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In the neoliberal economy, workers are seen as commodities and are expected to be trained and “work-ready” before they are hired. The cost and responsibility for job-training fall predominantly on individual workers rather than on employers. This is evident in the expectation that work experience should be a condition of hiring. This is true of the academic hiring process, which no longer involves hiring those who show promise in their field and can be apprenticed on the tenure track, but rather those with the means, privilege, and grit to assemble a tenurable CV on their own dime and arrive to the tenure track work-ready.

The assumption that faculty are pre-trained, or able to train themselves without additional time and support, underpins university directives that faculty move classes online without investing in training to support faculty in this shift. For context, at the University of Waterloo, the normal supports for developing an online course include one to two course releases, 12-18 months of preparation time, and the help of three staff members—one of whom is an online learning consultant, and each of whom supports only about two other courses. Instead, at universities across Canada, the move online under COVID-19 is not called “online teaching” but “remote teaching”, which universities seem to think absolves them of the responsibility to give faculty sufficient technological training, pedagogical consultation, and preparation time.

faculty are encouraged to strip away the transformative pedagogical work that has long been part of their profession and to merely administer a course or deliver course material

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But I have to tell you that despite all the pain in my neck this has been, I'm LOVING Diigo.  We are annotating the blogs as we read them and then dissecting what they mean.  Now imagine my little kids (6th graders you know) trying to understand that the geochemistry of this sediment can tell scientist about the cycling of sea levels...and this cycling is important to the coastal cities survival throughout the world.  We're just at the most basic places, but they are digging through...asking me questions and pulling out info they think is relevant.I have them write summaries and email those summaries from Diigo to me each weekend.  OK...not all are great.  But most of these kids "get it" and are pretty interested in the science being conducted.  I think they are also grooving on the conversation we get from highlighting important things from the blogs and then chatting (via the annotation commenting feature) about why it's important and what are the next things we should look for.