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<div> <div> <div> <p>Advocacy is an integral part of child and youth care workers’ roles and a significant component of child and youth care politicized praxis and radical youth work. Drawing from the qualitative data of a mixed-methods study conducted in 2019 at a Canadian metropolitan university, this study seeks to unpack how the pedagogy of the lightning talk can foster advocacy skills to effectively and spontaneously speak out with and on behalf of children, youth, and families in everyday practice when an unforeseen systemic challenge or barrier arises. A purposive sample of 70 undergraduate students was recruited in two child and youth care courses, both of which required students to present a lightning talk. Participants completed an online questionnaire with closed-ended and open-ended questions in order to share their perspectives of the pedagogy of the lightning talk. The findings show that the lightning talk fosters twenty-first century and metacognitive skills and, most importantly, advocacy skills. </p> </div> </div> </div>

Various pedagogical strategies promote the development of communication skills that enable graduates to leave their mark and make positive changes in society. This article focuses on instructional lessons learned from undergraduate student perspectives of the pedagogy of the lightning talk, a three-minute oral presentation delivered without the use of supporting materials and without audience engagement in a noncompetitive environment. Drawing from the data of a mixed-methods study conducted at a metropolitan university, this article highlights key pedagogical lessons. Students' responses indicate that instructors can implement instructional strategies that enhance students' preparatory work and accessibility. Students also shared that they developed valuable public speaking-related skills. Overall, the findings can inform how instructors can enhance learners' communication skills with inclusive teaching strategies.

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<div> <div> <div> <p>Child and youth care instructors often aspire to prepare students for unforeseen circumstances in the field, including circumstances that may require spontaneous advocacy and public speaking skills in various settings, such as an interdisciplinary case conference or a plan of care meeting. We suggest that one way of contributing to these goals is the pedagogy of the lightning talk. A lightning talk can be defined as a short (three minutes), time-limited, oral presentation on a particular subject without the use of supporting materials, such as Power Point slides, notes, an electronic device, or audience engagement, so as to simulate a practice context that was unexpected and for which the practitioner has no opportunity to plan or prepare (Jean-Pierre et al., 2020). </p><div> <div>In this article, we will share the main lessons learned from a study that examined the learning experiences and processes of the pedagogy of the lightning talk at a Canadian metropolitan university in two child and youth care undergraduate courses. </div> </div> <p></p> </div> </div> </div>