BlogA blog is a frequently updated website or webpage used to share information or opinions, often featuring an interactive comment section at the end.

• What hosting site will be used? Do you want to use a website builder to own your own domain (e.g.: WordPress – low-code) or use a third-party publishing platform (e.g.: Medium, LinkedIn – no code)?
  • Keep track of how many readers you have using the analytics tools of your hosting site
• Will you be creating your own blog or contributing to an existing blog series?

How might generative AI help give me inspiration for my blog?

• Headers: "Suggest headers that communicate the relevance of [my academic research] to educators in FSL classrooms."
• Outline: "Given [this description of my research] and [this target audience, e.g. FSL teachers], propose an outline for a blog that would cover [e.g. why the research is relevant to them, how they can think about or apply this research in their classroom]…"

• Which social media platform will you be sharing it on (e.g.: Twitter/X, Facebook Groups, YouTube, LinkedIn, Vimeo)?
• Will it be posted on an educational repository such as Camerise?
  • Go to https://camerisefsl.ca/
  • Click on "Add a new resource" on landing page
  • Basic information – Provide your blog title, description, resource type (i.e.: blog, video), learning material type, upload file / add link
  • Categories – Add publisher information and any details if it is to be used in a classroom setting (i.e.: prep time, teaching duration, educational level, subject)
  • Accessibility Statement – Note if it has been assessed for accessibility purposes, has sensitive content or contains content related to equity, diversity, and/or social justice

Go Deeper

What other sources are saying?

• How to write a great blog post on your research topic? — https://www.doi.org/10.34834/2019.0002
• Communicating research through blogs – Why do we blog? — https://www.biomedcentral.com/getpublished/writing-resources/blogs-for-authors
• How to write an academic blog post? — https://authorservices.taylorandfrancis.com/research-impact/how-to-write-an-academic-blog-post/
• How to turn your research paper or article into a blog? — https://blogs.sussex.ac.uk/policy-engagement/resources-for-researchers/how-to-turn-your-research-paper-or-article-into-a-blog/
• Being a Research Blogger: The art of making an impact on the academic audience with your blog — https://www.enago.com/academy/being-a-research-blogger/
• Blogging your research: Tips for getting started — https://www.lib.sfu.ca/help/publish/scholarly-publishing/radical-access/blogging-research

• Blogue de l'ACPLS
• Cult of Pedagogy
• Educational Technology
• Padlet (as tool to implement in your blog)
• Français avec Pierre

Examples of blogs in other fields created by educators and researchers

• Writing for Research – Medium
• Arctic Research Blogs – WordPress
• From the Lab Bench
• Learning Scientists Blog
• Get a Life, PhD
• The Cool Cat Teacher Blog
• Canadian Public Health Association – Students & Early Career Blog
• Edutopia
• Maple Money

Vlogs examples by Teachers and Researchers

• Teacher FYI – New teacher tips each week!
• Dr. Andy Stapleton
• Dr. Amina Yonis

Go Deeper

What is research saying?

• The Art of the Editorial — https://doi.org/10.3126/nje.v12i1.43104
• How to Write an Editorial? — https://doi.org/10.1007/978-981-16-5248-6_26
• Editorial Matters: Guidelines for Writing Effective Editorials — https://doi.org/10.1001/jama.2014.6535

• CASLT – Ressentir du bien-être et être passionné de l'enseignement — https://www.caslt.org/fr/blogue-bien-etre-enseignement/
• Éduco – Les connaissances linguistiques et culturelles, des atouts à maximiser — https://educo.lecentrefranco.ca/2022/automne/espace-ressources/
• Marianne Gravel, Christian Poirier, Laurent Pelletier – Regard sur les perspectives pédagogiques du cinéma québécois (p. 7) — https://www.calameo.com/aqpc/read/006737414e1e34e2c84da
• CEFR Descriptors — https://www.coe.int/en/web/common-european-framework-reference-languages/cefr-descriptors

What are some examples of great editorials in other fields?

• Nature Medicine Editorials — https://www.nature.com/nm/articles?type=editorial
• The BMJ Editorials — https://www.bmj.com/news/editorial
• Editorial: Health-related quality of life in healthcare — https://www.frontiersin.org/articles/10.3389/fpubh.2023.1123180/full
• The Globe and Mail Editorials — https://www.theglobeandmail.com/opinion/editorials/
• Toronto Star Editorials: The Star's View — https://www.thestar.com/opinion/editorials/
• Technology and Society: Editorial and Opinion — https://technologyandsociety.org/category/magazine-articles/editorial-opinion/

Creators and Consumers

Promotion or dissemination

• Which social media platform will you be sharing it on (e.g.: Twitter/X, LinkedIn, Facebook Groups, Instagram)?
• Which organizational websites or publications will you be sharing it with (e.g.: Pédagogie collégiale, Journal of Pedagogical Research, CASLT, ACPI)?
• Will it be posted on an educational repository such as Camerise?
  • Go to https://camerisefsl.ca/
  • Click on "Add a new resource" on landing page
  • Basic information – Provide your fact sheet title, description, resource type (i.e.: document, recording), learning material type, upload file / add link
  • Categories – Add publisher information and any details if it is to be used in a classroom setting (i.e.: prep time, teaching duration, educational level, subject)
  • Accessibility Statement – Note if it has been assessed for accessibility purposes, has sensitive content or contains content related to equity, diversity, and/or social justice

Go Deeper

• Rural Health Research Gateway Fact Sheet Format, Language and Layout — https://www.ruralhealthresearch.org/dissemination-toolkit/products/fact-sheet
• Kent State University Fact Sheet Implementation and Suggestions — https://www.kent.edu/ctl/fact-sheets
• Explainability fact sheets: a framework for systematic assessment of explainable approaches — https://doi.org/10.1145/3351095.3372870

What are some examples of great fact sheets in FSL research?

• Le Centre franco – Je m'engage, tu t'engages — https://downloads.ctfassets.net/cfektv4t16rw/6OJj6De85JVBmg1tcGXX4Y/dcca24f8a07e651d772902500c56f6d5/9782765706557_JE_MENGAGE_TU_TENGAGES.pdf
• Canadian Parents for French (CPF) – Building Linguistic Security — https://cpf.ca/wp-content/uploads/CPF_2020_LinguisticSecurityBrief_EN_v9_EMAIL-1.pdf
• CPF – The State of French Second Language Education in Ontario — https://on.cpf.ca/files/2021/02/State-of-FSL-Education-in-Ontario-November-2020.pdf

• Education for All Fact Sheet —https://cfsontario.ca/wp-content/uploads/2021/11/Education-for-All_Factsheets_2021_EN.pdf
• National Institute of General Medical Sciences Fact Sheets — https://nigms.nih.gov/education/fact-sheets/Pages/factsheets.aspx
• World Health Organization Fact Sheets — https://www.who.int/news-room/fact-sheets
• Nemours Kids Health Fact Sheets for Educators — https://kidshealth.org/en/parents/classroom/
• Environmental and Energy Study Institute Fact Sheet: Climate Change FAQ — https://www.eesi.org/papers/view/faq-climate-change
• CDC Budget Fact Sheets — https://www.cdc.gov/budget/fact-sheets/index.html

What technology might I need while creating my infographic?

• What format will you be using (e.g.: a png or jpeg file can be easily integrated into a website)? Is it downloadable (e.g.: PDF)?
• What software will you be using to create it (e.g.: free editable templates – Canva, Visme, AdobeExpress)?

Creators and Consumers

What other sources are saying?

• Research Impact Canada – Infographic Design for Knowledge Mobilization Module — https://rise.articulate.com/share/sUG_m7CTkldQ6phbVlUqV45evvihETL4#/
• Infographics in higher education: A scoping review — https://doi.org/10.1177/20427530221107774
• Infographics in Education: Review on Infographics Design — https://doi.org/10.5121/ijma.2017.9602
• The Journal of mHealth – What is the Role of Infographics in Healthcare? — https://thejournalofmhealth.com/what-is-the-role-of-infographics-in-healthcare/

Be Inspired

• Statistics Canada – Increasing diversity of languages — https://www150.statcan.gc.ca/n1/en/pub/11-627-m/11-627-m2022051-eng.pdf?st=FwY8U4QC
• Ombudsman Ontario – Help us improve the French language services — https://www.ombudsman.on.ca/Media/ombudsman/ombudsman/resources/Brochures/ Help-us-improve-the-French-language-services-FLS-poster-accessible.pdf

• Government of Canada – How new laws and regulations are created — https://www.justice.gc.ca/eng/laws-lois/infograph.html
• Centers for Disease Control and Prevention – Graphics — https://www.cdc.gov/globalhealth/infographics/default.html
• Statistics Canada – Infographics — https://www150.statcan.gc.ca/n1/pub/11-627-m/index-eng.html
• World Health Organization – Infographics — https://www.who.int/tools/compendium-on-health-and-environment/media

Creators and Consumers

Who is making FSL lesson plans?

• Teachers who want to communicate best practices and planning techniques
• Researchers wanting to share their findings or knowledge for application in a classroom setting

Podcasts in FSL open a dialogue between teachers and researchers on best practices. This medium allows researchers to share their work with practitioners and practitioners to share their experiences and reflections from the field with researchers. Whether it be a structured interview or a casual chat, podcasts are a great way to communicate your ideas and join the conversation around language instruction.

Creators and Consumers

What features are essential to my podcast?

• Episode title and description
• Timestamps for podcast sections
• Sound quality (using a mic to reduce background noise)

• Subject tags (e.g.: #pedagogy, #mentalhealth, etc.)Organize
• Links to further research (infographic, brochure, survey, etc.)
• Introduction and jingle
• Adding guest description (name, position/qualifications, socials)
• Providing the transcript (in many cases these can be automatically generated by podcasting software)
• Segmenting the podcast into at least three sections: introduction, body, conclusion/wrap-up
• Recurring features or sections across podcast episodes (e.g.: Recap of previous podcast, Fact of the day, News update on current advancements)

• Who is your target audience? How will this be reflected in promotional material and the podcast description?
• How often will you post a new episode? (e.g.: weekly, monthly, etc.)
• What will be the length of your podcast(s)? (the average length is 18 minutes)
• What topics will you discuss and in what language(s)?
• How will you format or structure the podcast? Will it be pre-scripted? Will you include interviews? Will you feature guests on the podcast? If so, how many and how will they be selected?

What technology might I need while creating my podcast?

• Would you prefer to use a "low tech" solution, which takes less time to become familiar with, or a "higher tech" solution, which enables you to have greater control over the product?
• Low tech software for recording (e.g.: Zoom recording, Audacity)
• Higher tech equipment for audio and recording quality (e.g.: microphone, digital recorder, interface and mixers, camera)
• Higher tech software for audio recording and editing (e.g.: Adobe Audition, Logic Pro *only for Mac, Riverside)

Prompts, such as the ones suggested below, are used to instruct Generative Artificial Intelligence (AI) systems (such as Claude, Gemini, or ChatGPT) to generate ideas, content or perform tasks such as simplification. **Disclaimer: Ideas or text generated by an AI language model are intended to serve as a starting point or inspiration. Professional judgement must be exercised before adapting and incorporating this content for any given context.**  

Consolidation

• Which social media platform will you be sharing it on (e.g.: X/Twitter, LinkedIn, Facebook Groups)?
• Share your podcast on Camerise
  • Go to https://camerisefsl.ca/
  • Click on "Add a new resource" on landing page
  • Basic information – Provide your podcast title, description, resource type (i.e.: recording, video), learning material type, upload file / add link
  • Categories – Add publisher information and any details if it is to be used in a classroom setting (i.e.: prep time, teaching duration, educational level, subject)
  • Accessibility Statement – Note if it has been assessed for accessibility purposes, has sensitive content or contains content related to equity, diversity, and/or social justice

Creators and Consumers

Who is tweeting and posting in FSL research?

• Researchers who want to discuss developments in the field or share their findings
• Teachers who want to share or highlight best practices based on action research
• Administrators who want to share accomplishments in evidence based practice from their institutions and resources in the field

Who is likely to read tweets and posts?

• Teachers who want to improve their language instruction and hear about innovative practices
• Researchers who want to hear about studies in the field
• Administrators who want to keep a pulse on current issues in education
• Parents curious as to what is g

What other sources are saying?

• Scientists, Meet #Twitter! — https://www.thexylom.com/post/scientists-meet-twitter
• A guide to Twitter for researchers — https://authorservices.taylorandfrancis.com/research-impact/a-guide-to-twitter-for-researchers/
• How to use Twitter to further your academic career — https://doi.org/10.1038/d41586-019-00535-w
• Ten simple rules for getting started on Twitter as a scientist — https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7010239/
• How to use Twitter at a Scientific conference — https://journals.asm.org/doi/10.1128/msphere.00121-22
• A scientist's guide to social media: Twitter — https://spie.org/news/photonics-focus/septoct-2021/a-scientists-guide-to-social-media-twitter?SSO=1
• How to use Twitter as a Scientist — https://www.letpub.com/How-to-Use-Twitter-as-a-Scientist

Be Inspired

• Promotional tweet/X posts
  • https://twitter.com/CASLT_ACPLS/status/1625933039921397765
  • https://twitter.com/OMLTA/status/1625319314533322753
• Demonstration tweet/X posts
  • https://twitter.com/mjmorneau1/status/1621189452994416647
  • https://twitter.com/MadameRSharma/status/1648299345232510979
• Informative tweet/X posts
  • https://twitter.com/edutopia/status/1631492887698628608
  • https://twitter.com/ACPI_/status/1626675010294190080
• Debates/discussions
  • https://twitter.com/NAEmmanuele/status/1629517588345630721

Creators and Consumers

Who is making videos in FSL?

• Researchers who want to communicate their findings to practitioners
• Teachers who want to share best practices and reflections

Who is likely to watch them?

• Teachers who want to improve their language instruction
• Researchers interested in understanding teacher practices and their everyday realities

• A clear question with answers
• A video description (with referenced resources and citations)
• A playlist (* if it belongs to a series of related videos)

• Timestamps (for direct references to resources or academic sources)
• Chapters (for organizing steps, subjects, etc.)
• Subtitles (to accommodate hard of hearing viewers)
• Described video (to accommodate visually impaired viewers)

• What is the goal of your video? If it is part of a playlist or channel, what is the common theme or concern these videos are addressing?
• What is the takeaway message of your video? Is this clearly summarized at the end of the video?

Creation

• What filming or audio equipment will you need (e.g.: camcorder / camera, microphones, tripods, cords, lighting)?
• Will you use animation software (e.g.: Prezi, Videoscribe, Doodly)?
• Will you create a voiceover (e.g.: Audacity: open-source audio recording and editing app)?
• What editing software will you use (e.g.: Final Cut Pro, Adobe Premiere Pro, CyberLink, PowerDirector 365, iMovie)?

Prompts, such as the ones suggested below, are used to instruct Generative Artificial Intelligence (AI) systems (such as Claude, Gemini, or ChatGPT) to generate ideas, content or perform tasks such as simplification. **Disclaimer: Ideas or text generated by an AI language model are intended to serve as a starting point or inspiration. Professional judgement must be exercised before adapting and incorporating this content for any given context.**  

Consolidation

• Will you be posting it with a video service? The most commonly-used services for education-related videos are YouTube or Vimeo (can be embedded in external websites as well)
• Which social media platform will you be sharing it on (e.g.: Twitter/X, Facebook Groups, YouTube, LinkedIn, Vimeo)?
• Will it be posted on an educational repository such as Camerise?
  • Go to https://camerisefsl.ca/
  • Click on "Add a new resource" on landing page
  • Basic information – Provide your video title, description, resource type (i.e.: recording, video), learning material type, upload file / add link
  • Categories – Add publisher information and any details if it is to be used in a classroom setting (i.e.: prep time, teaching duration, educational level, subject)
  • Accessibility Statement – Note if it has been assessed for accessibility purposes, has sensitive content or contains content related to equity, diversity, and/or social justice

What other sources are saying?

• Production Processes for Creating Educational Videos — https://doi.org/10.1187/cbe.20-06-0120
• How to create a scientific explainer video or video abstract — https://peerrecognized.com/how-to-create-a-scientific-explainer-video-or-video-abstract-with-examples/
• Tools for creating scientific illustrations — https://peerrecognized.com/tools-for-creating-scientific-illustrations/
• Making a Video Abstract for your Research — https://libraries.ou.edu/impact-challenge-chapter/make-video-abstract-your-research
• How to promote your research in the media with a video abstract — https://www.animateyour.science/post/how-to-promote-your-research-in-the-media-with-a-video-abstract
• 10 Tips for Making a Great Research Video — https://www.jove.com/blog/video/10-tips-for-making-a-great-research-video/

Be Inspired

• Lors de l'administration du DELF, que faire si… (ACPI) — https://www.youtube.com/playlist?list=PLMNU5OPpqBoJP3b5SwWQIGDSwZIBy4t5s
• Strengthening Engagement in French as a Second Language (InspireFSL) — https://inspirefsl.ca/15/Passionate_about_Learning_French_.html?vid=1
• Qu'en est-il au sujet de l'algorithme? (Le Centre franco) — https://edusourceontario.com/res/video-math-tlx-27?_=LmZ0PTI

• Sabine Hossenfelder — https://www.youtube.com/@SabineHossenfelder/videos
• Simon Clark — https://www.youtube.com/@SimonClark/videos
• Martins Zaumanis — https://www.youtube.com/@PeerRecognized/videos
• CrashCourse — https://www.youtube.com/user/crashcourse/videos
• Math TV — https://www.mathtv.com/
• Med Tube: sharing medical knowledge — https://medtube.net/
• The Center for Medical Education — https://www.youtube.com/@ccme_courses/about

What other sources are saying?

• Simon Fraser University – Building a website for your program of research, project or lab — https://www.lib.sfu.ca/help/publish/scholarly-publishing/radical-access/research-website-tips
• Peer Recognized – How to simply create a personal academic website and why you need one — https://peerrecognized.com/website/
• The Academic Designer – How to make a personal academic website — https://theacademicdesigner.com/2023/how-to-make-an-academic-website/
• Build-your-own website for researchers — https://www.nature.com/nature-index/news/build-your-own-academic-website-for-scientists-researchers-phd

Be Inspired

• École ouverte — https://ecoleouverte.ca/accueil
• People for Education — https://peopleforeducation.ca/
• FSL Teacher Learning — https://www.fslteacherlearning.com
• Enseigner le français (TV5Monde) — https://enseigner.tv5monde.com/
• Google Groups (for creating your own forum amongst teachers/researchers) — https://groups.google.com/my-groups?pli=
• Le Français Facile avec RFI — https://francaisfacile.rfi.fr/fr/

• Dr. Samantha Fecich – Professor — https://www.sfecich.com/
• Meredith Schmehl – Neuroscientist and Science Communicator — https://meredithschmehl.com/
• Nathan Constantine-Cooke – PhD candidate — https://www.constantine-cooke.com/
• Nikoloz Sirmpilatze – PhD student — https://www.nikosirmpilatze.com/
• FSL 4-6 Sharing Site — https://sites.google.com/erlc.ca/fsl-4-6/home

• Header (with menu and logo)
• Footer (with additional menu options, socials, etc.)
• Landing page with call-to-action (e.g.: for subscribing to a newsletter/mailing list, creating, purchasing, etc.)
• Shaded boxes behind text to highlight and differentiate content
• Headings and subheadings to divide content
• Clear and concise sentences (define complicated terms)
• Colour and font theme (dark text on a light background is best for accessibility)

• Permanent navigation ribbon at top of page (static while scrolling)
  • "Back-to-top" button on ribbon
  • Include socials as icons (Facebook, X/Twitter, email, etc.)
• "Bottom line up-front" at top of page
  • Why does your initiative exist?
  • Who are the stakeholders?
  • What is the timeline for the project?
• Sidebar – In case a footer is not included to provide additional links, socials, etc.
• Contact form – For potential participation in surveys, subscription to email newsletter, etc.
• Blogs or other types of content marketing to boost your search rankings (with plenty of hyperlinks and references to other sections of your website or related external web pages)
• Publications and speaking engagements pages
• Two columns maximum when comparing or detailing content streams

• Will your initiative have a separate website (e.g.: institution's website) or will it be featured on your own? Make sure you link between related sites.
• Will you be able to maintain the website and continuously update it?
• Is your site readable on different screen types (e.g.: computer, tablet, mobile) and different browsers (e.g.: Chrome, Safari, Firefox, Microsoft Edge)?

Creation

• What hosting site will be used?
  • Will it be developed "no code" for those with no coding training (designed with visual tools but resulting in relatively limited website features and performance, using platforms such as SquareSpace, Google Sites or Wix)?
  • Or will it be developed "low code" (designed by adding code over existing framework and sports more website features, using platforms such as WordPress or WEBCON)
• Will you buy your own domain name? If so, what will it be (using your full name will help your page rank in search engines)? Where will you buy it (e.g.: GoDaddy, Google Domains, Shopify)?
• Consider testing your Search Engine Optimisation (SEO). To boost your PageRank on Google Search, include keywords for your field in your blog posts, titles/headings, and website name.
• Consider implementing Google Analytics on your site to get more detailed information about who is visiting the site, how long they are staying, which pages they are reading, and how they are interacting with the site.

Prompts, such as the ones suggested below, are used to instruct Generative Artificial Intelligence (AI) systems (such as Claude, Gemini, or ChatGPT) to generate ideas, content or perform tasks such as simplification. **Disclaimer: Ideas or text generated by an AI language model are intended to serve as a starting point or inspiration. Professional judgement must be exercised before adapting and incorporating this content for any given context.**  

Consolidation

• Will you be sharing it on social media (e.g.: Twitter/X, LinkedIn, Facebook Groups, Pinterest)?
• Will it be posted on an educational repository such as Camerise?
  • Go to https://camerisefsl.ca/
  • Click on "Add a new resource" on landing page
  • Basic information – Provide your lesson plan title, description, resource type (i.e.: lesson plan, recording, video), learning material type, upload file / add link
  • Categories – Add publisher information and any details if it is to be used in a classroom setting (i.e.: prep time, teaching duration, educational level, subject)
  • Accessibility Statement – Note if it has been assessed for accessibility purposes, has sensitive content or contains content related to equity, diversity, and/or social justice

Creators and Consumers

Creators and Consumers

What features are essential to my editorial?

• A clear argument to open the editorial
• Hyperlinks to relevant sources (e.g.: studies, surveys, external media)
• Intermittent use of bullet point lists to succinctly deliver ideas
• Conclusion with actionable advice (for stakeholders)
• References at the end (sometimes complemented by footnotes)
• Clear byline and profile of author(s) and their affiliated organization

• Will your editorial aim to explain or interpret, criticize, persuade or praise (4 types of editorials)?
• Clearly identified viewpoint
• Keep it brief and to the point, highlighting one issue (usually no more than 2 pages)
• Highlight quotations in subheadings

• What arguments are being made and what issues are being discussed?
• Who are the stakeholders and what do you want them to take away?
• What subheaders will be used to divide your arguments?

How might generative AI help give me inspiration for my editorial?

What should I consider before publishing?

• Will you post the editorial on your own website with a domain or your own Medium site?
• If not, will you be submitting to publications such as:
  • Newspapers (e.g.: L'Express, The Globe and Mail, etc.)
  • Journals (e.g.: Journal of Pedagogical Research, Professionally Speaking, etc.)
  • Specialized magazines (e.g.: Pédagogie universitaire, Pédagogie collégiale)
  • Blog series (e.g.: Éduco, CASLT Blog, Le Journal de l'Immersion (ACPI) etc.)

What features are essential to my fact sheet?

• Introduction and conclusion (with actionable advice for practitioners)
• Title and headings
• Hyperlinks throughout to references
• Easy to understand language, define technical terms (target audience is non-experts)
• Approximately 1–3 pages

• Use of colour or font size to distinguish headers from sub-headers
  • Choose two or three primary colours for colour-coding
  • Use dark text on light backgrounds and vice-versa
• Avoid distracting colours or text that affect legibility
• Graphics to complement the text (e.g.: charts, infographics, photos of participants, stock photos)
• Two columns maximum
• A call to action (with your contact and/or social media accounts)

• What is your team trying to communicate to the reader?
• What questions do you think readers will have? Will you pose them as subheaders?
• Who are your potential stakeholders (e.g.: parents, administrative staff, school boards)?
• What statistics or survey results will you be using? Have you included references?

What technology might I need while creating my fact sheet?

• Free sites with editable templates (e.g.: Canva, Template LAB)
• What alternative formats might you use beyond PDFs (e.g.: PowerPoint slides, embedded videos, interactive website)?

Prompts, such as the ones suggested below, are used to instruct Generative Artificial Intelligence (AI) systems (such as Claude, Gemini, or ChatGPT) to generate ideas, content or perform tasks such as simplification. **Disclaimer: Ideas or text generated by an AI language model are intended to serve as a starting point or inspiration. Professional judgement must be exercised before adapting and incorporating this content for any given context.**  

Consolidation

What features are essential to my infographic?

• Use common colour theming (e.g.: purple for Camerise)
• Provide link to full report if available (i.e.: survey, article, press release)
• Present data on current issues and propose potential solutions

• Establish the context and problem at the top
• Address the purpose and use to stakeholders up-front
• Provide a glossary of acronyms in separate box
• Provide a timeline to show your initiative's history
• Include key graphic titles and section headings
• Prioritize large, legible fonts

• If infographics are created for your initiative, what data will they be presenting?
• Will this be best presented through a visual article, list, comparison, flow chart, process, timeline, statistical, or geographic infographic?
• What story do you want to tell with your data? How do the graphics and titles outline that narrative?

What features are essential to my lesson plan?

• Key research insights inspiring this lesson plan (i.e.: complete reference and link to research insight with a short explanation)
  • e.g.: Cammarata, L. & Tedick D. (2012). Balancing Content and Language in Instruction: The Experience of Immersion Teachers. In The Modern Language Journal. 96, ii. (pp. 251–269), https://doi.org/10.1111/j.1540-4781.2012.01330.x
• Targeted skills (e.g., reading, phonetics, intercultural, grammar)
• Class information (e.g.: age range, subject matter, estimated duration, materials or technology needed)
• Learning expectations (overall + specific to curriculum, background knowledge, learning objectives)
• Type of interaction (e.g.: group or individual work)
• Accommodations or modifications (for students with specific learning preferences or needs)
• Next steps and possible assessments (e.g.: follow-up lesson, homework, quiz, teacher observation, peer feedback)

• Possible implementation challenges or questions (with potential solutions or answers)
• Sub-headers for types of activities / lesson sections (e.g.: Think + Pair + Share, Minds-on + The Action + Consolidation)
• Specification of transferable skills (e.g.: problem solving, collaboration, communication)
• Guiding prompts for the teacher for each activity (e.g.: How do you know…? What do you think of…?)
• Extension and alternative activities (i.e.: variations for more/less motivated students)

• How do you accommodate students with IEPs and/or unique learning needs?
• How have you structured your long range plan?
• Is the lesson plan easily usable for substitute teachers?

Source PDF page 1

2025

Bridging

research and

practice in FSL

Authors:

Leanne Eyre

Liam Bekirsky

Connor Boyd

Muriel Péguret

Editing and Design:

Diane Epassa

Licensed under

See full copyright notice on page 82.

Source PDF page 2

Research and/or field-inspired

Introduction

I. Blog 4

II. Editorial 12

III. Fact sheet 20

IV. Infographic 29

V. Lesson plan 37

VI. Podcast 49

VII. Social media post 59

VIII. Video 64

IX. Website 73

Credits 81

Copyright & Licensing 82

Source PDF page 4

Several collaborative groups are dedicated to bridging research and practice in FSL,

including the Canadian Association of Second Language Teachers (CASLT), Ontario

Modern Language Teachers' Association (OMLTA) and the Second Language

Research Institute of Canada (L2RIC). For example, the L2RIC has a series of

animated pedagogical videos and teaching resources based on best practices, and

the OMLTA runs a podcast about innovative practices in language learning.

Individuals also contribute significantly to this effort. For instance, researchers like

Dr. Liam Printer run podcasts linking current educational research to classroom

implementation, and educators like Steve Smith maintain blogs and create

language teacher toolkits.

Both organizations and individuals like these share common objectives: improving

accessibility to FSL research by making it available and understandable for

practitioners, promoting applicability through practical tools for classroom use, and

fostering collaboration and dialogue between researchers and practitioners.

Knowledge products inspired by FSL research are disseminated through

professional development workshops, webinars, online communities, educational

websites, podcasts and various other channels.

How can I get started to create knowledge products?

Start with a "consumer" mindset

This is the best way to start your journey into a "producer" mindset. Do start and

continue reading blogs, websites, editorials, and even academic journals if you can.

Do listen to podcasts and watch videos. Do follow and connect with interesting

people and hashtags on social media.

Identify engaging elements and formats

As you consume this content ask yourself: What formats of knowledge products do

you prefer? How do they captivate your interest? What makes them appealing?

Start with a Growth Mindset

Don't let the concept of content creation overwhelm you. Everyone starts

somewhere. You don't need top-tier equipment or a flawless script to begin! Start

small and embrace the learning process as you go.

Source PDF page 5

How to use these guides?

These guides aim to inspire thoughtful reflection on crucial considerations when

creating various forms of research and/or field-inspired content.

They also include links to external resources and a plethora of examples for those

seeking further insights and inspiration.

The guides lead you through the following crucial steps:

Define your why

Why do you want to create this knowledge product? This can range from sharing

research findings and providing practical advice, to engaging in discussions and

dialogue with expert researchers and practitioners. Identifying the purpose will

directly influence your content and format.

Clarify your target audience

Who is your primary audience? Is it FSL teachers, researchers, administrators, or a

broader audience? How can you tailor your content according to their needs and

interests?

Seek Inspiration

What strategies have proven effective for other teacher or researcher creators? How

might generative AI serve as inspiration for content and formats?

Explore essential and optional elements

What are the indispensable elements to include? What additional features could

enhance the quality or engagement of your content?

Consider the logistics of production and dissemination

What technology will you use based on your level of experience and budget? What

should you consider before publishing? Where and how will your content be

published and promoted?

Creators and Consumers

• Who is making blogs in FSL?

  • Researchers who want to communicate their findings
  • Teachers who want to communicate or discuss their practice and reflections
  • Academic institutions or schools wanting to showcase their practitioners

  Who is likely to read them?

  • Teachers who want to improve their language instruction
  • Administrators and researchers who want to keep a pulse on current issues in education
  • Parents curious as to what is happening in education or in their childrens' schools
   

Source PDF page 13

Vlogs examples by Teachers and Researchers

Teacher FYI - New teacher tips each week!

https://www.youtube.com/@TeacherFYI/videos

Dr. Andy Stapleton

https://www.youtube.com/@DrAndyStapleton/videos

Dr. Amina Yonis

https://www.youtube.com/@DrAminaYonis/videos

Source PDF page 14

Authors:

Leanne Eyre

Liam Bekirsky

Connor Boyd

Muriel Péguret

Source PDF page 15

An editorial is an article presenting the opinions of the writer or editor on a given topic in a

journal or newspaper.

Editorials in FSL research help practitioners and researchers share their opinions and

findings. The arguments made contribute to the broad discussion on best practices and

current issues in FSL education.

Creators And Consumers

Who is writing editorials in FSL?

Academic institutions seeking to promote their initiatives

Coaches and practitioners who want to share their point of view and reflections

Researchers who want to communicate their opinions and analyses, including though

not limited to education policy

Who is likely to read them?

Teachers interested in improving language

instruction or in the debate around current

policies

Administrators and other stakeholders who

want to keep a pulse on current issues in

education

Researchers who want to hear to voices from

the field

Source PDF page 16

1. Conceptualization

What features are essential to my editorial?

A clear argument to open the editorial

Hyperlinks to relevant sources (e.g.: studies, surveys, external media)

Intermittent use of bullet point lists to succinctly deliver ideas

Conclusion with actionable advice (for stakeholders)

References at the end (sometimes complemented by footnotes)

Clear byline and profile of author(s) and their affiliated organization

What other details should I consider for my editorial?

Will your editorial aim to explain or interpret, criticize, persuade or praise (4 types of

editorials)?

Clearly identified viewpoint

Keep it brief and to the point, highlighting one issue (usually no more than 2 pages)

Highlight quotations in subheadings

What questions might arise while writing my

editorial?

What arguments are being made and what issues are being

discussed?

Who are the stakeholders and what do you want them to take

away?

What subheaders will be used to divide your arguments?

Source PDF page 17

2. Creation

How might generative AI help give me inspiration for my

editorial?

Prompts, such as the ones suggested below, are used to instruct Generative Artificial

Intelligence (AI) systems (such as Claude, Gemini, or ChatGPT) to generate ideas,

content or perform tasks such as simplification.

**Disclaimer: Ideas or text generated by an AI language model are intended to serve as

a starting point or inspiration. Professional judgement must be exercised before

adapting and incorporating this content for any given context.**

Cohesive Structure: "Generate an outline for my editorial on [my research-based

topic] that ensures a logical flow of ideas."

Content Expansion: "Generate examples to illustrate the practical applications of

[specific research concept]." "Brainstorm ideas for discussing the implications of

[relevant research finding]."

Language Refinement: "Suggest alternative wording to increase the clarity of the

[introduction] of my editorial." "Refine the language in my editorial to make it more

engaging and accessible for [my target audience]."

Source PDF page 18

3. Consolidation

What should I consider before publishing?

Which license type should I Which media format to use Is the editorial

use to publish my work: (e.g. PDF, DOC, HTML): accessible?

Creative Commons licence Consider the format that Can it be read

(to allow users to download, will be most user-friendly with a screen

use or modify) based on your licensing reader?

intent Is there Alt

CC-BY Text for

CC-BY-NC-SA images?

CC-BY-SA

CC-BY-NC-ND

CC-BY-ND

CC-BY-NC

OR

Copyright Licence (to

restrict use) : "all rights

reserved" + name of author

Where could my editorial be published?

Will you post the editorial on your own website with a domain or your own

Medium site?

If not, will you be submitting to publications such as:

Newspapers (e.g.: L'Express, The Globe and Mail, etc.)

Journals (e.g.: Journal of Pedagogical Research, Professionally Speaking, etc.)

Specialized magazines (e.g.: Pédagogie universitaire, Pédagogie collégiale)

Blog series (e.g.: Éduco, CASLT Blog, Le Journal de l'Immersion (ACPI) etc.)

Source PDF page 20

Be Inspired

What are some examples of great editorials in FSL research?

CASLT - Ressentir du bien-être et être passionné de l'enseignement

https://www.caslt.org/fr/blogue-bien-etre-enseignement/

Éduco - Les connaissances linguistiques et culturelles, des atouts à maximiser

https://educo.lecentrefranco.ca/2022/automne/espace-ressources/

Marianne Gravel, Christian Poirier, Laurent Pelletier - Regard sur les perspectives

pédagogiques du cinéma québécois (p. 7)

https://www.calameo.com/aqpc/read/006737414e1e34e2c84da

CEFR Descriptors

https://www.coe.int/en/web/common-european-framework-reference-languages/cefr-descriptors

Source PDF page 22

III. Fact sheet

Authors: Thank you to the contributors:

Leanne Eyre Daniel Capel Kos A Ebong

Liam Bekirsky Gizelle Alvarez-Janzso

Connor Boyd Jennifer Ealey

Muriel Péguret

Source PDF page 24

1. Conceptualization

What features are essential to my fact sheet?

Introduction and conclusion (with actionable advice for practitioners)

Title and headings

Hyperlinks throughout to references

Easy to understand language, define technical terms (target audience is non-experts)

Approximately 1-3 pages

What other details should I consider for my fact sheet?

Use of colour or font size to distinguish headers from sub-headers

Choose two or three primary colours for colour-coding

Use dark text on light backgrounds and vice-versa

Avoid distracting colours or text that affect legibility

Graphics to complement the text (e.g.: charts, infographics, photos of participants,

stock photos)

Two columns maximum

A call to action (with your contact and/or social media accounts)

How might generative AI help give me inspiration for my lesson plan?

Consolidation

• Will you be sharing it on social media (e.g.: X/Twitter, LinkedIn, Facebook Groups, Pinterest)?
• Will it be posted on an educational repository such as Camerise?
  • Go to https://camerisefsl.ca/
  • Click on "Add a new resource" on landing page
  • Basic information – Provide your lesson plan title, description, resource type (i.e.: lesson plan, recording, video), learning material type, upload file / add link
  • Categories – Add publisher information and any details if it is to be used in a classroom setting (i.e.: prep time, teaching duration, educational level, subject)
  • Accessibility Statement – Note if it has been assessed for accessibility purposes, has sensitive content or contains content related to equity, diversity, and/or social justice

What are some great examples of FSL lesson plans?

• Améliorons ensemble les compétences des élèves en français langue seconde en s'inspirant du CECR (Transforming FSL) — https://transformingfsl.ca/wp-content/uploads/2015/12/CSC697_Professional-Activities-Handbook.pdf
• Financial Literacy: Credit Card Lesson Plan (Ontario Teachers Federation) —https://www.otffeo.on.ca/en/wp-content/uploads/sites/2/2013/09/OTF_financial_literacy_credit_card.pdf
• Français Facile : cours de français intermédiaire —https://www.podcastfrancaisfacile.com/plan-de-cours-fle-delf-a2
• Sample Year Plans with Supporting Authorized Resources: Grade 4, Grade 5 and Grade 6 (Education Alberta) —https://education.alberta.ca/media/384898/gr4_6_sampleyearplans.pdf

• Kids Boost Immunity – Teacher Centre Lesson Plans —https://kidsboostimmunity.com/teacher-centre/lesson-plans
• Read Write Think Lesson Plans —https://www.readwritethink.org/classroom-resources/lesson-plans
• Ontario Teachers' Federation Lesson Plans —https://www.otffeo.on.ca/en/resources/lesson-plans/
• Transition Toolkit Lesson Plans —http://tknlyouth.sdsu.edu/lesson_plans/health-lp.htm

1. Full reference with link
   • Short description of research's relevance to lesson
2. …
3. …

• 3–6 years old: kindergarten to grade 1
• 6–9 years old: elementary grades 1 to 3
• 9–12 years old: elementary grades 3 to 6
• 12–14 years old: elementary grades 7 and 8
• 14–16 years old: high school grades 9 and 10
• 16–18 years old: high school grades 11 and 12

• CC-BY
• CC-BY-NC-SA
• CC-BY-SA
• CC-BY-NC-ND
• CC-BY-ND
• CC-BY-NC
• All rights reserved (your name)

• Direct instruction
• Interactive learning
• Group discussions
• Individual work
• Pair work
• Group work

• 15 minutes
• 30 minutes
• 45 minutes
• 60 minutes / One hour
• Other

• How Podcasts Can Benefit Scientific Communities — https://doi.org/10.1016/j.tics.2020.10.003
• Podcasting in medical education: a review of the literature — https://doi.org/10.3946/kjme.2017.69
• "Being Able to Listen Makes Me Feel More Engaged": Best Practices for Using Podcasts as Readings — https://doi.org/10.1177/0092055X211017197
• Podcasts in higher education: teacher enthusiasm increases students' excitement, interest, enjoyment and learning motivation — https://doi.org/10.1080/03055698.2019.1706040

Be Inspired

• Ingénieux pédagogiques (en français) — https://open.spotify.com/episode/7kZvZFiPSWRNrQ1Cnno0zo?si=a43fc6d48c4849bb Description: A professor (Eric Dionne), intermediary teacher (Alexandre Audet) and pedagogical advisor (Martin Parent) unpack research articles in education and analyse their application in the classroom.
• OMLTA – Speaking Up —https://open.spotify.com/episode/0y9m14p6fNynhwXTpNFiIt Description: Ontario Modern Language Teacher's Association (OMLTA) podcast investigates the impact of innovative practices in language education through collaboration with Ontario educators.
• Moi, j'enseigne! – Causeries pédagogiques (en français) — https://moijenseigne.ca/causeries-pedagogiques/ Description: Each talk or "causerie", aimed for teachers and French teachers in Ontario, features an informal conversation on relevant and current issues in education.
• The Motivated Classroom — https://podcasters.spotify.com/pod/show/themotivatedclassroom Description: Dr. Liam Printer links current educational research to practical classroom applications and strategies through his weekly podcast hosted for language teachers and learners.

• The Lancet Podcasts: "The Lancet Voice" and "In conversation with…" — https://www.thelancet.com/podcasts Description: The Lancet medical journal produces podcasts which explore global health, policy and current research and their real-world applications, presented by Lancet editors, authors and guests.
• Brain Science Podcast — https://brainsciencepodcast.com/ Description: Neuroscientist Ginger Campbell presents recent discoveries in her field to listeners of all backgrounds, in order to reveal how our brains make us who we are.
• Science Friday — https://www.sciencefriday.com/science-friday-podcasts/ Description: This long-running weekly podcast interviews scientists and experts to discuss current research and news in science, technology, health and the environment.
• Science Vs — Description: These "myth-busting" podcasts differentiate facts from fiction in various domains of science. Popular trends, controversial topics and current events are examined in light of scientific research and interviews with experts.
• The Social Science Bites Podcast — https://www.socialsciencespace.com/about-socialsciencebites/ | https://open.spotify.com/show/13BcvdCZQl3CiF8NimP7xa Description: Monthly interviews with leading social scientists are created to make research in the field of social science and their societal implications accessible and understandable.

• A clear issue, opinion, or comment about an aspect of the field of FSL
• An attempt to illustrate best practices
• Consider the character limit (e.g. 280 characters on Twitter/X)
• Relevant links to external media (e.g.: resources, articles, studies, your website)
• A few relevant hashtags (e.g. #pedagogy, #FSL, #fslchat, #langchat, #fsl4all)

• Photos (e.g.: classrooms – with informed consent)
• Tag relevant people who may be interested in what you have to say or who write about similar points

• Who are you and how do you identify yourself in your bio and how you write?
• What is the goal of your tweets and posts?
• What efforts have you made or are being made in the field toward this goal?
• Why is the issue you are discussing important for educators? What existing conversations or discussions are you contributing to?
• Have you ensured you have permission to share photos from schools or research sites?

Source PDF page 25

What is your team trying to communicate to the reader?

What questions do you think readers will have? Will you pose them as subheaders?

Who are your potential stakeholders (e.g.: parents, administrative staff, school boards)?

What statistics or survey results will you be using? Have you included references?

2. Creation

What technology might I need while creating my fact sheet?

Free sites with editable templates (e.g.: Canva https://www.canva.com/templates/?

query=factsheet, Template LAB https://templatelab.com/fact-sheet-templates/)

What alternative formats might you use beyond PDFs (e.g.: PowerPoint slides,

embedded videos, interactive website)?

Source PDF page 26

sheet?

Prompts, such as the ones suggested below, are used to instruct Generative Artificial

Intelligence (AI) systems (such as Claude, Gemini, or ChatGPT) to generate ideas,

content or perform tasks such as simplification.

**Disclaimer: Ideas or text generated by an AI language model are intended to serve as

a starting point or inspiration. Professional judgement must be exercised before

adapting and incorporating this content for any given context.**

Header Prompts: "Create headers that encourage action or engagement regarding

[research-based call to action]." "Suggest subheadings for a section on [specific

aspect of my research]."

Creating Bullet Points: "Condense [research findings] into clear and concise bullet

points that highlight key discoveries and major implications."

Visual Content Ideas: "Generate [suggestions for] visuals or graphics that

complement [specific fact or results]"

Language Refinement: "Simplify the explanation of [complex technical concept]

without losing its accuracy." "Ensure that the technical terms used in the fact sheet

are easily understandable by [my audience]."

Source PDF page 27

3. Consolidation

What should I consider before publishing?

Which license type should I use Which media format to Is the fact sheet

to publish my work: use (e.g. PDF, PNG, accessible?

HTML):

Creative Commons licence (to Consider the format Are the fonts

allow users to download, use that will be most user- easy to read?

or modify) friendly based on your

licensing intent Is there Alt Text

CC-BY for images?

CC-BY-NC-SA

CC-BY-SA

CC-BY-NC-ND

CC-BY-ND

CC-BY-NC

OR

Copyright Licence (to restrict

use) : "all rights reserved" +

name of author

Source PDF page 29

Be Inspired

What are some examples of great fact sheets in FSL research?

Le Centre franco - Je m'engage, tu t'engages

https://downloads.ctfassets.net/cfektv4t16rw/6OJj6De85JVBmg1tcGXX4Y/dcca24f8a07e651d772902500c56f6d5/9782765706557_JE_MENGAGE_TU_TENGAGES.pdf

Canadian Parents for French (CPF) - Building Linguistic Security

https://cpf.ca/wp-content/uploads/CPF_2020_LinguisticSecurityBrief_EN_v9_EMAIL-1.pdf

CPF - The State of French Second Language Education in

Ontario

https://on.cpf.ca/files/2021/02/State-of-FSL-Education-in-Ontario-November-2020.pdf

Source PDF page 31

Authors: Thank you to the contributors:

Leanne Eyre Daniel Capel Kos A Ebong

Liam Bekirsky Jennifer Ealey

Connor Boyd

Muriel Péguret

Source PDF page 33

1. Conceptualization

What features are essential to my infographic?

Use common colour theming (e.g.: purple for Camerise)

Provide link to full report if available (i.e.: survey, article, press release)

Present data on current issues and propose potential solutions

What other details should I consider for my infographic?

Establish the context and problem at the top

Address the purpose and use to stakeholders up-front

Provide a glossary of acronyms in separate box

Provide a timeline to show your initiative's history

Include key graphic titles and section headings

Prioritize large, legible fonts

What questions might arise while designing my infographic?

If infographics are created for your initiative, what data will they be presenting?

Will this be best presented through a visual article, list, comparison, flow chart, process,

timeline, statistical, or geographic infographic?

What story do you want to tell with your data? How do the graphics and titles outline

that narrative?

Source PDF page 34

2. Creation

What technology might I need while creating my

infographic?

What format will you be using (e.g.: a png or jpeg file can be easily

integrated into a website)? Is it downloadable (e.g.: PDF)?

What software will you be using to create it (e.g.: free editable templates

- Canva https://www.canva.com/infographics/templates/, Visme https://

www.visme.co/templates/infographics/, AdobeExpress https://

www.adobe.com/express/templates/infographic)?

How might generative AI help give me inspiration for

my infographic?

Prompts, such as the ones suggested below, are used to instruct

Generative Artificial Intelligence (AI) systems (such as Claude, Gemini, or

ChatGPT) to generate ideas, content or perform tasks such as

simplification.

**Disclaimer: Ideas or text generated by an AI language model are

intended to serve as a starting point or inspiration. Professional

judgment must be exercised before adapting and incorporating this

content for any given context.**

Source PDF page 35

Formatting: "Generate concise and impactful headings that effectively organize

[topic 1], [topic 2], etc.." "Suggest visual elements or design features that can guide

[my target audience] toward taking specific actions [e.g.: visit a website, explore

further resources]."

Visual Content Ideas: "Generate [suggestions for] visuals or graphics that

complement [specific fact]" "Provide ideas for visually representing the key concepts

of [summary of my research] in an infographic."

Language Refinement: "Simplify the explanation of [complex technical concept]

without losing its accuracy." "Generate concise titles that guide [my target audience]

through the sequential steps of [research-based process]."

3. Consolidation

What should I consider before publishing?

Which license type should I Which media format to Is the infographic

use to publish my work: use (e.g. PNG, JPEG, accessible?

WebP, PDF):

Creative Commons licence Consider the format Do the fonts and

(to allow users to download, that will be most user- colour contrast

use or modify) friendly based on your make it easy to

licensing intent read?

CC-BY

CC-BY-NC-SA Is there Alt Text for

CC-BY-SA images?

CC-BY-NC-ND

CC-BY-ND

CC-BY-NC

Copyright Licence (to

restrict use) : "all rights

reserved" + name of author

Source PDF page 38

Be Inspired

What are some examples of great infographics in FSL research?

Statistics Canada - Increasing diversity of languages

https://www150.statcan.gc.ca/n1/en/pub/11-627-m/11-627-m2022051-eng.pdf?st=FwY8U4QC

Ombudsman Ontario - Help us improve the French language services

https://www.ombudsman.on.ca/Media/ombudsman/ombudsman/resources/Brochures/Help-us-improve-the-French-language-services-FLS-poster-accessible.pdf

What are some examples of great infographics in other fields?

Government of Canada - How new laws and regulations are created

https://www.justice.gc.ca/eng/laws-lois/infograph.html

Centers for Disease Control and Prevention - Graphics

https://www.cdc.gov/globalhealth/infographics/default.html

Statistics Canada - Infographics

https://www150.statcan.gc.ca/n1/pub/11-627-m/index-eng.html

World Health Organization - Infographics

https://www.who.int/tools/compendium-on-health-and-environment/media

Source PDF page 39

V. Lesson plan

Authors: Thank you to the contributors:

Leanne Eyre Daniel Capel Kos A Ebong

Liam Bekirsky Jennifer Ealey

Connor Boyd Sandra Ferris

Muriel Péguret Thecle Sandrine Biloa Essomba

Source PDF page 40

A lesson plan is an outline that allows educators to map out and organize their material,

activities and evaluations, in accordance with their learning outcomes and timeframe.

As one of the most practical resources amongst teachers, lesson plans are often shared to

compare unit progression, activities and other planning techniques in FSL education.

Lesson plans are valuable because of the trial and error teachers go through to improve

them. Giving back to the greater community helps continue the cycle of improvement and

experimentation that is second-language instruction; contributing your own lesson plans

will help encourage fellow FSL practitioners and researchers to do the same.

Creators And Consumers

Who is making FSL lesson plans?

Teachers who want to communicate best practices and planning

techniques

Researchers wanting to share their findings or knowledge for

application in a classroom setting

Source PDF page 41

1. Conceptualization

What features are essential to my lesson plan?

Key research insights inspiring this lesson plan (i.e.: complete reference and link to

research insight with a short explanation)

e.g.: Cammarata, L. & Tedick D. (2012). Balancing Content and Language in

Instruction: The Experience of Immersion Teachers. In The Modern Language

Journal. 96, ii. (pp. 251-269), https://doi.org/10.1111/j.1540-4781.2012.01330.x

Targeted skills (e.g., reading, phonetics, intercultural, grammar)

Class information (e.g.: age range, subject matter, estimated duration, materials or

technology needed)

Learning expectations (overall + specific to curriculum, background knowledge,

learning objectives)

Type of interaction (e.g.: group or individual work)

Accommodations or modifications (for students with specific learning preferences or

needs)

Next steps and possible assessments (e.g.: follow-up lesson, homework, quiz, teacher

observation, peer feedback)

Source PDF page 42

Possible implementation challenges or questions (with potential solutions or

answers)

Sub-headers for types of activities / lesson sections (e.g.: Think + Pair + Share, Minds-

on + The Action + Consolidation)

Specification of transferable skills (e.g.: problem solving, collaboration,

communication)

Guiding prompts for the teacher for each activity (e.g.: How do you know…? What do

you think of…?)

Extension and alternative activities (i.e.: variations for more/less motivated students)

What questions might arise while creating my lesson plan?

How do you accommodate students with IEPs and/or unique learning needs?

How have you structured your long range plan?

Is the lesson plan easily usable for substitute teachers?

Source PDF page 43

2. Creation

How might generative AI help give me inspiration for my lesson plan?

**Disclaimer: Ideas or text generated by an AI language model are intended to serve as a

starting point or inspiration. Professional judgement must be exercised before adapting and

incorporating this content for any given context.**

Key Concepts: "Identify and outline key concepts from [my research] that can be

incorporated into a lesson plan for [target audience]." "Suggest an opening activity that

piques students' curiosity about [my lesson plan themes].

Clarity: "Evaluate the clarity and simplicity of the concepts presented in [my lesson plan]

to ensure that they are comprehensible to students of [target age-range]." "Assess the

language complexity used to ensure that it aligns with the linguistic capabilities of

students in the [target age-range]."

Interactive Activities: "Suggest hands-on activities or exercises based on [my relevant

research-based strategies] to promote student engagement." "Identify discussion

questions that encourage students to critically analyze and discuss [topic 1], [topic 2], etc."

Language Refinement: "Provide a step-by-step breakdown of [complex procedure or

process] that a [target age-range] student would understand." "Suggest alternative

wording for any specialized vocabulary in [my lesson plan] to enhance overall

accessibility."

Source PDF page 44

3. Consolidation

What should I consider before publishing?

What license type should I use to publish Which media format to use (e.g. Word

my work: Document, Google Docs, fillable PDF):

Creative Commons licence (to allow Consider the format that will be most

users to download, use or modify) user-friendly based on your licensing

intent

CC-BY CC-BY-NC-ND

CC-BY-NC-SA CC-BY-ND

CC-BY-SA CC-BY-NC

OR

Copyright Licence (to restrict use) : "all

rights reserved" + name of author

Source PDF page 45

What license type should I use to publish my work :

Will you be sharing it on social media (e.g.: X/Twitter, LinkedIn, Facebook (Groups),

Pinterest)?

Will it be posted on an educational repository such as Camerise?

Go to https://camerisefsl.ca/

Click on "Add a new resource" on landing page

Basic information - Provide your lesson plan title, description, resource type (i.e.:

lesson plan, recording, video), learning material type, upload file / add link

Categories - Add publisher information and any details if it is to be used in a

classroom setting (i.e.: prep time, teaching duration, educational level, subject)

Accessibility Statement - Note if it has been assessed for accessibility purposes, has

sensitive content or contains content related to equity, diversity, and/or social justice

Source PDF page 46

Be Inspired

What are some great examples of FSL lesson plans?

Améliorons ensemble les compétences des élèves en français langue seconde en

s'inspirant du CECR (Transforming FSL)

https://transformingfsl.ca/wp-content/uploads/2015/12/CSC697_Professional-Activities-Handbook.pdf

Financial Literacy: Credit Card Lesson Plan (Ontario Teachers Federation)

https://www.otffeo.on.ca/en/wp-content/uploads/sites/2/2013/09/OTF_financial_literacy_credit_card.pdf

Français Facile : cours de français intermédiaire

https://www.podcastfrancaisfacile.com/plan-de-cours-fle-delf-a2

Sample Year Plans with Supporting Authorized Resources: Grade 4, Grade 5 and

Grade 6 (Education Alberta)

https://education.alberta.ca/media/384898/gr4_6_sampleyearplans.pdf

What are some great examples of lesson plans in other fields?

Kids Boost Immunity - Teacher Centre Lesson Plans

https://kidsboostimmunity.com/teacher-centre/lesson-plans

Read Write Think Lesson Plans

https://www.readwritethink.org/classroom-resources/lesson-plans

Ontario Teachers' Federation Lesson Plans

https://www.otffeo.on.ca/en/resources/lesson-plans/

Transition Toolkit Lesson Plans

http://tknlyouth.sdsu.edu/lesson_plans/health-lp.htm

Source PDF page 48

Transferable Skills Developed (check all that Material and Technology

apply) Required

Verbal Communication 1.ex. projector

Written Communication 2.ex. computers

Active Listening 3.ex. interactive whiteboard

Collaboration 4.ex. coloured paper

Conflict Resolution 5.…

Problem-Solving 6.…

Critical Thinking

Leadership

Self-Awareness

Empathy

Creativity / Innovation

Digital / Technical Skills

Critical Thinking

Other : _____________

Connections to disciplines (check all that apply) Targeted FSL Skills (check all

that apply)

Psychology Interdisciplinary Studies Speaking skills

Sociology The Arts Pronunciation

Philosophy Visual Arts Phonetics

Political Science Performing Arts Written proficiency

History The Kindergarten Grammar

Canadian and World Program Spelling

Studies Business Studies Syntax

Geography Guidance and Career Reading comprehension

Social Studies Education Vocabulary

Social Studies and Religious Studies Listening

Humanities Science comprehension

Linguistics Science and Technology Cultural awareness

Literature Technological Studies Intercultural

Languages Computer Studies understanding

English Environmental Sciences Intercultural Awareness

French as a Second Mathematics Awareness of

Language Economics Sociolinguistic Conventions

Native Languages Engineering Other ________________

Native Studies Health

Classical Studies and

International Languages

Cultural Studies

Source PDF page 49

Learning Objectives Student Background

Knowledge

e.g.: Analyse how historical events have shaped the e.g.: Knowledge of

Francophone world and culture historical events during X

e.g.: Compare and contrast cultural perspectives on time period and X region

education and social customs e.g.: Awareness of religious

beliefs, family structures

Understand… and social norms in X

Identify… community

Analyse …

Discuss… …

Compare…

…

…

Introduction / Hook Duration: ex. 10 minutes

For example:

Share images or short video clips to pique curiosity and begin a discussion

Ask students to guess the meaning of a French phrase or word

Present an item related to French culture and ask students to share their observations

Pose open-ended questions to gauge student's current knowledge of a topic

Presentation Duration: ex. 10 minutes

Include links to a presentation (PowerPoint, Google Slides, etc.) and/or external sources the

teacher can use to educate the students on the topic(s) relevant to the lesson.

Define any terms

Explain the importance of the topic(s) addressed

Include visuals

List questions the teacher can ask to ensure student's comprehension throughout the

presentation

Source PDF page 50

Interactive Activity Duration: ex. 20 minutes

Activity's purpose and connection to the presentation:

Notes for the teacher (extra details, potential challenges, etc.):

Clear Steps:

1.…

2.…

Suggestions to simplify the activity:

Suggestions to increase the difficulty of the activity:

Conclusion / Consolidation Duration: ex. 5 minutes

Summarize the key take-aways.

Propose a short closing activity to reinforce the concepts covered.

Possible Assessments Extending Further

E.g.: Project, presentation, quiz List related questions to further explore the

topic(s)

Recommend related websites, apps or

resources

Source PDF page 51

Authors: Thank you to the contributors:

Leanne Eyre Gizelle Alvarez-Janzso

Liam Bekirsky Thecle Sandrine Biloa Essomba

Connor Boyd

Muriel Péguret

Source PDF page 53

1. Conceptualization

What features are essential to my podcast?

Episode title and description

Timestamps for podcast sections

Sound quality (using a mic to reduce background noise)

What other details should I consider for my podcast?

Subject tags (e.g.: #pedagogy, #mentalhealth, etc.)

Links to further research (infographic, brochure, survey, etc.)

Introduction and jingle

Adding guest description (name, position/qualifications, socials)

Providing the transcript (in many cases these can be automatically generated by

podcasting software)

Segmenting the prodcast into at least three sections: introduction, body,

conclusion/wrap-up

Recurring features or sections across podcast episodes (e.g.: Recap of previous podcast,

Fact of the day, News update on current advancements)

What questions might arise while creating my podcast?

Who is your target audience? How will this be reflected in promotional material and the

podcast description?

How often will you post a new episode? (e.g.: weekly, monthly, etc.)

What will be the length of your podcast(s)? (the average length is 18 minutes)

What topics will you discuss and in what language(s)?

How will you format or structure the podcast? Will it be pre-scripted? Will you include

interviews? Will you feature guests on the podcast? If so, how many and how will they

be selected?

Source PDF page 54

2. Creation

What technology might I need while creating my podcast?

Would you prefer to use a "low tech" solution, which takes less time to become

familiar with, or a "higher tech" solution, which enables you to have greater control

over the product?

Low tech software for recording (e.g.: Zoom recording, Audacity https://

www.audacityteam.org/download/)

Higher tech equipment for audio and recording quality (e.g.: microphone, digital

recorder, interface and mixers, camera)

Higher tech software for audio recording and editing (e.g.: Adobe Audition https://

www.adobe.com/ca/products/audition/podcast-recording-software.html, Logic Pro

*only for Mac https://www.apple.com/ca/fr/logic-pro/, Riverside https://riverside.fm/

homepage)

Source PDF page 56

3. Consolidation

What should I consider before publishing?

Which license type should I use Which media format to Is the podcast

to publish my work: use (e.g. MP3, MP4, accessible?

website):

Creative Commons licence (to Consider the format Are transcriptions

allow users to download, use that will be most available?

or modify) user-friendly based

on your licensing

CC-BY intent

CC-BY-NC-SA

CC-BY-SA

CC-BY-NC-ND

CC-BY-ND

CC-BY-NC

OR

Copyright Licence (to restrict

use) : "all rights reserved" +

name of author

Source PDF page 58

Go Deeper

What is research saying?

How Podcasts Can Benefit Scientific Communities

https://doi.org/10.1016/j.tics.2020.10.003

Podcasting in medical education: a review of the literature

https://doi.org/10.3946/kjme.2017.69

"Being Able to Listen Makes Me Feel More Engaged": Best Practices for Using

Podcasts as Readings

https://doi.org/10.1177/0092055X211017197

Podcasts in higher education: teacher enthusiasm increases students' excitement,

interest, enjoyment and learning motivation

https://doi.org/10.1080/03055698.2019.1706040

Source PDF page 59

Be Inspired

What are some examples of great podcasts in FSL research?

Ingénieux pédagogiques (en français)

https://open.spotify.com/episode/7kZvZFiPSWRNrQ1Cnno0zo?si=a43fc6d48c4849bb

Description: A professor (Eric Dionne), intermediary teacher (Alexandre Audet) and

pedagogical advisor (Martin Parent) unpack research articles in education and analyse

their application in the classroom.

OMLTA - Speaking Up

https://open.spotify.com/episode/0y9m14p6fNynhwXTpNFiIt

Description: Ontario Modern Language Teacher's Association (OMLTA) podcast

investigates the impact of innovative practices in language education through

collaboration with Ontario educators.

Moi, j'enseigne! - Causeries pédagogiques (en français)

https://moijenseigne.ca/causeries-pedagogiques/

Description: Each talk or "causiere", aimed for teachers and French teachers in Ontario,

features an informal conversation on relevant and current issues in education

The Motivated Classroom

https://podcasters.spotify.com/pod/show/themotivatedclassroom

Description: Dr. Liam Printer links current educational research to practical classroom

applications and strategies through his weekly podcast hosted for language teachers

and learners.

Source PDF page 63

1. Conceptualization

What features are essential to What else could I add to my

these tweets and posts? tweets and posts?

Photos (e.g.: classrooms - with

A clear issue, opinion, or comment

informed consent)

about an aspect of the field of FSL

Tag relevant people who may be

An attempt to illustrate best practices

interested in what you have to say or

Consider the character limit (e.g. 280

who write about similar points

characters on Twitter/X)

Relevant links to external media (e.g.:

resources, articles, studies, your

website)

A few relevant hashtags (e.g.

#pedagogy, #FSL, #fslchat, #langchat,

#fsl4all)

What questions might arise while preparing tweets and posts?

Who are you and how do you identify yourself in your bio and how you write?

What is the goal of your tweets and posts?

What efforts have you made or are being made in the field toward this goal?

Why is the issue you are discussing important for educators? What existing

conversations or discussions are you contributing to?

Have you ensured you have permission to share photos from schools or research sites?

Source PDF page 64

Go Deeper

What other sources are saying?

Scientists, Meet #Twitter!

https://www.thexylom.com/post/scientists-meet-twitter

A guide to Twitter for researchers

https://authorservices.taylorandfrancis.com/research-impact/a-guide-to-twitter-for-researchers/

How to use Twitter to further your academic career

https://doi.org/10.1038/d41586-019-00535-w

Ten simple rules for getting started on Twitter as a scientist

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7010239/

How to use Twitter at a Scientific conference

https://journals.asm.org/doi/10.1128/msphere.00121-22

A scientist's guide to social media: Twitter

https://spie.org/news/photonics-focus/septoct-2021/a-scientists-guide-to-social-media-twitter?SSO=1

How to use Twitter as a Scientist

https://www.letpub.com/How-to-Use-Twitter-as-a-Scientist

Source PDF page 65

Be Inspired

What are some types of tweet/X posts in FSL research?

Promotional tweet/X posts

https://twitter.com/CASLT_ACPLS/status/1625933039921397765https://twitter.com/OMLTA/status/1625319314533322753

Demonstration tweet/X posts

https://twitter.com/mjmorneau1/status/1621189452994416647https://twitter.com/MadameRSharma/status/1648299345232510979

Informative tweet/X posts

https://twitter.com/edutopia/status/1631492887698628608https://twitter.com/ACPI_/status/1626675010294190080Debates/discussionshttps://twitter.com/NAEmmanuele/status/1629517588345630721

Source PDF page 66

Source PDF page 68

1. Conceptualization

What features are essential to What else could I add to my

my video? video?

Timestamps (for direct references to

A clear question with answers

resources or academic sources)

A video description (with referenced

Chapters (for organizing steps,

resources and citations)

subjects, etc.)

A playlist (* if it belongs to a series of

Subtitles (to accommodate hard of

related videos)

hearing viewers)

Described video (to accommodate

visually impaired viewers)

What questions might arise while creating my video?

What is the goal of your video? If it is part of a playlist or channel, what is the common

theme or concern these videos are addressing?

What is the takeaway message of your video? Is this clearly summarized at the end of

the video?

Source PDF page 69

2. Creation

What technology might I need while filming or editing my video?

What filming or audio equipment will you need (e.g.: camcorder / camera,

microphones, tripods, cords, lighting)?

Will you use animation software (e.g.: Prezi https://prezi.com/fr/, Videoscribe https://

www.videoscribe.co/en/, Doodly https://www.voomly.com/doodly)?

Will you create a voiceover (e.g.: Audacity https://www.audacityteam.org/ : open-

source audio recording and editing app)?

What editing software will you use (e.g.: Final Cut Pro https://www.apple.com/ca/fr/

final-cut-pro/, Adobe Premiere Pro https://www.adobe.com/ca/products/

premiere.html, CyberLink https://www.cyberlink.com/index_en_CA.html?r=1,

PowerDirector 365 https://www.cyberlink.com/products/powerdirector-video-

editing-software/overview_en_CA.html, iMovie https://www.apple.com/ca/fr/imovie/)?

Source PDF page 71

3. Consolidation

What should I consider before publishing?

Which license type should I Which media format to Is the video

use to publish my work: use (e.g. MP4, MOV, accessible?

WMV):

Creative Commons Consider the format Are transcriptions

licence (to allow users to that will be most user- available?

download, use or modify) friendly based on your

licensing intent

CC-BY

CC-BY-NC-SA

CC-BY-SA

CC-BY-NC-ND

CC-BY-ND

CC-BY-NC

OR

Copyright Licence (to

restrict use) : "all rights

reserved" + name of

author

Source PDF page 73

Go Deeper

What other sources are saying?

Production Processes for Creating Educational Videos

https://doi.org/10.1187/cbe.20-06-0120

How to create a scientific explainer video or video abstract

https://peerrecognized.com/how-to-create-a-scientific-explainer-video-or-video-abstract-with-examples/

Tools for creating scientific illustrations

https://peerrecognized.com/tools-for-creating-scientific-illustrations/

Making a Video Abstract for your Research

https://libraries.ou.edu/impact-challenge-chapter/make-video-abstract-your-research

How to promote your research in the media with a video abstract

https://www.animateyour.science/post/how-to-promote-your-research-in-the-media-with-a-video-abstract

10 Tips for Making a Great Research Video

https://www.jove.com/blog/video/10-tips-for-making-a-great-research-video/

Source PDF page 74

Be Inspired

What are some great examples of videos in FSL research?

Lors de l'administration du DELF, que faire si… (ACPI)

https://www.youtube.com/playlist?list=PLMNU5OPpqBoJP3b5SwWQIGDSwZIBy4t5s

Strengthening Engagement in French as a Second Language (InspireFSL)

https://inspirefsl.ca/15/Passionate_about_Learning_French_.html?vid=1

Qu'en est-il au sujet de l'algorithme? (Le Centre franco)

https://edusourceontario.com/res/video-math-tlx-27?_=LmZ0PTI

What are some great examples of videos in other fields?

Sabine Hossenfelder

https://www.youtube.com/@SabineHossenfelder/videos

Simon Clark

https://www.youtube.com/@SimonClark/videos

Martins Zaumanis

https://www.youtube.com/@PeerRecognized/videosCrashCoursehttps://www.youtube.com/user/crashcourse/videos

Math TV

https://www.mathtv.com/

Med Tube: sharing medical knowledge

https://medtube.net/

The Center for Medical Education

https://www.youtube.com/@ccme_courses/about 72

Source PDF page 75

Authors: Thank you to the contributors:

Leanne Eyre Daniel Capel Kos A Ebong

Liam Bekirsky Jennifer Ealey

Connor Boyd Nadine de Moras

Muriel Péguret Thecle Sandrine Biloa Essomba

Source PDF page 76

A website compiles a collection of related web pages, created by an individual or

organisation, accessible under a common domain name.

In the field of FSL, websites can open a dialogue and help bridge the gap between

teachers and researchers on best practices. This medium allows researchers and

academic institutions to summarize their initiatives and link to more detailed information

for curious users, as well as practitioners to share their experiences and reflections from

the field with researchers. Developing your own website has become more accessible than

ever, with a variety of options available for people without a background in coding.

Creators And Consumers

Who is making websites in FSL?

Researchers who want to communicate their findings, recruit participants, or assemble

focus groups

Academic institutions wanting to advertise their initiatives

Teachers interested in communicating reflections on their practice

Who is likely to browse them?

Teachers who want to their improve language instruction and learn more about

ongoing research

Administrators and department heads who want to keep a pulse on current issues in

education

Researchers who want to browse past/current projects and findings or gain insight into

the everyday realities teachers face

Source PDF page 77

1. Conceptualization

What features are essential to What else could I add to my

my website? website?

Header (with menu and logo)

Permanent navigation ribbon at top of

Footer (with additional menu options,

page (static while scrolling)

socials, etc.)

"Back-to-top" button on ribbon

Landing page with call-to-action (e.g.:

Include socials as icons (Facebook,

for subscribing to a newsletter/mailing

X/Twitter, email, etc.)

list, creating, purchasing, etc.)

"Bottom line up-front" at top of page

Shaded boxes behind text to highlight

Why does your initiative exist?

and differentiate content

Who are the stakeholders?

Headings and subheadings to divide

What is the timeline for the

content

project?

Clear and concise sentences (define

Sidebar

complicated terms)

In case a footer is not included to

Colour and font theme (dark text on a

provide additional links, socials, etc.

light background is best for

Contact form

accessibility)

For potential participation in

surveys, subscription to email

newsletter, etc.

Blogs or other types of content

marketing to boost your search

rankings (with plenty of hyperlinks and

references to other sections of your

website or related external web pages)

Publications and speaking

engagements pages

Two columns maximum when

comparing or detailing content

streams

Source PDF page 80

3. Consolidation

What should I consider before publishing?

Which license type should I use Which media format to use Is the website

to publish my work: (e.g. HTML, Wordpress): accessible?

Creative Commons licence Consider the format that Do the fonts

(to allow users to download, will be most user-friendly and colour

use or modify) based on your licensing contrast make

intent it easy to read?

CC-BY

CC-BY-NC-SA Is it accessible

CC-BY-SA across different

CC-BY-NC-ND devices?

CC-BY-ND

CC-BY-NC Is there Alt Text

for images?

OR

Copyright Licence (to

restrict use) : "all rights

reserved" + name of author

Source PDF page 81

Will you be sharing it on social media (e.g.: Twitter/X, LinkedIn, Facebook (Groups),

Pinterest)?

Will it be posted on an educational repository such as Camerise?

Go to https://camerisefsl.ca/

Click on "Add a new resource" on landing page

Basic information - Provide your lesson plan title, description, resource type (i.e.:

lesson plan, recording, video), learning material type, upload file / add link

Categories - Add publisher information and any details if it is to be used in a

classroom setting (i.e.: prep time, teaching duration, educational level, subject)

Accessibility Statement - Note if it has been assessed for accessibility purposes, has

sensitive content or contains content related to equity, diversity, and/or social justice

Go Deeper

What other sources are saying?

Simon Fraser University - Building a website for your program of research, project or

lab

https://www.lib.sfu.ca/help/publish/scholarly-publishing/radical-access/research-website-tips

Peer Recognized - How to simply create a personal academic website and why you

need one

https://peerrecognized.com/website/

The Academic Designer - How to make a personal academic website

https://theacademicdesigner.com/2023/how-to-make-an-academic-website/

Build-your-own website for researchers

https://www.nature.com/nature-index/news/build-your-own-academic-website-for-scientists-researchers-phd

Source PDF page 82

Be Inspired

What are some great examples of websites in FSL research?

École ouverte

https://ecoleouverte.ca/accueil

People for Education

https://peopleforeducation.ca/

FSL Teacher Learning

https://www.fslteacherlearning.com

Enseigner le français (TV5Monde)

https://enseigner.tv5monde.com/

Google Groups (for creating your own forum amongst teachers/researchers)

https://groups.google.com/my-groups?pli=

Le Français Facile avec RFI

https://francaisfacile.rfi.fr/fr/

What are some researcher-made and teacher-made websites?

Dr. Samantha Fecich - Professor

https://www.sfecich.com/

Meredith Schmehl - Neuroscientist and Science Communicator

https://meredithschmehl.com/

Nathan Constantine-Cooke - PhD candidate

https://www.constantine-cooke.com/

Nikoloz Sirmpliatze - PhD student

https://www.nikosirmpilatze.com/

FSL 4-6 Sharing Site

https://sites.google.com/erlc.ca/fsl-4-6/home

Source PDF page 83

Authors:

Leanne Eyre

Liam Bekirsky

Connor Boyd

Contributors: Muriel Péguret

Sandra Ferris

Jennifer Ealey

Nadine de Moras

Gizelle Alvarez-Janzso

Daniel Capel Kos A Ebong

Thecle Sandrine Biloa Essomba

Franck Cedric Moukoko Mboudja

Editing and Design:

Diane Epassa

Source PDF page 84

This document is the intellectual property of its authors.

It is published under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International

(CC BY-NC-SA 4.0) License.

You are free to:

Share - copy and redistribute the material in any medium or format

Adapt - remix, transform, and build upon the material

Under the following terms:

Attribution - You must give appropriate credit to Camerise, provide a link to the license, and

indicate if changes were made. You may do so in any reasonable manner, but not in any way that

suggests Camerise endorses you or your use.

NonCommercial - You may not use the material for commercial purposes.

ShareAlike - If you remix, transform, or build upon the material, you must distribute your

contributions under the same license as the original.

No additional restrictions - You may not apply legal terms or technological measures that legally restrict

others from doing anything the license permits.

Image Credits

All graphic elements and images used in this guide were sourced from Canva and are used in

accordance with Canva's Content License Agreement.

Commercial and Noncommercial Use: All free photos, music, and video files on Canva can be

used for both commercial and noncommercial purposes.

Modification: You are allowed to modify the photos, music, and video files. Be creative and edit the

media as you like.

Attribution: Attribution is not required but always appreciated.