice and sharing.
Examples of pilimmaksarniq in action:
1. Zoe's exhibit at the Winnipeg Art Gallery
https://www.winnipegfreepress.com/arts-and-life/entertainment/arts/body-language-576419002.html
2. Son of Raven Learning Series
This video learning series consists of the short film Son of Raven, which is meant to help "explore the principles of Mentor-Apprentice learning". This film was created from the perspective of a Mentorship-Apprentice Program (or MAP) for one-on-one language learning, but I find it a good visual & story-based introduction to the idea of pilimmaksarniq and Indigenous ways of learning more generally as well.
The story is broken down into 5 scenes, with each scene in the shared playlist being followed by a "Principles of Learning" video, featuring by Hesquiaht scholar čuucqa Layla Rorick breaking down each scene to help us understand the important teachings shared.
I was very fortunate to get to visit Zoe's co-curated exhibit in person and documented it in its entirety so that others in our community who were not able to physically go to Winnipeg could see it. You can view it at:
Inuuqatigiitsiarniq
Inuuqatigiitsiarniq
Inuuqatigiitsiarniq
Centring Innuinait & Inuit knowledge/voices in my scholarship:
In all of my work!
Qanaqtuurunnarniq
Qanaqtuurunnarniq
What is your personal definition of qanaqtuurunnarniq ?
Avatimik kamattiarniq
Avatimik Kamattiarniq
Avatimik Kamattiarniq
What is your personal definition of avatimik kamattiarniq?
For me, it's hard to separate the Inuit Qaujimajatuqangit value of avatimik kamattiarniq from the ideas of recirprocity, respect, & sustainability. For me, this signifies healthy relationships (on a very deep level).
Resources
https://www.bethsampsoneducation.com/sustainabilityinnunavut
https://youtube.com/playlist?list=PLd-0SIMkV3Mafd4QUiJthejeTMSh6iP7A
https://www.instagram.com/stories/highlights/17954657791448172/?hl=en
Inunnguiniq
Inuinnait
Inuinnaqtun (Inuktut)
Inuinnaqtun language resources
Inuinnaqtun 101 - 61 basic words & phrases: to help with conversational Inuinnaqtun
Inuktut Tusaalanga - online Inuktut language learning lessons in all Nunavut dialects, including Inuinnaqtun.
Uqarluta/Let's Speak Inuinnaqtun - is a project of the Pitquhirnikkut Ilihautiniq / Kitikmeot Heritage Society. This project seeks to unite the ~600 Inuinnaqtun speakers from the 4 Inuinnait communites of Cambridge Bay, Kugluktuk, Gjoa Haven, Nunavut & Ulukhaktok, NWT in creating initiatives and programing to help revitalize the language.
Inuinnaqtun to English Dictionary - Nunavut Arctic College (1996)
Kangiryuarmiut Inuinnaqtun Uqauhiitaa Numiktitirutait Dictionary - Edited by Emily Kudlak & Richard Compton (2018)
I use as much Inuinnaqtun as I can, although it can feel very intimidating, especially as a non-Inuk who has not grown up hearing the language, and who now lives in a community where most people do not speak Inuinnaqtun fluently; I don't hear a lot of Inuktut in my daily life, truthfully.
Also, with only ~600 fluent speakers of Inuinaqtun (spread out over the four Inuinnait communities in our region), and an expectation of the language being lost within 2 generations, I feel very strongly that spots in the few language classes periodically offered in my community should be reserved for Inuit who want to strengthen their language skills. This means that the limited Inuinnaqtun/Inuktitut I know, I primarily learn from my friends, students and Elders through experience by spending time together and listening.
I am most thankful to my dear friend Bev (whose first language is Inuktitut), who is the most patient and encouraging teacher when I am trying to learn pronunciations especially; she will even record herself saying things I struggle with so I can listen to the correct pronunciation repeatedly. I cherish her for never making fun of me and supporting my learning, even when it is slow.
Some other things I do to try and hear/learn more Inuktut (even if it is Inuktitut and not Inuinnaqtun) are:
Digital Education:
Pinnguaq's Te(a)ch Program in Nunavut
Inhabit Media Nunavut-created books & educational resources.
Based on a Living Schools Framework:
Learn about Living Schools here.
Living Schools Classroom planner.
Personal health & wellness goal:
It became clear during my first semester when I started asking colleagues how long certain kinds of tasks took them that I was taking between 2-4 times as long to do the same tasks.
However, my natural method of learning takes forever. Producing anything takes even longer, as the data from my timular tracker revealed:
https://guides.library.unlv.edu/c.php?g=604186&p=4187428
Institutional practices are sustainable when we use technology to help others learn institutional norms, or help create equity in our institutions.
How to do research
Calabrese, D., Russell, E., Hoover, J., & Byrne, T. (2020). Academic Integrity Handbook. Kwantlen Polytechnic University, Adapted version Cape Breton University. https://caul-cbua.pressbooks.pub/acadintegritycbu/
Gannett-Tripp Library. (2022, April 1). LibGuides: How to Do Research: A Step-By-Step Guide.
https://libguides.elmira.edu/research
Keeping track of research
I recommend using a mix of:
I prefer MyBib to do my rough library building (in my initial resource-finding stages), and then export references from MyBib to Zotero when I want to add my own notes, or export bibliographies for "professional" projects, or for resources I want to keep in my "serious" digital research library.
Hanratty, P. (2022). LibGuides: Citation Help: Home. Cape Breton University Library. https://libguides.cbu.ca/c.php?g=703087&p=4998151
Paul V. Galvin Library. (2018, July 24). Learn how to use Zotero in 30 minutes [Video]. YouTube. https://www.youtube.com/watch?v=BQL_7C-YqBk
Michael Sturgeon. (2019, September 6). Integrating MyBib, Zotero, and Word [Video]. YouTube. https://www.youtube.com/watch?v=MkbiNXow0T8
Accessibility Recommendations document
Canva file with clickable links
Inuinnait culture
The Pitquhirnikkut Ilihautiniq (Kitikmeot Heritage Society) has many Inuinnait-specific resources on their website & YouTube channel.
These include:
Inuinnaujugut (We are Inuinnait) podcast. - 4 episodes: conversations with Inuinnait Elders about traditional life & expereinces in Inuinnaqtun
Elder mini-documentaries - 5 episodes, created by youth of Cambridge Bay, highlighting Elders from our community.
Inuinnait String Figures - 20 videos: showing tradtional string games from our region, many with in-picture instructions
Angulalik: Inuinnaq fur trader - an on-line educational experience created by Emily Angulalik, sharing about her father, Stephan Angulalik, who was a famous Inuinnaq fur trader. Emily has created 3 separate teaching modules from the same core resources for junior high, senior high and adult learners,
Inuinnaqtun language resources
Inuinnaqtun 101 - 61 basic words & phrases: to help with conversational Inuinnaqtun
Inuktut Tusaalanga - online Inuktut language learning lessons in all Nunavut dialects, including Inuinnaqtun.
Inuinnaqtun to English Dictionary - Nunavut Arctic College (1996)
Kangiryuarmiut Inuinnaqtun Uqauhiitaa Numiktitirutait Dictionary - Edited by Emily Kudlak & Richard Compton (2018)
Videos that feature Inuinnait Elders working in education:
NunavutEducation. (2013, November 4). Millie’s Dream: Revitalizing Inuinnaqtun [Video]. YouTube. https://www.youtube.com/watch?v=Ok8d1TeqWGM
ReelYouth. (2018, March 25). I am Hitkoak [Video]. YouTube. https://www.youtube.com/watch?v=TxmnBzUVStc
Inuit Tapiriit Kanatami. (2017, December 11). Iqaluktuuttiaq—Julia Hoagak Ogina [Video]. YouTube. https://www.youtube.com/watch?v=v6uZR00Iimo
My work is based on the Inuit Qaujimajatuqangit values. I also feature awesome Inuinnait friends and former students in my work, including:
to highlight examples of young Inuinnait who are doing the daily work of reclaiming cultural traditons through Inuit tattooing and art of all kinds.
