{"meta":{"query_hash":"cd3fc5b67efd","filters":{"venue":"Journal of Adolescent & Adult Literacy"},"cohort_total":44,"direct_labels_cover":0,"predictions_cover":44,"exported":44,"export_cap":100000,"truncated":false,"label_status":"direct model label, unvalidated","prediction_status":"machine_predicted_unvalidated (Codex and Gemma teacher distillation)","score_status":"score_only:v0-immature-baseline","snapshot":{"source":"OpenAlex, pinned release, all 482 partitions","release":"2026-06-24","frame_built":"2026-07-12"},"permalink":"https://metacan.xera.ac/q/cd3fc5b67efd","api":"https://metacan.xera.ac/api/v1/cohort?venue=Journal+of+Adolescent+%26+Adult+Literacy"},"results":[{"id":"W1973403420","doi":"10.1598/jaal.53.6.5","title":"“Podcast Time”: Negotiating Digital Literacies and Communities of Learning in a Middle Years ELL Classroom","year":2010,"lang":"en","type":"article","venue":"Journal of Adolescent & Adult Literacy","topic":"Literacy, Media, and Education","field":"Arts and Humanities","cited_by":107,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Simon Fraser University; Western University","funders":"","keywords":"Literacy; Ethnography; Pedagogy; Sociology; Curriculum; Humanities; Reading (process); Semiotics; Transformative learning; Psychology; Art; Linguistics; Philosophy","score_opus":0.012747623871758179,"score_gpt":0.2289845380320481,"score_spread":0.21623691416028992,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1973403420","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9699128,0.00011612165,0.0022336165,0.0009824651,0.000030955245,0.0000929676,0.000033238142,0.000056695106,0.026541023],"genre_scores_gemma":[0.99220157,0.0000669326,0.0014801038,0.00007667365,0.000004518577,0.000033801636,0.000020975986,0.000013823854,0.0061016283],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99752253,0.001030825,0.000079618956,0.00030502677,0.00030437644,0.0007575174],"domain_scores_gemma":[0.9959382,0.0010051319,0.00027941042,0.0003837997,0.00032296558,0.002070613],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0042020823,0.00039964909,0.0004081431,0.001970133,0.019234786,0.013501331,0.0031000385,0.001552901,0.004883936],"category_scores_gemma":[0.0046131965,0.00039267185,0.0003737616,0.00094885856,0.017858882,0.0048372974,0.015431251,0.0018802187,0.0003660547],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00005949939,0.00020341971,0.011301764,0.000045117406,0.0000055365813,0.0010383106,0.94506097,0.00011085948,0.0012411156,0.016440865,0.0011577365,0.02333468],"study_design_scores_gemma":[0.000007696893,0.00005045096,0.00457535,0.00003942043,0.000005830895,0.000098233315,0.9648688,0.00014967282,0.00039519602,0.0022659358,0.02753046,0.000013042245],"about_ca_topic_score_codex":0.103175975,"about_ca_topic_score_gemma":0.28324294,"teacher_disagreement_score":0.103175975,"about_ca_system_score_codex":0.011936148,"about_ca_system_score_gemma":0.014036941,"threshold_uncertainty_score":0.20515084},"labels":[],"label_agreement":null},{"id":"W1974081600","doi":"10.1598/jaal.54.5.2","title":"Which New Literacies? Dialogue and Performance in Youth Writing","year":2011,"lang":"en","type":"article","venue":"Journal of Adolescent & Adult Literacy","topic":"Literacy, Media, and Education","field":"Arts and Humanities","cited_by":32,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Dialogic; Literacy; Drama; Ethnography; Pedagogy; Performative utterance; Sociology; Critical literacy; Mathematics education; Psychology; Visual arts; Aesthetics; Art","score_opus":0.03617741750041319,"score_gpt":0.24127698530931274,"score_spread":0.20509956780889954,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1974081600","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9912929,0.00019797636,0.00027079677,0.00030343595,0.0000102110425,0.000009656858,0.000025185213,0.000016154423,0.007873597],"genre_scores_gemma":[0.9987851,0.00009113557,0.00013326692,0.000033365475,0.000009417134,0.000013036596,0.00001749284,0.000008659435,0.0009085761],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9953412,0.0027384188,0.00033710685,0.0004453888,0.00051032775,0.0006275624],"domain_scores_gemma":[0.98806787,0.006281496,0.002886315,0.0005480592,0.00079838175,0.0014178375],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005593807,0.00028552095,0.00039894925,0.0016347256,0.002675789,0.009258845,0.00054975104,0.0011096257,0.0026553215],"category_scores_gemma":[0.023403298,0.0003146671,0.00030299765,0.0007484141,0.0044821487,0.003971611,0.0053249877,0.0015279766,0.00054031017],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0001438193,0.00033195617,0.13775893,0.00008019925,0.000024637287,0.00064474577,0.8239363,0.00008615693,0.0017310034,0.004462558,0.00061715266,0.030182512],"study_design_scores_gemma":[0.000023563523,0.00027922893,0.24952935,0.00018681758,0.00003907978,0.0014673161,0.7290851,0.0005160576,0.002455466,0.005172588,0.011184058,0.0000613398],"about_ca_topic_score_codex":0.0020865342,"about_ca_topic_score_gemma":0.0019376691,"teacher_disagreement_score":0.009258845,"about_ca_system_score_codex":0.0010843988,"about_ca_system_score_gemma":0.0006769325,"threshold_uncertainty_score":0.029583216},"labels":[],"label_agreement":null},{"id":"W1978213579","doi":"10.1598/jaal.54.8.5","title":"Adolescents and “Autographics”: Reading and Writing Coming‐of‐Age Graphic Novels","year":2011,"lang":"en","type":"article","venue":"Journal of Adolescent & Adult Literacy","topic":"Comics and Graphic Narratives","field":"Arts and Humanities","cited_by":58,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Ontario Tech University","funders":"","keywords":"Reading (process); Class (philosophy); Meaning (existential); Literacy; Mathematics education; Visual literacy; Pedagogy; Psychology; Visual arts; Linguistics; Computer science; Art; Artificial intelligence","score_opus":0.02979969264829045,"score_gpt":0.24654812318969868,"score_spread":0.21674843054140824,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1978213579","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98560995,0.00022232717,0.0012812446,0.00041091518,0.00003294466,0.000037022488,0.000020559735,0.000026258636,0.0123588685],"genre_scores_gemma":[0.99250424,0.00035086996,0.001422761,0.0001443278,0.000015004789,0.000021519416,0.000029733066,0.000030753792,0.00548082],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9992872,0.00043004015,0.000029984985,0.00007454623,0.00009399768,0.000084207],"domain_scores_gemma":[0.99832064,0.0009165045,0.00030287006,0.00012338751,0.0001126215,0.00022397716],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013440383,0.0003620935,0.00018834471,0.0005693313,0.0013618201,0.0039133825,0.0003780406,0.00095787784,0.0026527215],"category_scores_gemma":[0.004244754,0.00029558124,0.00030912217,0.00024909,0.0027994425,0.0015085521,0.0020198394,0.0015540776,0.00038336543],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006693612,0.00040113306,0.035308328,0.0001605818,0.000023692864,0.003087627,0.9030877,0.00011389084,0.0066294665,0.011323016,0.0023743804,0.03742324],"study_design_scores_gemma":[0.00004448783,0.00042690994,0.03884502,0.00030349047,0.00006823592,0.007084304,0.8646272,0.0004464873,0.009684975,0.004260699,0.07416185,0.000046310746],"about_ca_topic_score_codex":0.0007008711,"about_ca_topic_score_gemma":0.0019847655,"teacher_disagreement_score":0.0039133825,"about_ca_system_score_codex":0.00037601026,"about_ca_system_score_gemma":0.00041333522,"threshold_uncertainty_score":0.008874297},"labels":[],"label_agreement":null},{"id":"W1979264788","doi":"10.1598/jaal.48.3.5","title":"At Play in Fields of Ideas","year":2004,"lang":"en","type":"article","venue":"Journal of Adolescent & Adult Literacy","topic":"Literacy, Media, and Education","field":"Arts and Humanities","cited_by":21,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia; Surrey Place Centre","funders":"","keywords":"Literacy; Situated; Narrative; Pedagogy; Media literacy; Critical literacy; Sociology; Psychology; Mathematics education; Information literacy; Computer science; Linguistics","score_opus":0.012445311251888939,"score_gpt":0.25457859379045966,"score_spread":0.24213328253857072,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1979264788","genre_codex":"other","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":"other","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.012769973,0.004188267,0.0660699,0.038958058,0.0037376087,0.00029953723,0.00011435592,0.00044580933,0.87341666],"genre_scores_gemma":[0.53903216,0.0042848703,0.05403485,0.009587015,0.0021452424,0.0009567816,0.00022448212,0.000826106,0.3889085],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.98920375,0.0069162236,0.0003582921,0.000988286,0.0015014128,0.0010321224],"domain_scores_gemma":[0.9823944,0.011170233,0.00078784506,0.0020040278,0.001152424,0.0024911242],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.013770761,0.0009651626,0.00073255604,0.0050468026,0.0124810105,0.02872398,0.0023091172,0.0049698134,0.03939686],"category_scores_gemma":[0.021918815,0.00077490753,0.0015956189,0.0030075626,0.033262998,0.026079925,0.017661622,0.0077436897,0.006662661],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000034609253,0.000029489138,0.000368989,0.00011950393,0.00000972892,0.00031959204,0.0744126,0.00009898677,0.00027439088,0.88501656,0.017928291,0.021387327],"study_design_scores_gemma":[0.000037326176,0.000025869489,0.00016737399,0.00034069287,0.000010181818,0.0003869066,0.041614734,0.00025992288,0.00020198921,0.30700734,0.64992875,0.000018952804],"about_ca_topic_score_codex":0.0015696558,"about_ca_topic_score_gemma":0.0020594755,"teacher_disagreement_score":0.03939686,"about_ca_system_score_codex":0.0056333547,"about_ca_system_score_gemma":0.0068749487,"threshold_uncertainty_score":0.13179559},"labels":[],"label_agreement":null},{"id":"W1981753029","doi":"10.1598/jaal.52.4.1","title":"Harry's Girls: Harry Potter and the Discourse of Gender","year":2008,"lang":"en","type":"article","venue":"Journal of Adolescent & Adult Literacy","topic":"Themes in Literature Analysis","field":"Arts and Humanities","cited_by":44,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Regina","funders":"","keywords":"Humanism; Harry potter; Subjectivity; Sociology; Literacy; Humanities; Art; Literature; Philosophy; Epistemology; Pedagogy; Theology","score_opus":0.016394310542045085,"score_gpt":0.24973714656195642,"score_spread":0.23334283601991135,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1981753029","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.15865761,0.055969033,0.0014354882,0.40296704,0.011851717,0.00010250298,0.00013460508,0.00012059754,0.36876145],"genre_scores_gemma":[0.8593531,0.009521828,0.0005163868,0.02540829,0.0020501192,0.00009026259,0.000028616058,0.00021370158,0.10281772],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9956593,0.0026982364,0.000063944615,0.0005426576,0.0005598049,0.00047601364],"domain_scores_gemma":[0.99574286,0.0027251937,0.00040356166,0.00015197719,0.0003125098,0.0006638003],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0039889445,0.0011037104,0.00093516795,0.0010370372,0.022259198,0.011126908,0.0014535998,0.0045787715,0.0059074024],"category_scores_gemma":[0.008535775,0.000784795,0.00045579835,0.0009383793,0.025427012,0.010203038,0.0061469064,0.012072487,0.00080682593],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000071054725,0.00006490482,0.0008388018,0.00012956717,0.0000151306185,0.00263222,0.57591623,0.00008891511,0.00028488904,0.2967155,0.11322121,0.010021551],"study_design_scores_gemma":[0.000027307478,0.00007764901,0.0011649801,0.00052719616,0.000011980066,0.0015563311,0.37391704,0.00012470939,0.00044065312,0.029167833,0.5929397,0.00004459943],"about_ca_topic_score_codex":0.013704951,"about_ca_topic_score_gemma":0.016803544,"teacher_disagreement_score":0.022259198,"about_ca_system_score_codex":0.0061111622,"about_ca_system_score_gemma":0.0026720464,"threshold_uncertainty_score":0.044339776},"labels":[],"label_agreement":null},{"id":"W1990480442","doi":"10.1598/jaal.53.5.1","title":"The Problem of Boys' Literacy Underachievement: Raising Some Questions","year":2010,"lang":"en","type":"article","venue":"Journal of Adolescent & Adult Literacy","topic":"Themes in Literature Analysis","field":"Arts and Humanities","cited_by":148,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Western University","funders":"","keywords":"Computer science; Watson; Artificial intelligence","score_opus":0.009598120160559867,"score_gpt":0.2629905210996285,"score_spread":0.2533924009390686,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1990480442","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.46137857,0.016842382,0.0024574243,0.48848662,0.0010871615,0.000060327056,0.0001919234,0.000047504032,0.02944811],"genre_scores_gemma":[0.979529,0.0060978187,0.0011627076,0.0107298335,0.00060403626,0.000055984372,0.000035322544,0.00003082736,0.0017544291],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9944478,0.003381109,0.00040618159,0.00042903164,0.00064627145,0.0006896143],"domain_scores_gemma":[0.96499026,0.028061999,0.0027586618,0.00063894334,0.0025068268,0.0010433111],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.013165511,0.00030770228,0.0005046264,0.0028753607,0.005989921,0.0056953393,0.0019935234,0.0043480946,0.0037606354],"category_scores_gemma":[0.041227527,0.00036562505,0.00036913046,0.0025080459,0.009853037,0.008188828,0.0048836004,0.005611135,0.00027553146],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000042899996,0.000089837864,0.06385061,0.00094527623,0.00004582102,0.009229904,0.7597513,0.0000827562,0.0004557951,0.048351772,0.019894242,0.09725981],"study_design_scores_gemma":[0.0000063642337,0.000046670542,0.031786952,0.0010100232,0.000037576905,0.0059543396,0.9251756,0.00012917217,0.0003298571,0.010145282,0.025353234,0.000024886822],"about_ca_topic_score_codex":0.011866693,"about_ca_topic_score_gemma":0.01933964,"teacher_disagreement_score":0.013165511,"about_ca_system_score_codex":0.0020383194,"about_ca_system_score_gemma":0.0045518917,"threshold_uncertainty_score":0.06962675},"labels":[],"label_agreement":null},{"id":"W2012216954","doi":"10.1598/jaal.52.3.1","title":"The State of the Art of Secondary ESL Teaching and Learning","year":2008,"lang":"ar","type":"article","venue":"Journal of Adolescent & Adult Literacy","topic":"Multilingual Education and Policy","field":"Social Sciences","cited_by":17,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Humanities; Literacy; Reading (process); Faith; Mathematics education; Sociology; Pedagogy; Philosophy; Psychology; Linguistics; Epistemology","score_opus":0.01875872435804567,"score_gpt":0.366979313251511,"score_spread":0.34822058889346535,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2012216954","genre_codex":"other","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.113910146,0.21093774,0.012429343,0.062628165,0.0018040036,0.00012317774,0.00033257293,0.0003609549,0.59747386],"genre_scores_gemma":[0.8144226,0.1140092,0.0065819127,0.0038581884,0.0016771508,0.00021803472,0.00021943945,0.00010976553,0.058903776],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9928214,0.0024762521,0.0003984614,0.0009729133,0.0025992217,0.0007316344],"domain_scores_gemma":[0.96587247,0.022824747,0.0023634238,0.0032350882,0.0034570994,0.0022471934],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.010338437,0.00030506027,0.000657304,0.0037480816,0.005040268,0.017324083,0.002112971,0.0023729198,0.01574579],"category_scores_gemma":[0.015738115,0.00031635546,0.00040557553,0.0045180144,0.018646836,0.0056375656,0.00512752,0.0022709018,0.0033670336],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006045604,0.00021811502,0.0043816464,0.0025827195,0.000014661958,0.000183545,0.024743367,0.00035806114,0.00068832363,0.13916089,0.009913823,0.81769437],"study_design_scores_gemma":[0.000012813742,0.00023981713,0.027368573,0.0063499305,0.000012974521,0.000790752,0.03878413,0.0006408433,0.0024847246,0.08587869,0.8373584,0.00007835615],"about_ca_topic_score_codex":0.008954536,"about_ca_topic_score_gemma":0.009879505,"teacher_disagreement_score":0.017324083,"about_ca_system_score_codex":0.008361138,"about_ca_system_score_gemma":0.012702802,"threshold_uncertainty_score":0.060664654},"labels":[],"label_agreement":null},{"id":"W2014428882","doi":"10.1598/jaal.48.4.4","title":"Strategies to Support Balanced Literacy Approaches in Pre‐ and Inservice Teacher Education","year":2004,"lang":"en","type":"article","venue":"Journal of Adolescent & Adult Literacy","topic":"Education and Critical Thinking Development","field":"Social Sciences","cited_by":33,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Western University","funders":"","keywords":"Discernment; Literacy; Pedagogy; Teacher education; Curriculum; Mathematics education; Reflection (computer programming); Psychology; Work (physics); Faculty development; Professional development; Computer science; Epistemology","score_opus":0.024502738074465787,"score_gpt":0.346812030556806,"score_spread":0.3223092924823402,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2014428882","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.41765702,0.0017115647,0.27097335,0.06802476,0.0011644524,0.0023157878,0.00003941807,0.0013000692,0.2368136],"genre_scores_gemma":[0.80667496,0.0006001748,0.16646205,0.003450742,0.00010318847,0.0020673918,0.00005257249,0.00014956226,0.020439308],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9886564,0.008231149,0.00031586198,0.0006361397,0.0011420432,0.0010184662],"domain_scores_gemma":[0.985914,0.007454417,0.001499195,0.0009880556,0.0011942062,0.0029501268],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.011537011,0.0006175546,0.0002827152,0.0016706876,0.0052609895,0.0074702217,0.0021483921,0.0032722421,0.0045968187],"category_scores_gemma":[0.025732836,0.000414944,0.00039704368,0.00069048256,0.0066674724,0.007277273,0.013288367,0.003926119,0.0010297196],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00011852804,0.001437979,0.004667682,0.00040613493,0.000034072684,0.0022500954,0.48316208,0.00090693065,0.0052607493,0.22125864,0.016700009,0.26379701],"study_design_scores_gemma":[0.000225576,0.0006069799,0.005001666,0.0014265192,0.000065834254,0.0021383287,0.43138126,0.0036872854,0.005424791,0.18333277,0.36658338,0.00012552357],"about_ca_topic_score_codex":0.0011648417,"about_ca_topic_score_gemma":0.0036035518,"teacher_disagreement_score":0.011537011,"about_ca_system_score_codex":0.002962243,"about_ca_system_score_gemma":0.010551804,"threshold_uncertainty_score":0.061014295},"labels":[],"label_agreement":null},{"id":"W2020570475","doi":"10.1598/jaal.53.7.6","title":"Disciplinary Literacies Across Content Areas: Supporting Secondary Reading Through Functional Language Analysis","year":2010,"lang":"en","type":"article","venue":"Journal of Adolescent & Adult Literacy","topic":"Educator Training and Historical Pedagogy","field":"Social Sciences","cited_by":311,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"EaglePicher (Canada)","funders":"","keywords":"Humanities; Literacy; Discipline; Reading (process); Sociology; Pedagogy; Linguistics; Philosophy; Social science","score_opus":0.0687470131504263,"score_gpt":0.41723879906596073,"score_spread":0.3484917859155344,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2020570475","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7826576,0.00033768345,0.13282144,0.0033503945,0.0000596571,0.00034848793,0.00024932838,0.0012178239,0.07895761],"genre_scores_gemma":[0.92321223,0.00021913605,0.07143087,0.00016336312,0.000013555082,0.00017806582,0.00025187482,0.00018461257,0.00434627],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9977029,0.0012165685,0.00012438525,0.0004193411,0.00035141397,0.00018532286],"domain_scores_gemma":[0.98288786,0.012988832,0.0010977675,0.00072347873,0.0014963034,0.00080583984],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0044764155,0.00054904755,0.00050344114,0.0039417055,0.0027163078,0.0073497077,0.0014921139,0.00084757904,0.005571169],"category_scores_gemma":[0.018523265,0.000377825,0.00059429265,0.0019527151,0.0038118477,0.007096946,0.0059723277,0.0014424236,0.001042903],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002082224,0.00069364085,0.039370846,0.00066864816,0.000045127832,0.0012292048,0.44926703,0.0021678223,0.017141925,0.05155348,0.00274118,0.4349128],"study_design_scores_gemma":[0.00014697699,0.0009872807,0.057920653,0.0019338151,0.0002209453,0.0013659438,0.54909205,0.057151295,0.034328993,0.18951647,0.107119724,0.00021591902],"about_ca_topic_score_codex":0.0059912866,"about_ca_topic_score_gemma":0.010128595,"teacher_disagreement_score":0.0073497077,"about_ca_system_score_codex":0.0024978754,"about_ca_system_score_gemma":0.0049616704,"threshold_uncertainty_score":0.023673832},"labels":[],"label_agreement":null},{"id":"W2029568272","doi":"10.1598/jaal.54.4.3","title":"Aboriginal Students Engaging and Struggling With Critical Multiliteracies","year":2010,"lang":"en","type":"article","venue":"Journal of Adolescent & Adult Literacy","topic":"Literacy, Media, and Education","field":"Arts and Humanities","cited_by":59,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Regina","funders":"","keywords":"Literacy; Action research; Pedagogy; Critical literacy; Psychology; Mathematics education; Sociology","score_opus":0.008068749514590641,"score_gpt":0.3122513735264364,"score_spread":0.30418262401184576,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2029568272","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99390644,0.00017493876,0.00019971299,0.0006885418,0.00001716431,0.0000670595,0.000008302104,0.000012526626,0.004925202],"genre_scores_gemma":[0.99447685,0.00050664286,0.0006589496,0.00032176456,0.000012596366,0.00006999753,0.00001510293,0.000013593396,0.0039244564],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99608326,0.0014559635,0.00012268165,0.00023592995,0.00066847034,0.0014336588],"domain_scores_gemma":[0.9948474,0.0014332571,0.0010892872,0.00025833893,0.0008542338,0.0015174231],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004501306,0.00080117997,0.00082634616,0.0016066083,0.021945199,0.0077285436,0.0018409018,0.0020607323,0.003157174],"category_scores_gemma":[0.0072667976,0.0007307547,0.0006183526,0.0010137979,0.009411905,0.0020776382,0.008041932,0.004274093,0.00063198473],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000014669785,0.00010043218,0.009834005,0.000043252927,0.0000051216375,0.0007985212,0.9845116,0.000013551363,0.00079480076,0.0004720468,0.00019797073,0.0032140228],"study_design_scores_gemma":[0.0000029728662,0.000070801725,0.0052269236,0.000044399643,0.0000124571225,0.0005382953,0.98845214,0.00003401552,0.0003471944,0.00029991477,0.004958547,0.000012400488],"about_ca_topic_score_codex":0.121262304,"about_ca_topic_score_gemma":0.24383685,"teacher_disagreement_score":0.121262304,"about_ca_system_score_codex":0.004839853,"about_ca_system_score_gemma":0.014383768,"threshold_uncertainty_score":0.24111295},"labels":[],"label_agreement":null},{"id":"W2040969354","doi":"10.1598/jaal.53.6.6","title":"“The Educated Imagination”: Applying Instructional Research to the Teaching of Symbolic Interpretation of Poetry","year":2010,"lang":"ar","type":"article","venue":"Journal of Adolescent & Adult Literacy","topic":"Literacy, Media, and Education","field":"Arts and Humanities","cited_by":46,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Poetry; Interpretation (philosophy); Humanities; Mathematics education; Pedagogy; Psychology; Sociology; Art; Philosophy; Linguistics","score_opus":0.017781399896302785,"score_gpt":0.3481189049592128,"score_spread":0.33033750506291004,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2040969354","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.5883924,0.009304482,0.24971384,0.012694353,0.0008940748,0.0015666649,0.000049417537,0.00044611085,0.13693872],"genre_scores_gemma":[0.8052494,0.0053359806,0.18317871,0.00091316336,0.00013333948,0.0008880325,0.000034202174,0.00006473297,0.0042024464],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.98839337,0.009750556,0.00022376618,0.00058879645,0.00073470164,0.000308886],"domain_scores_gemma":[0.97483814,0.022272656,0.00075188786,0.00097262464,0.000694036,0.00047068723],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0075709224,0.0006669781,0.00052855874,0.002365208,0.0020752244,0.0046521304,0.0021398154,0.0014586333,0.0022491342],"category_scores_gemma":[0.022610763,0.00038325964,0.0006033637,0.001295878,0.010118823,0.0049207197,0.0034902059,0.0025198753,0.0003050277],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00021292066,0.0026972622,0.006024002,0.0021630556,0.00009194621,0.0008802831,0.25891954,0.002003881,0.008484133,0.16775347,0.002186224,0.54858327],"study_design_scores_gemma":[0.0009106462,0.0053466456,0.015822766,0.006189165,0.00034163732,0.002661881,0.35030973,0.010225043,0.038262296,0.29322305,0.27649084,0.00021624302],"about_ca_topic_score_codex":0.0012214349,"about_ca_topic_score_gemma":0.0020643342,"teacher_disagreement_score":0.0075709224,"about_ca_system_score_codex":0.0025981648,"about_ca_system_score_gemma":0.004209641,"threshold_uncertainty_score":0.04003936},"labels":[],"label_agreement":null},{"id":"W2054147859","doi":"10.1598/jaal.53.2.2","title":"Reading by Design: Two Case Studies of Digital Reading Practices","year":2009,"lang":"en","type":"article","venue":"Journal of Adolescent & Adult Literacy","topic":"Literacy, Media, and Education","field":"Arts and Humanities","cited_by":59,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Memorial University of Newfoundland","funders":"","keywords":"Reading (process); Literacy; Sociology; Semiotics; Humanities; Reading comprehension; Pedagogy; Linguistics; Art; Philosophy","score_opus":0.0585477315197503,"score_gpt":0.3549450528673891,"score_spread":0.2963973213476388,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2054147859","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9263011,0.0009237475,0.00921256,0.0020391513,0.00007058104,0.00073160976,0.00012406535,0.00012667748,0.06047042],"genre_scores_gemma":[0.95704365,0.0007016382,0.014241803,0.00032262737,0.000019010087,0.0004500896,0.000073931595,0.00012991694,0.027017266],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.98297435,0.0108611,0.00050089415,0.0015132475,0.0021174562,0.0020329498],"domain_scores_gemma":[0.9747857,0.017737372,0.0014885344,0.0021054633,0.0017771729,0.0021057364],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.011296736,0.0010563864,0.00081308413,0.0038417939,0.02319442,0.009196331,0.0036430294,0.0045597935,0.004860636],"category_scores_gemma":[0.019825788,0.0008052764,0.0006747851,0.005799746,0.018997071,0.004556317,0.0075013377,0.0031593465,0.0006927787],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00005035457,0.0002020391,0.00349543,0.00013212899,0.00000636855,0.0026826246,0.9653527,0.00012526996,0.0007146028,0.007196452,0.0007775553,0.0192644],"study_design_scores_gemma":[0.000036760128,0.00021980169,0.005224797,0.0002378779,0.00002803011,0.001177284,0.89555854,0.00040879406,0.0017361017,0.0022047623,0.09312661,0.00004060981],"about_ca_topic_score_codex":0.13506104,"about_ca_topic_score_gemma":0.33181718,"teacher_disagreement_score":0.13506104,"about_ca_system_score_codex":0.030251244,"about_ca_system_score_gemma":0.012724817,"threshold_uncertainty_score":0.26854974},"labels":[],"label_agreement":null},{"id":"W2083427270","doi":"10.1598/jaal.53.5.6","title":"The Unfinished Stories of Two First Nations Mothers","year":2010,"lang":"ar","type":"article","venue":"Journal of Adolescent & Adult Literacy","topic":"Literacy, Media, and Education","field":"Arts and Humanities","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Coast Mountain College; University of British Columbia","funders":"","keywords":"Literacy; Humanities; Sociology; Context (archaeology); Ethnology; Art; Pedagogy; History","score_opus":0.010689320805531385,"score_gpt":0.27502254979381213,"score_spread":0.26433322898828077,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2083427270","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9393613,0.0031071373,0.00096976996,0.018361373,0.000571068,0.00008744309,0.0001440783,0.00003976337,0.037358124],"genre_scores_gemma":[0.97102857,0.0031929514,0.00075221364,0.0018877728,0.00016471658,0.0001328928,0.00007205054,0.000059518075,0.022709286],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9953334,0.00333129,0.00010810073,0.0002597112,0.00047058985,0.000496986],"domain_scores_gemma":[0.9927792,0.0049610888,0.00061745103,0.00027912273,0.00048456105,0.0008786648],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003995789,0.0014476915,0.00076954195,0.0011216892,0.014906623,0.005302199,0.0017230953,0.0031095378,0.0048099626],"category_scores_gemma":[0.012770147,0.0007741089,0.0003972716,0.00092107774,0.009694079,0.0050328914,0.0070890677,0.0059956163,0.0009535495],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000027184149,0.00001831811,0.00093385036,0.000043768916,0.0000026614048,0.0020700186,0.992307,0.000011514994,0.00030779938,0.0015014089,0.0009019848,0.0018746209],"study_design_scores_gemma":[0.0000024102121,0.00003451362,0.0007510926,0.00012808332,0.0000050770577,0.0010713282,0.96754426,0.00003574407,0.00040495594,0.0004151602,0.029595578,0.000011673719],"about_ca_topic_score_codex":0.009692815,"about_ca_topic_score_gemma":0.01660424,"teacher_disagreement_score":0.9903072,"about_ca_system_score_codex":0.0039114407,"about_ca_system_score_gemma":0.0018981547,"threshold_uncertainty_score":0.02837956},"labels":[],"label_agreement":null},{"id":"W2096581761","doi":"10.1598/jaal.48.3.4","title":"The Use of Alternative Texts in Physical Education","year":2004,"lang":"en","type":"article","venue":"Journal of Adolescent & Adult Literacy","topic":"Physical Education and Pedagogy","field":"Health Professions","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Calgary; Canadian Wood Council","funders":"","keywords":"Feeling; Literacy; Physical education; Variety (cybernetics); Psychology; Pedagogy; Subject (documents); Cognition; Mathematics education; Social psychology; Computer science","score_opus":0.07219431179053945,"score_gpt":0.4743385911628367,"score_spread":0.40214427937229724,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2096581761","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.30277598,0.024733623,0.074060045,0.0200987,0.0039065317,0.00038260838,0.00018124835,0.00043143003,0.5734299],"genre_scores_gemma":[0.86500764,0.015291204,0.06708088,0.002460625,0.0013991849,0.00034599405,0.00017676655,0.0003102388,0.04792756],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.996394,0.0026045986,0.00015527685,0.00014864668,0.0005731182,0.00012447916],"domain_scores_gemma":[0.9907108,0.007988155,0.00036064492,0.00044265063,0.00026948596,0.00022819692],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0022576377,0.0005540163,0.00037586637,0.002647393,0.0018208089,0.00454832,0.0009609693,0.001701282,0.007040063],"category_scores_gemma":[0.008851002,0.00017345167,0.00032602865,0.0018078466,0.0066064647,0.0062818956,0.0037943528,0.0021916777,0.001107099],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00025792455,0.00044433595,0.0021383574,0.0024546857,0.000020732221,0.0032674987,0.21151914,0.0005221598,0.006612803,0.32799196,0.015563137,0.4292074],"study_design_scores_gemma":[0.000094624396,0.00062239775,0.004372906,0.003216065,0.000052328414,0.009058594,0.07358669,0.0017328255,0.0057195346,0.074920446,0.8265458,0.00007777469],"about_ca_topic_score_codex":0.00025771582,"about_ca_topic_score_gemma":0.00064360676,"teacher_disagreement_score":0.007040063,"about_ca_system_score_codex":0.000848833,"about_ca_system_score_gemma":0.00052509265,"threshold_uncertainty_score":0.023551345},"labels":[],"label_agreement":null},{"id":"W211416890","doi":"","title":"Needed: A Compass To Navigate the Multilingual English Classroom.","year":2001,"lang":"en","type":"article","venue":"Journal of Adolescent & Adult Literacy","topic":"Multilingual Education and Policy","field":"Social Sciences","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Immigration; Curriculum; Population; Refugee; Melting pot; Reading (process); Sociology; Literacy; Pedagogy; Political science; Gender studies; Law; Demography","score_opus":0.0340903082691055,"score_gpt":0.4262038107189389,"score_spread":0.39211350244983345,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W211416890","genre_codex":"other","genre_gemma":"commentary","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"commentary","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.042545523,0.016890518,0.0035825358,0.42133453,0.009439843,0.00013828665,0.00040596744,0.0011481609,0.5045147],"genre_scores_gemma":[0.1531889,0.003536421,0.0039649294,0.05418583,0.00051797763,0.00012830729,0.00016899052,0.0005059536,0.78380275],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99902654,0.00025331893,0.000040763927,0.00015007034,0.00024995755,0.00027941776],"domain_scores_gemma":[0.9967482,0.00009178883,0.00007770125,0.00005102439,0.00038890867,0.0026423363],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011289336,0.00033376177,0.0002248863,0.0004251457,0.010993847,0.005722341,0.0007499573,0.0018840268,0.056556605],"category_scores_gemma":[0.00187265,0.00033047583,0.00013205985,0.00032679262,0.0023787257,0.0060078735,0.009456993,0.0031768477,0.01959547],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00001952347,0.00011198675,0.0027252776,0.00010535493,0.0000028850775,0.0005846909,0.07212613,0.000013892461,0.0010355407,0.009529387,0.7966386,0.117106766],"study_design_scores_gemma":[0.0000028452187,0.000012258421,0.0018062016,0.00008720317,0.0000012143222,0.0001785386,0.038389344,0.00001826306,0.000055986206,0.0009236527,0.95851904,0.000005583198],"about_ca_topic_score_codex":0.015338968,"about_ca_topic_score_gemma":0.09092045,"teacher_disagreement_score":0.056556605,"about_ca_system_score_codex":0.002965935,"about_ca_system_score_gemma":0.00718961,"threshold_uncertainty_score":0.1892007},"labels":[],"label_agreement":null},{"id":"W2123168955","doi":"10.1598/jaal.52.6.5","title":"Print Literacy Engagement of Parents From Low‐Income Backgrounds: Implications for Adult and Family Literacy Programs","year":2009,"lang":"ar","type":"article","venue":"Journal of Adolescent & Adult Literacy","topic":"Reading and Literacy Development","field":"Psychology","cited_by":42,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"York University","funders":"","keywords":"Literacy; Context (archaeology); Family literacy; Adult literacy; Sociology; Psychology; Humanities; Pedagogy; Geography; Art","score_opus":0.025529633967999368,"score_gpt":0.3433776822516787,"score_spread":0.31784804828367935,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2123168955","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99555236,0.00039341857,0.0001068098,0.00088658504,0.0000129916625,0.000016499294,0.000041433323,0.0000044245267,0.0029854518],"genre_scores_gemma":[0.9983437,0.00046497447,0.00021107518,0.00021675043,0.000009369803,0.0000386544,0.000040889572,0.0000018263376,0.00067275047],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9992286,0.00041924982,0.000037237944,0.000051609957,0.00010159363,0.00016161516],"domain_scores_gemma":[0.997561,0.0009936774,0.0004594161,0.000070524125,0.00025030124,0.0006651449],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014476369,0.00015224454,0.00017941982,0.0004985943,0.0014508925,0.0010251948,0.0003140482,0.00037315796,0.002961474],"category_scores_gemma":[0.004480606,0.0001322345,0.00018366125,0.00040767764,0.00042963828,0.0009747624,0.0011352748,0.00058172643,0.00023568753],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00015593982,0.0007384331,0.7956596,0.00015623098,0.000026147238,0.0012148069,0.089358576,0.000050456198,0.00070659077,0.00040015424,0.0016092925,0.10992383],"study_design_scores_gemma":[0.000015742417,0.00078049325,0.78124666,0.0004299143,0.000043511413,0.0009807203,0.20723994,0.00013101634,0.0005516046,0.0005488791,0.008013598,0.00001787724],"about_ca_topic_score_codex":0.0052998634,"about_ca_topic_score_gemma":0.008336216,"teacher_disagreement_score":0.0052998634,"about_ca_system_score_codex":0.00046638993,"about_ca_system_score_gemma":0.0009925625,"threshold_uncertainty_score":0.010538042},"labels":[],"label_agreement":null},{"id":"W2128565015","doi":"10.1598/jaal.53.2.5","title":"Critical Literacies and Graphic Novels for English‐Language Learners: Teaching Maus","year":2009,"lang":"en","type":"article","venue":"Journal of Adolescent & Adult Literacy","topic":"Literacy, Media, and Education","field":"Arts and Humanities","cited_by":158,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Humanities; Mainstream; Sociology; Pedagogy; Reading (process); Class (philosophy); Psychology; Art; Linguistics; Computer science; Philosophy","score_opus":0.014224461870308626,"score_gpt":0.2957464398283636,"score_spread":0.281521977958055,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2128565015","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8832468,0.0006356441,0.008289951,0.0035792866,0.00023581629,0.00025366608,0.00004791977,0.0002242811,0.10348667],"genre_scores_gemma":[0.9736603,0.0008403114,0.007916028,0.00037407235,0.000069326416,0.00021437577,0.00004596833,0.00008900771,0.016790736],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.99891937,0.000649287,0.000038209222,0.00010169807,0.00016460363,0.00012687588],"domain_scores_gemma":[0.99729,0.0015347683,0.0002698163,0.00018275391,0.00014384027,0.0005788032],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0021923387,0.00050770456,0.00030945448,0.0007923511,0.0043211165,0.0075401114,0.0012566526,0.0012648249,0.0072171227],"category_scores_gemma":[0.0052497694,0.0002722753,0.00037861135,0.00041443974,0.0055338107,0.003414273,0.005400803,0.001883748,0.0015048499],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00012058054,0.001199001,0.009018371,0.0007575917,0.00001696544,0.0029894847,0.8101915,0.00031997712,0.012077263,0.046400003,0.0077035627,0.10920567],"study_design_scores_gemma":[0.00004732378,0.0008465355,0.00943585,0.00063133053,0.00003797463,0.0020537067,0.6963973,0.0005967805,0.0091890255,0.014421022,0.2662793,0.00006383409],"about_ca_topic_score_codex":0.00057642325,"about_ca_topic_score_gemma":0.0023549586,"teacher_disagreement_score":0.0075401114,"about_ca_system_score_codex":0.0013965872,"about_ca_system_score_gemma":0.001671382,"threshold_uncertainty_score":0.024143636},"labels":[],"label_agreement":null},{"id":"W21314085","doi":"","title":"Assessing and Supporting Independent Word Learning Strategies of Middle School Students.","year":2000,"lang":"en","type":"article","venue":"Journal of Adolescent & Adult Literacy","topic":"Reading and Literacy Development","field":"Psychology","cited_by":14,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Learning Partnership","funders":"","keywords":"Mathematics education; Psychology; Word (group theory); Pedagogy; Linguistics","score_opus":0.02013385670595357,"score_gpt":0.35982541151136316,"score_spread":0.3396915548054096,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W21314085","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9973515,0.00011742002,0.00011134166,0.000047497073,0.000008816813,0.000047438767,0.000050873063,0.000013360101,0.0022518397],"genre_scores_gemma":[0.995531,0.00021549019,0.0011629448,0.000056464352,0.0000038989615,0.000088532775,0.00018494415,0.000006373897,0.0027502908],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99963534,0.00005014468,0.00004409598,0.000054881002,0.00011388288,0.00010160542],"domain_scores_gemma":[0.99896085,0.00016961418,0.00020451688,0.0000542527,0.00027802974,0.00033272407],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006453155,0.00052906753,0.00033592177,0.0010829092,0.0005048075,0.0011544257,0.00046291738,0.0005308287,0.0026350478],"category_scores_gemma":[0.0031266536,0.00021613769,0.00027764685,0.00032451565,0.00031165074,0.0008133852,0.0006297562,0.0008295631,0.001487885],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002430052,0.0065633683,0.71701694,0.00023366259,0.000047215977,0.000946071,0.012660626,0.00017931944,0.007987904,0.0003965848,0.0047245347,0.24900077],"study_design_scores_gemma":[0.000043021173,0.0017777854,0.9771338,0.00010160001,0.0000516966,0.00085115875,0.00912518,0.00053029676,0.004299431,0.00080768275,0.00524505,0.000033299617],"about_ca_topic_score_codex":0.003178151,"about_ca_topic_score_gemma":0.009764349,"teacher_disagreement_score":0.003178151,"about_ca_system_score_codex":0.0003607362,"about_ca_system_score_gemma":0.0011355664,"threshold_uncertainty_score":0.008815169},"labels":[],"label_agreement":null},{"id":"W2135153892","doi":"10.1598/jaal.50.2.6","title":"Resistance, Struggle, and the Adolescent Reader","year":2006,"lang":"en","type":"article","venue":"Journal of Adolescent & Adult Literacy","topic":"Literacy, Media, and Education","field":"Arts and Humanities","cited_by":80,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Reading (process); Resistance (ecology); Psychology; Active listening; Agency (philosophy); Literacy; Identity (music); Pedagogy; Perspective (graphical); Reading motivation; Sociology; Communication; Linguistics; Computer science; Social science","score_opus":0.009355099160729049,"score_gpt":0.2271184622296513,"score_spread":0.21776336306892224,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2135153892","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.91092736,0.00571654,0.0010500753,0.015509032,0.00018836925,0.000028766124,0.000023753259,0.000049368417,0.06650667],"genre_scores_gemma":[0.9917714,0.0019033819,0.00025616086,0.00079028634,0.000059437614,0.000023961777,0.000011557835,0.000022807842,0.005161061],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99757165,0.0014731801,0.00010327646,0.00022236603,0.00032712665,0.0003024045],"domain_scores_gemma":[0.99429685,0.0028559202,0.0012983894,0.00024186088,0.00037711955,0.00092981587],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0022970887,0.00021714157,0.0003876677,0.0011666284,0.0022735526,0.0057948213,0.00058411574,0.0018952886,0.0036886972],"category_scores_gemma":[0.011683601,0.00022394655,0.00030823695,0.00039185365,0.0062389676,0.003884268,0.0042697485,0.0032584702,0.00042133668],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00008179922,0.00048178554,0.10537421,0.00020498414,0.00004337162,0.007209725,0.7318226,0.00009006096,0.001979791,0.06588523,0.0065806704,0.08024581],"study_design_scores_gemma":[0.000039910406,0.00053930463,0.08860376,0.0010628429,0.0000677613,0.022178922,0.683073,0.00042446743,0.0017766046,0.030379198,0.17177615,0.00007816337],"about_ca_topic_score_codex":0.00081743184,"about_ca_topic_score_gemma":0.0012822603,"teacher_disagreement_score":0.0057948213,"about_ca_system_score_codex":0.00093790423,"about_ca_system_score_gemma":0.0009954922,"threshold_uncertainty_score":0.01233989},"labels":[],"label_agreement":null},{"id":"W2141646733","doi":"10.1598/jaal.53.1.3","title":"Ghetto Fabulous: Reading Black Adolescent Femininity in Contemporary Urban Street Fiction","year":2009,"lang":"ar","type":"article","venue":"Journal of Adolescent & Adult Literacy","topic":"Critical Race Theory in Education","field":"Social Sciences","cited_by":22,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Simon Fraser University","funders":"","keywords":"Humanities; Art; Reading (process); Femininity; Ethnography; Sociology; Gender studies; Philosophy; Anthropology","score_opus":0.029003345232328292,"score_gpt":0.3606587086460581,"score_spread":0.3316553634137298,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2141646733","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.5150805,0.016628988,0.005666225,0.04773428,0.0037375393,0.00012809015,0.00023395605,0.0001631357,0.41062734],"genre_scores_gemma":[0.9428945,0.0046452666,0.0022848747,0.0035369028,0.00096856017,0.00005596553,0.00007960839,0.00016365519,0.045370597],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99927753,0.00049715996,0.000011195703,0.000048619768,0.000102456004,0.00006301185],"domain_scores_gemma":[0.9980647,0.0015192122,0.00012573451,0.000058707665,0.00012150817,0.00011012223],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011474857,0.00051881926,0.00020621179,0.0014991951,0.006512245,0.003180462,0.00042249175,0.0012843149,0.005047928],"category_scores_gemma":[0.0035464074,0.00012324947,0.00015482181,0.0008296726,0.0073882383,0.0019160669,0.0018275332,0.0016304416,0.0005561403],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00005328335,0.00002631747,0.0018603108,0.00024397115,0.000005373934,0.0011454503,0.8688242,0.00008568596,0.0011353944,0.072409794,0.026281962,0.027928293],"study_design_scores_gemma":[0.00000568234,0.00004652044,0.003611426,0.0007776022,0.000010110004,0.0011663547,0.36066923,0.00019906681,0.0015622391,0.006870824,0.62506205,0.000018857772],"about_ca_topic_score_codex":0.0081657125,"about_ca_topic_score_gemma":0.020234,"teacher_disagreement_score":0.0081657125,"about_ca_system_score_codex":0.0030479408,"about_ca_system_score_gemma":0.00077242526,"threshold_uncertainty_score":0.022114456},"labels":[],"label_agreement":null},{"id":"W2144518952","doi":"10.1598/jaal.51.3.2","title":"Radical Change and Wikis: Teaching New Literacies","year":2007,"lang":"en","type":"article","venue":"Journal of Adolescent & Adult Literacy","topic":"Literacy, Media, and Education","field":"Arts and Humanities","cited_by":53,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Queen's University","funders":"","keywords":"Hyperlink; Literacy; Pedagogy; Literacy education; Mathematics education; Teaching method; Psychology; Reading (process); Visual literacy; World Wide Web; Computer science; Linguistics; Web page","score_opus":0.03800996947516766,"score_gpt":0.28960501943546413,"score_spread":0.25159504996029647,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2144518952","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.64533496,0.0020524361,0.08248104,0.011836867,0.0009229297,0.0004978533,0.000050655326,0.0009580048,0.25586522],"genre_scores_gemma":[0.91550857,0.0017712347,0.053265866,0.0012763907,0.00016724666,0.0003484553,0.00006348457,0.00016266595,0.027436156],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.99800926,0.0012084625,0.000053096646,0.00019508434,0.00034634987,0.00018787378],"domain_scores_gemma":[0.9944429,0.0038959633,0.0003203522,0.000444888,0.00015973898,0.0007362969],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002766213,0.00044602124,0.00026769278,0.00111992,0.0020359096,0.005640691,0.0012840012,0.0010953607,0.004954935],"category_scores_gemma":[0.006694779,0.00025224756,0.00041156608,0.0005264535,0.0043670153,0.006596112,0.006077312,0.0022496586,0.0007441392],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00010911052,0.0026106932,0.0071601486,0.0009817082,0.00003318708,0.0010905326,0.2777324,0.0009675004,0.0068402286,0.19382714,0.01671712,0.4919302],"study_design_scores_gemma":[0.00021550228,0.0013855089,0.0066052806,0.0012464754,0.000081081234,0.0017798389,0.16765857,0.0053279754,0.022619575,0.20012137,0.5928423,0.00011662488],"about_ca_topic_score_codex":0.00027936004,"about_ca_topic_score_gemma":0.001025057,"teacher_disagreement_score":0.005640691,"about_ca_system_score_codex":0.0010750766,"about_ca_system_score_gemma":0.0018070972,"threshold_uncertainty_score":0.016575933},"labels":[],"label_agreement":null},{"id":"W2169203925","doi":"10.1002/jaal.314","title":"Studying New Literacies","year":2014,"lang":"en","type":"article","venue":"Journal of Adolescent & Adult Literacy","topic":"Literacy, Media, and Education","field":"Arts and Humanities","cited_by":187,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Mount Saint Vincent University","funders":"","keywords":"Literacy; Pedagogy; Sociology; Psychology; Mathematics education; Literacy education","score_opus":0.022851445770607316,"score_gpt":0.25851930925265426,"score_spread":0.23566786348204694,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2169203925","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.79776937,0.0039464263,0.0074072024,0.00985331,0.00022957954,0.00006953464,0.00013924837,0.000047075835,0.18053822],"genre_scores_gemma":[0.98382944,0.0023222922,0.0042835805,0.00091554987,0.00008884207,0.000077369514,0.00007917588,0.000031549484,0.00837214],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.9982461,0.0009550019,0.00008613693,0.00022841665,0.0002502816,0.00023411232],"domain_scores_gemma":[0.9908228,0.0055128946,0.0010365748,0.0010132074,0.000657199,0.0009573238],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0029008673,0.00025687634,0.00027536126,0.002253903,0.0020963866,0.00798188,0.0005254726,0.0009408954,0.006256556],"category_scores_gemma":[0.009695447,0.00021488077,0.00030513562,0.0011791027,0.0059268232,0.013557736,0.004905841,0.002440629,0.00061213877],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00005825109,0.00042736923,0.054464668,0.0004721248,0.000048907812,0.00056830555,0.34056503,0.0001773323,0.002822218,0.4433387,0.00507493,0.1519822],"study_design_scores_gemma":[0.000037050293,0.00044091855,0.06796904,0.0013705695,0.00007523273,0.0016151381,0.34072202,0.0010126118,0.0054247826,0.32545698,0.2558067,0.00006893585],"about_ca_topic_score_codex":0.0009770609,"about_ca_topic_score_gemma":0.0016816212,"teacher_disagreement_score":0.00798188,"about_ca_system_score_codex":0.0016204147,"about_ca_system_score_gemma":0.0011976487,"threshold_uncertainty_score":0.02093023},"labels":[],"label_agreement":null},{"id":"W2312521758","doi":"10.1002/jaal.545","title":"Youth Workers as Literacy Mediators: Supporting Young People's Learning About Institutional Literacy Practices","year":2016,"lang":"en","type":"article","venue":"Journal of Adolescent & Adult Literacy","topic":"Innovative Education and Learning Practices","field":"Social Sciences","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Literacy; Critical literacy; Information literacy; Bureaucracy; Psychology; Pedagogy; Qualitative research; Adult literacy; Mediation; Public relations; Sociology; Political science; Social science; Politics","score_opus":0.028142985948443656,"score_gpt":0.39694573226949315,"score_spread":0.3688027463210495,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2312521758","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9633822,0.0015540592,0.0030927255,0.0051812003,0.00015596751,0.00023853169,0.00004218839,0.00011853496,0.02623467],"genre_scores_gemma":[0.9954881,0.0004719741,0.0010266504,0.00031533433,0.000022833441,0.0000808539,0.000014589827,0.000010708005,0.00256894],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99543947,0.0032503565,0.00007691704,0.00014109159,0.00022933594,0.0008628174],"domain_scores_gemma":[0.99387085,0.002742654,0.00072547205,0.00020571474,0.00046851946,0.0019868354],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006331324,0.00036962415,0.00031016694,0.0008183644,0.005813882,0.003747102,0.0010416514,0.0007875068,0.003828057],"category_scores_gemma":[0.0067698443,0.0002463559,0.00026500027,0.0004348914,0.00402472,0.00189133,0.0060603563,0.0015768101,0.00039387794],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00008421941,0.0004482856,0.043524224,0.00040031888,0.000016564092,0.0020660942,0.88460076,0.000049082508,0.0023054562,0.0039278613,0.0038904597,0.058686722],"study_design_scores_gemma":[0.00005300995,0.00031075024,0.023589535,0.0008643542,0.00005071093,0.0005480757,0.9117451,0.00014137334,0.0012226581,0.0015298114,0.059920307,0.00002439971],"about_ca_topic_score_codex":0.01474841,"about_ca_topic_score_gemma":0.03328155,"teacher_disagreement_score":0.01474841,"about_ca_system_score_codex":0.0025387954,"about_ca_system_score_gemma":0.011019675,"threshold_uncertainty_score":0.033483624},"labels":[],"label_agreement":null},{"id":"W265668161","doi":"","title":"Literacies of Newfoundland and Labrador Fishing Communities.","year":2001,"lang":"en","type":"article","venue":"Journal of Adolescent & Adult Literacy","topic":"Indigenous Studies and Ecology","field":"Health Professions","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Fishing; Geography; Literacy; Sociology; Pedagogy; Fishery","score_opus":0.027926476136205608,"score_gpt":0.3591119551584213,"score_spread":0.33118547902221573,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W265668161","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99648607,0.00013869129,0.000008274937,0.0002694862,0.0000031820682,0.000004110036,0.00014587061,0.0000011238495,0.0029432059],"genre_scores_gemma":[0.9978504,0.00015733985,0.000027696091,0.000080078804,0.000002308966,0.000007813233,0.000097700955,0.0000017662951,0.0017750466],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99934965,0.00013511967,0.000033414308,0.00006582495,0.00009915828,0.00031697593],"domain_scores_gemma":[0.9975454,0.00056492636,0.0005992376,0.00008862803,0.0004956913,0.00070614996],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00081913784,0.00010352101,0.00020030337,0.0011428958,0.0024041713,0.0015575057,0.00046411704,0.00029207038,0.0036645755],"category_scores_gemma":[0.0035360272,0.000158516,0.00012625323,0.0009164696,0.0013246154,0.00093266706,0.0020804617,0.00065941096,0.0002540423],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00010409232,0.00014128986,0.68958884,0.00007875861,0.00003555824,0.0003365404,0.27429137,0.00005119796,0.0003962772,0.000859939,0.0028006493,0.03131557],"study_design_scores_gemma":[0.0000019536174,0.000027028203,0.8911619,0.00006045506,0.000009032341,0.00006820059,0.105973214,0.000039880197,0.000057984296,0.000037549,0.0025547398,0.000008008547],"about_ca_topic_score_codex":0.8115594,"about_ca_topic_score_gemma":0.9395314,"teacher_disagreement_score":0.18844062,"about_ca_system_score_codex":0.005816884,"about_ca_system_score_gemma":0.0042924224,"threshold_uncertainty_score":0.37910074},"labels":[],"label_agreement":null},{"id":"W2766139691","doi":"10.1002/jaal.711","title":"A Queer Critical Media Literacies Framework in a Digital Age","year":2017,"lang":"en","type":"article","venue":"Journal of Adolescent & Adult Literacy","topic":"Gender, Feminism, and Media","field":"Social Sciences","cited_by":27,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"York University","keywords":"Queer; Lesbian; Queer theory; Media literacy; Sociology; Pedagogy; Perspective (graphical); Literacy; Identity (music); Globe; Transgender; Sexual identity; Psychology; Gender studies; Human sexuality; Computer science","score_opus":0.028007249596792957,"score_gpt":0.3705658808105015,"score_spread":0.34255863121370855,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2766139691","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.06717114,0.0036072063,0.06975558,0.061714463,0.0003616744,0.00025470596,0.00013193207,0.00016901927,0.79683435],"genre_scores_gemma":[0.958692,0.0014501453,0.012704674,0.0020787285,0.00015284245,0.00018634542,0.000035857604,0.000040120634,0.024659438],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99698997,0.0022664478,0.000052074556,0.00017099686,0.00024442878,0.0002759798],"domain_scores_gemma":[0.9941614,0.004192496,0.00035005456,0.00022902187,0.00039382136,0.0006730865],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0049638255,0.0005210571,0.00020571436,0.0029686901,0.006934171,0.01124067,0.0014112816,0.0023961107,0.0070769074],"category_scores_gemma":[0.004590396,0.0002193818,0.00025905375,0.0012282488,0.03665694,0.010649918,0.0047400254,0.0034371042,0.0007248572],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000026004159,0.000013370811,0.00017299195,0.000013358154,5.711631e-7,0.00011091374,0.023482483,0.00007543245,0.000046897727,0.9727562,0.0007653004,0.002560048],"study_design_scores_gemma":[0.000013309662,0.000033203898,0.00044532833,0.00034228267,0.00000595839,0.00032696073,0.07017688,0.0014192492,0.00043789038,0.7253271,0.20145355,0.000018359717],"about_ca_topic_score_codex":0.010335315,"about_ca_topic_score_gemma":0.00841406,"teacher_disagreement_score":0.01124067,"about_ca_system_score_codex":0.008519185,"about_ca_system_score_gemma":0.0055916905,"threshold_uncertainty_score":0.061811328},"labels":[],"label_agreement":null},{"id":"W2970368302","doi":"10.1002/jaal.972","title":"Mentoring in Transformative Hybrid Spaces: Preservice Teacher Preparation and Literacy Learning in Moçambique","year":2019,"lang":"en","type":"article","venue":"Journal of Adolescent & Adult Literacy","topic":"Teacher Education and Leadership Studies","field":"Social Sciences","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"Government of Canada","keywords":"Transformative learning; Pedagogy; Literacy; Context (archaeology); Teacher education; Space (punctuation); Work (physics); Sociology; Teacher preparation; Mathematics education; Psychology; Geography","score_opus":0.02775161939068057,"score_gpt":0.36670351390848543,"score_spread":0.3389518945178049,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2970368302","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8676714,0.0040310305,0.0011574699,0.027669333,0.00040435686,0.00008088911,0.00002673093,0.000029366392,0.09892942],"genre_scores_gemma":[0.9892413,0.00070426654,0.00028145887,0.00079652236,0.000047744415,0.000028471319,0.0000073022907,0.000009261152,0.008883604],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99842083,0.0010379526,0.00002185449,0.00007698307,0.00010168299,0.00034065888],"domain_scores_gemma":[0.997783,0.0010770096,0.00023902535,0.00009251254,0.00025413753,0.0005542089],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019988394,0.00018695575,0.0002326247,0.0007198197,0.018085118,0.0053944546,0.0009144734,0.001980352,0.004520196],"category_scores_gemma":[0.0038829637,0.00015425625,0.00015893298,0.00058647967,0.008210831,0.0020130917,0.0044522015,0.0029989234,0.0001848473],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000033248776,0.00009304259,0.004277913,0.00011689983,0.0000062202935,0.0022602128,0.9424752,0.000059485952,0.00037652702,0.025813278,0.004071265,0.020416636],"study_design_scores_gemma":[0.000007350265,0.00004274041,0.008234513,0.0002812438,0.0000060516436,0.00049803354,0.87963164,0.00007772009,0.00023887705,0.0018393907,0.10912835,0.000014124189],"about_ca_topic_score_codex":0.05112353,"about_ca_topic_score_gemma":0.1391225,"teacher_disagreement_score":0.05112353,"about_ca_system_score_codex":0.006368677,"about_ca_system_score_gemma":0.005043002,"threshold_uncertainty_score":0.10165191},"labels":[],"label_agreement":null},{"id":"W2990363323","doi":"10.1002/jaal.1034","title":"“How Emotional Do I Make It?”: Making a Stance in Multimodal Compositions","year":2020,"lang":"en","type":"article","venue":"Journal of Adolescent & Adult Literacy","topic":"Literacy, Media, and Education","field":"Arts and Humanities","cited_by":21,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Affordance; Composition (language); Construct (python library); Affect (linguistics); Rhetorical question; Representation (politics); Expression (computer science); Literacy; Portrait; Sociology; Space (punctuation); Frame (networking); Psychology; Object (grammar); Pedagogy; Aesthetics; Linguistics; Visual arts; Cognitive psychology; Art; Communication; Computer science; Literature; Politics","score_opus":0.029266773622995835,"score_gpt":0.2760691079013207,"score_spread":0.24680233427832488,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2990363323","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8784836,0.00049226295,0.016694536,0.008040928,0.0004436254,0.00008957211,0.000026615262,0.000109997316,0.09561888],"genre_scores_gemma":[0.9928281,0.00017316875,0.0025486406,0.0004910132,0.00003694639,0.000025333495,0.000011144915,0.000037537367,0.003848228],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99610186,0.002939003,0.000085339496,0.00019171929,0.00047593375,0.00020607235],"domain_scores_gemma":[0.99531436,0.0028976456,0.00058441766,0.00024991334,0.00044652977,0.00050707435],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0051177456,0.0003439432,0.00023083838,0.0006204575,0.004085683,0.005663691,0.0005339493,0.0012608159,0.0023400246],"category_scores_gemma":[0.012223599,0.00023344347,0.00028021124,0.00032841077,0.010243946,0.00388723,0.0042613535,0.0024828976,0.00048160471],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00009669854,0.00009679191,0.0074474057,0.000104781946,0.000016163107,0.000949172,0.9048246,0.00010596867,0.006365556,0.055792022,0.0018788096,0.022322038],"study_design_scores_gemma":[0.000028355902,0.00019762816,0.008855391,0.00051391346,0.0000641893,0.0014606268,0.8489862,0.0012827604,0.007196646,0.031492215,0.0998621,0.00005990483],"about_ca_topic_score_codex":0.00064169307,"about_ca_topic_score_gemma":0.001025481,"teacher_disagreement_score":0.005663691,"about_ca_system_score_codex":0.0011957114,"about_ca_system_score_gemma":0.0009343219,"threshold_uncertainty_score":0.027065516},"labels":[],"label_agreement":null},{"id":"W3112884064","doi":"10.1002/jaal.1116","title":"The Consequences of English Learner as a Category in Teaching, Learning, and Research","year":2020,"lang":"en","type":"article","venue":"Journal of Adolescent & Adult Literacy","topic":"Multilingual Education and Policy","field":"Social Sciences","cited_by":13,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Diversity (politics); Mathematics education; Psychology; Pedagogy; Action research; Test (biology); Immigration; Teaching method; Cultural diversity; Politics; Sociology; Political science","score_opus":0.06203883262000712,"score_gpt":0.4822778779893664,"score_spread":0.4202390453693593,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3112884064","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.88689506,0.0010086948,0.0014361163,0.039795965,0.00042209763,0.00005833608,0.000053464344,0.000031605454,0.07029871],"genre_scores_gemma":[0.9963265,0.00009516246,0.00031005964,0.0013159883,0.000041930645,0.000034371355,0.000008203498,0.000008330593,0.0018593175],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9563039,0.029991554,0.0014999233,0.0019378073,0.0059983833,0.004268473],"domain_scores_gemma":[0.9232235,0.037460253,0.00844227,0.0044406885,0.0120254895,0.01440785],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.03126943,0.00018507922,0.00037691678,0.0023032222,0.020072881,0.015610385,0.0019205954,0.003942876,0.0044479785],"category_scores_gemma":[0.060949363,0.00024230329,0.00035110288,0.0016176392,0.026540471,0.0070525073,0.018053425,0.0038223315,0.0003853923],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00026199012,0.0007790648,0.20025478,0.00014455461,0.000036170684,0.0021036726,0.2684985,0.00044477108,0.0008711252,0.4461827,0.010671886,0.06975077],"study_design_scores_gemma":[0.000055140696,0.00044869806,0.08202205,0.00068548974,0.000044725213,0.00074192596,0.76351136,0.00072277547,0.0015645637,0.07910948,0.0709587,0.00013509387],"about_ca_topic_score_codex":0.03610955,"about_ca_topic_score_gemma":0.060594026,"teacher_disagreement_score":0.03610955,"about_ca_system_score_codex":0.009314997,"about_ca_system_score_gemma":0.012045515,"threshold_uncertainty_score":0.16537052},"labels":[],"label_agreement":null},{"id":"W312046362","doi":"","title":"Beyond Remediation: Ideological Literacies of Learning in Developmental Classrooms.","year":2002,"lang":"en","type":"article","venue":"Journal of Adolescent & Adult Literacy","topic":"Zygmunt Bauman's Sociology","field":"Social Sciences","cited_by":14,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Education and Early Childhood Development","funders":"","keywords":"Ideology; Pedagogy; Literacy; Psychology; Mathematics education; Environmental remediation; Literacy education; Teaching method; Sociology; Political science","score_opus":0.03057216175503038,"score_gpt":0.30023252824440305,"score_spread":0.2696603664893727,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W312046362","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7668795,0.003959437,0.0050283778,0.019372137,0.00011224348,0.000040114577,0.000060405477,0.00007220328,0.20447557],"genre_scores_gemma":[0.9967866,0.0002758772,0.0005683988,0.00015553502,0.000012162618,0.000012263739,0.000009766099,0.000009045267,0.002170356],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9966838,0.002087153,0.00010511918,0.00025331293,0.00055857754,0.00031207714],"domain_scores_gemma":[0.9830793,0.011823559,0.0016904104,0.0012352732,0.0010869316,0.0010845149],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004275707,0.00018652681,0.00021370489,0.0016314611,0.0022405132,0.0059700524,0.00072000455,0.0013306392,0.004237885],"category_scores_gemma":[0.04025685,0.00016137675,0.00014676327,0.00053784484,0.007821789,0.008543338,0.0060580615,0.0025633348,0.0003032731],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000113916816,0.00041996053,0.050765436,0.00015074911,0.000015536622,0.0010135348,0.468451,0.00019109451,0.0012176787,0.29640377,0.0039575035,0.17729993],"study_design_scores_gemma":[0.00005130575,0.00021315184,0.07539086,0.0011558947,0.000050010254,0.0021070992,0.3411805,0.0015197421,0.0045034415,0.4751469,0.098618895,0.000062279796],"about_ca_topic_score_codex":0.0018109012,"about_ca_topic_score_gemma":0.0023596797,"teacher_disagreement_score":0.0059700524,"about_ca_system_score_codex":0.0014544894,"about_ca_system_score_gemma":0.0022716993,"threshold_uncertainty_score":0.022612393},"labels":[],"label_agreement":null},{"id":"W3174075023","doi":"10.1002/jaal.1178","title":"Spoken Word Poetry with Multilingual Youth from Refugee Backgrounds","year":2021,"lang":"en","type":"article","venue":"Journal of Adolescent & Adult Literacy","topic":"Multilingual Education and Policy","field":"Social Sciences","cited_by":18,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Spoken word; Context (archaeology); Refugee; Poetry; Literacy; Linguistics; Spoken language; Situated; Embodied cognition; Pedagogy; Sociology; Psychology; History; Computer science","score_opus":0.03800125085908904,"score_gpt":0.40052676663542486,"score_spread":0.3625255157763358,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3174075023","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9899554,0.00045998947,0.00051183376,0.0010863551,0.00013424375,0.00007068012,0.000030605264,0.000023556435,0.0077272435],"genre_scores_gemma":[0.99475455,0.00051160366,0.0005015452,0.0003305703,0.00003505102,0.000059149752,0.000028782208,0.00003060238,0.003748109],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99663913,0.001914779,0.000121168334,0.00021332249,0.00028557685,0.0008259138],"domain_scores_gemma":[0.99668735,0.0014182712,0.00031321548,0.00016757815,0.0003294676,0.001084153],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0046127783,0.00095127005,0.0013742482,0.0014611586,0.014778692,0.009382551,0.0014423947,0.0017700638,0.004341042],"category_scores_gemma":[0.0063297013,0.0005151952,0.0007211469,0.000946323,0.008180513,0.0033767535,0.013575854,0.005026315,0.0007686437],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000038250506,0.00014873384,0.0047849673,0.00009415067,0.000005427228,0.0028442582,0.9841778,0.00001624157,0.00065045425,0.00087439746,0.0006218103,0.005743653],"study_design_scores_gemma":[0.0000038077067,0.00006246569,0.0013841336,0.0000514268,0.0000034725456,0.0006728955,0.9922311,0.000020340516,0.00022585901,0.00015435301,0.0051824707,0.000007735556],"about_ca_topic_score_codex":0.0042346986,"about_ca_topic_score_gemma":0.012208374,"teacher_disagreement_score":0.014778692,"about_ca_system_score_codex":0.0014840312,"about_ca_system_score_gemma":0.002634647,"threshold_uncertainty_score":0.024394989},"labels":[],"label_agreement":null},{"id":"W318832771","doi":"","title":"One Teacher's Journey.","year":2004,"lang":"en","type":"article","venue":"Journal of Adolescent & Adult Literacy","topic":"Reading and Literacy Development","field":"Psychology","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Yesterday; Reading (process); Recall; Quarter (Canadian coin); Psychology; Pedagogy; Mathematics education; History; Linguistics; Cognitive psychology; Philosophy","score_opus":0.020821723269591783,"score_gpt":0.3185485858976202,"score_spread":0.2977268626280284,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W318832771","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.005603012,0.029371912,0.0030588843,0.35646838,0.12066681,0.00016623808,0.00064759236,0.0011541878,0.482863],"genre_scores_gemma":[0.017030714,0.006868095,0.001929838,0.03944387,0.003462807,0.000068001726,0.00026123945,0.00042504404,0.9305104],"study_design_codex":"not_applicable","study_design_gemma":"qualitative","domain_scores_codex":[0.9986418,0.000348442,0.00006408982,0.00020863758,0.00043861187,0.0002984881],"domain_scores_gemma":[0.9934684,0.00028574592,0.00019088117,0.00026245185,0.0020277645,0.0037646752],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013446676,0.0005535666,0.00044008534,0.00084137544,0.008171122,0.006896878,0.00093810266,0.0025457542,0.14758497],"category_scores_gemma":[0.007383334,0.0003935176,0.00043494115,0.0006135473,0.001379467,0.004771711,0.0058091953,0.007836353,0.088628605],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000141529335,0.000025059404,0.0002626525,0.00009262466,0.000002503321,0.00034319126,0.0049235416,0.0000118141825,0.00020872871,0.0038970935,0.9422913,0.04792738],"study_design_scores_gemma":[0.0000014538217,0.000009353796,0.00014623094,0.0000870437,0.0000012204846,0.00027821807,0.0036450948,0.0000045511965,0.000026778473,0.00039533825,0.9954005,0.000004269948],"about_ca_topic_score_codex":0.0054112016,"about_ca_topic_score_gemma":0.019214002,"teacher_disagreement_score":0.14758497,"about_ca_system_score_codex":0.00167902,"about_ca_system_score_gemma":0.005352085,"threshold_uncertainty_score":0.49372095},"labels":[],"label_agreement":null},{"id":"W337889933","doi":"","title":"When Is a Teen Magazine Not a Teen Magazine","year":2002,"lang":"en","type":"article","venue":"Journal of Adolescent & Adult Literacy","topic":"Themes in Literature Analysis","field":"Arts and Humanities","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Girl; Sociology; Media studies; Identity (music); HERO; Gender studies; Psychology; Jury; Literature; Developmental psychology; Political science; Art; Law; Aesthetics","score_opus":0.018680296489943484,"score_gpt":0.23951931243439192,"score_spread":0.22083901594444844,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W337889933","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.149609,0.019413704,0.0018462674,0.3775052,0.025140457,0.00011280782,0.00050405256,0.00015057152,0.42571792],"genre_scores_gemma":[0.7722278,0.013288432,0.0025394137,0.06638969,0.0065109567,0.0001808192,0.00029841487,0.00027940123,0.13828504],"study_design_codex":"not_applicable","study_design_gemma":"qualitative","domain_scores_codex":[0.99697745,0.0012833492,0.0001454845,0.00022513515,0.00094640057,0.0004222516],"domain_scores_gemma":[0.98837787,0.002848381,0.0014276705,0.00030582809,0.0040632244,0.0029770336],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0033001064,0.000181397,0.00028930564,0.0016219845,0.0051774774,0.008890995,0.0005559948,0.002436786,0.01269086],"category_scores_gemma":[0.016222319,0.00021743326,0.0003031358,0.0017026495,0.003599503,0.010556375,0.0013561408,0.0022418736,0.0031937489],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00019119671,0.00024817645,0.039483625,0.00096610567,0.000055848323,0.003139459,0.20240821,0.000024420839,0.002138254,0.11497548,0.48698688,0.14938232],"study_design_scores_gemma":[0.000011682759,0.00005340634,0.010208004,0.000788833,0.000019634846,0.00084755424,0.16109045,0.000022400614,0.0004884448,0.0058693425,0.8205739,0.000026404417],"about_ca_topic_score_codex":0.007984406,"about_ca_topic_score_gemma":0.0135192145,"teacher_disagreement_score":0.01269086,"about_ca_system_score_codex":0.0021242888,"about_ca_system_score_gemma":0.0019428763,"threshold_uncertainty_score":0.042455196},"labels":[],"label_agreement":null},{"id":"W4253398222","doi":"10.1002/jaal.1079","title":"Connections","year":2020,"lang":"en","type":"article","venue":"Journal of Adolescent & Adult Literacy","topic":"Impact of Technology on Adolescents","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Feeling; Suspect; Public relations; Isolation (microbiology); Social distance; Sociology; Media studies; Psychology; Coronavirus disease 2019 (COVID-19); Internet privacy; Political science; Social psychology; Law; Computer science; Medicine","score_opus":0.02081012005341967,"score_gpt":0.3275385409220755,"score_spread":0.30672842086865587,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4253398222","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00096118386,0.0012875488,0.0049600718,0.008424828,0.007650141,0.0002560853,0.009195279,0.010638407,0.9566263],"genre_scores_gemma":[0.009029913,0.0015236415,0.0025992524,0.0070797084,0.0021242,0.00028206367,0.011065089,0.0049371095,0.9613591],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9975465,0.00042222193,0.00018448308,0.0005447148,0.00096369203,0.00033842243],"domain_scores_gemma":[0.9936227,0.00084488,0.00025767542,0.0014294314,0.0024331547,0.001412192],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0014988448,0.0011427331,0.0007890077,0.002097094,0.0035494992,0.008565317,0.0026981758,0.0036489556,0.76334924],"category_scores_gemma":[0.012970741,0.00052698294,0.00078104524,0.0023578643,0.000742192,0.008692977,0.0066600386,0.0031071305,0.69342333],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000038165945,0.000023414828,0.00023176882,0.000113558,0.0000033382948,0.00008513322,0.00020130796,0.000031611813,0.00012961721,0.0070676864,0.93607634,0.05599807],"study_design_scores_gemma":[0.0000039639745,0.0000048796087,0.00009111083,0.0000455683,0.0000014978633,0.00006542276,0.000083015526,0.000032036056,0.00004203593,0.0012095695,0.9984158,0.0000050647036],"about_ca_topic_score_codex":0.0024452785,"about_ca_topic_score_gemma":0.003663846,"teacher_disagreement_score":0.76334924,"about_ca_system_score_codex":0.0014264651,"about_ca_system_score_gemma":0.0019463198,"threshold_uncertainty_score":0.33755356},"labels":[],"label_agreement":null},{"id":"W4283361181","doi":"10.1002/jaal.1239","title":"Thank You to Reviewers","year":2022,"lang":"en","type":"article","venue":"Journal of Adolescent & Adult Literacy","topic":"Human auditory perception and evaluation","field":"Engineering","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"University of North Carolina at Greensboro; University at Buffalo; Australian Catholic University; University of Toronto; Strong; Temple University; Nova Southeastern University; College of Charleston; University of Nebraska-Lincoln; Texas State University; University of Texas at El Paso; University of Ottawa; Boise State University; University of Cincinnati; Louisiana State University; North Carolina Agricultural and Technical State University; Rowan University; Eastern Washington University; University of Minnesota Duluth; Universiti Teknologi Brunei; North Carolina State University; Ohio State University; University of Nevada, Reno; University at Albany; University of Western Sydney; University of Texas at Arlington; Texas Woman's University; University of South Carolina; University of Illinois at Urbana-Champaign; Auburn University; Oklahoma State University; University of Minnesota; San Diego State University","keywords":"Psychology; Mathematics education; Pedagogy; Medical education; Medicine","score_opus":0.013630473612120357,"score_gpt":0.2739898393818798,"score_spread":0.2603593657697595,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4283361181","genre_codex":"editorial","genre_gemma":"editorial","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"editorial","genre_consensus":"editorial","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0011013044,0.0070505636,0.0033860058,0.29974848,0.64337885,0.0009306846,0.0051119896,0.0027382895,0.036553774],"genre_scores_gemma":[0.013226033,0.0061709792,0.008889778,0.12490528,0.14668562,0.001513544,0.0037489254,0.0046392824,0.69022053],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.98254794,0.0044171223,0.0015939847,0.0016295635,0.009265169,0.0005462637],"domain_scores_gemma":[0.4881132,0.024079215,0.008325687,0.007484776,0.46049896,0.011498223],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.016683975,0.0012289603,0.0018015992,0.007158608,0.0034114802,0.008682492,0.0024074432,0.0030529378,0.19796306],"category_scores_gemma":[0.23433903,0.0007186599,0.0011127071,0.0031286816,0.0010808592,0.0047320887,0.0031919354,0.004813022,0.12876402],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000012508283,0.0000028080221,0.00011287696,0.000052662544,0.0000028137533,0.000038208567,0.00006121185,0.000012444816,0.0000507407,0.00021197417,0.99314606,0.006295726],"study_design_scores_gemma":[0.0000145559225,0.000007729796,0.0005204538,0.00019258681,0.00001551543,0.00012052959,0.00054120773,0.000105221356,0.00012327141,0.0005781592,0.99775535,0.000025421885],"about_ca_topic_score_codex":0.019067436,"about_ca_topic_score_gemma":0.04382866,"teacher_disagreement_score":0.19796306,"about_ca_system_score_codex":0.0047934083,"about_ca_system_score_gemma":0.010212751,"threshold_uncertainty_score":0.6622524},"labels":[],"label_agreement":null},{"id":"W4307820546","doi":"10.1002/jaal.1269","title":"Multiliterate lives: Childhood to adult, lessons learned","year":2022,"lang":"en","type":"article","venue":"Journal of Adolescent & Adult Literacy","topic":"Literacy, Media, and Education","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto; University of Sudbury; Laurentian University","funders":"","keywords":"Ethos; Construct (python library); Literacy; Meaning (existential); Semiotics; Pedagogy; Sociology; Psychology; Mathematics education; Linguistics; Computer science","score_opus":0.029095585095027847,"score_gpt":0.29541923316924945,"score_spread":0.2663236480742216,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4307820546","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.84027845,0.013600473,0.0016887841,0.030988894,0.0011004712,0.00017258582,0.00037313055,0.00021610786,0.11158119],"genre_scores_gemma":[0.97414875,0.0064523723,0.0008840108,0.0021645536,0.00008762159,0.000081001264,0.00010928899,0.000060064107,0.01601223],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9985857,0.0006844885,0.000051738636,0.00013633734,0.00016611387,0.00037570726],"domain_scores_gemma":[0.9979894,0.0005918185,0.00013127706,0.00013224791,0.00025697926,0.0008982879],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0029077108,0.00038676127,0.00054518436,0.0010392407,0.007809582,0.0071517555,0.0010021114,0.0012003531,0.0063162707],"category_scores_gemma":[0.005360852,0.00033852988,0.00023830256,0.0007681172,0.005574094,0.0049151727,0.008086663,0.004665572,0.00095619546],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000035682722,0.0003626989,0.007853034,0.00020790983,0.000007771279,0.0028262294,0.90167993,0.000034137323,0.00048963743,0.008852058,0.016187403,0.061463367],"study_design_scores_gemma":[0.0000048264124,0.00008041436,0.0059717353,0.0006652229,0.000008199801,0.0014614632,0.85998493,0.00002567155,0.0005212841,0.0020220615,0.12923294,0.000021175301],"about_ca_topic_score_codex":0.00657114,"about_ca_topic_score_gemma":0.0213913,"teacher_disagreement_score":0.007809582,"about_ca_system_score_codex":0.0028050507,"about_ca_system_score_gemma":0.0031123825,"threshold_uncertainty_score":0.021130025},"labels":[],"label_agreement":null},{"id":"W4311622264","doi":"10.1002/jaal.1274","title":"The intermingled meanings of<scp>PhoneMe</scp>: Exploring transmodal, place‐based poetry in an online social network","year":2022,"lang":"en","type":"article","venue":"Journal of Adolescent & Adult Literacy","topic":"Literacy, Media, and Education","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Poetry; Sociology; Pedagogy; Meaning (existential); Literacy; Scholarship; Social media; Psychology; Literature; Art; Computer science","score_opus":0.057920137048334444,"score_gpt":0.2760333259450579,"score_spread":0.2181131888967235,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4311622264","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9444983,0.00026394287,0.013317089,0.0013042386,0.00006651131,0.00004635018,0.00006677927,0.000060141276,0.040376656],"genre_scores_gemma":[0.9959978,0.00011554568,0.0016635483,0.00008872265,0.000011780365,0.000028473012,0.000017894896,0.000019913683,0.0020563554],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9989698,0.0007320019,0.000021312213,0.000089091845,0.000099778226,0.000088068424],"domain_scores_gemma":[0.9978771,0.0014835937,0.00020008239,0.00015793953,0.000098959215,0.00018230292],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012255796,0.00021700372,0.00017890817,0.00087494275,0.0023541476,0.004643391,0.00043223862,0.00074113463,0.0037284049],"category_scores_gemma":[0.0041021495,0.00016058072,0.00016582361,0.0006394583,0.005684508,0.0058641788,0.0041775517,0.0010035693,0.0003905197],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007178186,0.00003314894,0.00954995,0.00019269198,0.000010534193,0.0008429694,0.9292898,0.00016003636,0.005188384,0.0252048,0.0009273635,0.028528549],"study_design_scores_gemma":[0.000010994367,0.000080677855,0.014196224,0.00022848927,0.000014487742,0.0010687086,0.9165807,0.001070461,0.0013564616,0.013053122,0.052307054,0.000032676136],"about_ca_topic_score_codex":0.000799824,"about_ca_topic_score_gemma":0.0018953842,"teacher_disagreement_score":0.004643391,"about_ca_system_score_codex":0.0005843819,"about_ca_system_score_gemma":0.00051472057,"threshold_uncertainty_score":0.012472808},"labels":[],"label_agreement":null},{"id":"W4382603060","doi":"10.1002/jaal.1286","title":"The social drama of digital multimodal composing: A case study with emergent bi/multilingual newcomer students","year":2023,"lang":"en","type":"article","venue":"Journal of Adolescent & Adult Literacy","topic":"Literacy, Media, and Education","field":"Arts and Humanities","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Thematic analysis; Psychology; Drama; Pedagogy; Reflexivity; Literacy; Sociology; Perspective (graphical); Ethnography; Qualitative research; Mathematics education; Computer science","score_opus":0.03172271116860411,"score_gpt":0.3415519970658018,"score_spread":0.3098292858971977,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4382603060","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99353445,0.00013937129,0.0009433301,0.0006863063,0.000036644316,0.00011567439,0.000032991982,0.00001694711,0.0044943932],"genre_scores_gemma":[0.9943401,0.00025284122,0.0010723791,0.00019216901,0.000020762289,0.00012760615,0.000024150204,0.000027611504,0.003942291],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99685514,0.0017395153,0.00010536359,0.00032591954,0.0003240281,0.0006499349],"domain_scores_gemma":[0.9962655,0.0015755938,0.0002867932,0.0002202095,0.00032482747,0.0013270874],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0029460269,0.0007830044,0.0009602765,0.0013873351,0.013137336,0.0048580146,0.0020857162,0.0017916108,0.0034710485],"category_scores_gemma":[0.005737053,0.0005352803,0.00056506967,0.00094815914,0.0071393913,0.0027148265,0.007816344,0.004007057,0.00044670058],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00004157772,0.00026485897,0.005635373,0.00009540499,0.0000075777743,0.0071149757,0.9774556,0.000059208145,0.0010983781,0.0018475798,0.0005848401,0.005794723],"study_design_scores_gemma":[0.0000068450186,0.0001228003,0.0025247762,0.0000627804,0.000009288819,0.0025531687,0.9818724,0.00013788373,0.00065893226,0.00028183244,0.011749018,0.000020314743],"about_ca_topic_score_codex":0.0077115865,"about_ca_topic_score_gemma":0.020585071,"teacher_disagreement_score":0.013137336,"about_ca_system_score_codex":0.0027654225,"about_ca_system_score_gemma":0.0025563256,"threshold_uncertainty_score":0.020064592},"labels":[],"label_agreement":null},{"id":"W4389037690","doi":"10.1002/jaal.1318","title":"Resistance Literature: Representations of Land and Indigeneity in Indigenous‐Authored, Canadian Award‐Winning Rural Young Adult and Middle‐Grade Fiction","year":2023,"lang":"en","type":"article","venue":"Journal of Adolescent & Adult Literacy","topic":"Themes in Literature Analysis","field":"Arts and Humanities","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Toronto; Laurentian University","funders":"","keywords":"Indigenous; Colonialism; Face (sociological concept); Gender studies; Resistance (ecology); Sociology; Indigenous culture; Traditional knowledge; History; Social science; Ecology; Archaeology","score_opus":0.011652043284962723,"score_gpt":0.25327980918716764,"score_spread":0.24162776590220492,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4389037690","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.82571775,0.003472638,0.0010015029,0.008521566,0.00025254695,0.00009668957,0.00020216651,0.00005530932,0.16067983],"genre_scores_gemma":[0.9898164,0.0013375728,0.00021378807,0.00040950344,0.00002430442,0.00002474623,0.000043097774,0.000018085006,0.008112496],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99848574,0.00048329975,0.0000420657,0.0001399554,0.00046059865,0.000388363],"domain_scores_gemma":[0.9952437,0.0030585357,0.00038719818,0.00015348768,0.0007341622,0.0004228357],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019411471,0.00050043175,0.00039821933,0.0041102883,0.021444554,0.010076935,0.00147149,0.0014415208,0.004389808],"category_scores_gemma":[0.0065530366,0.00018901774,0.00016049959,0.00359746,0.023546545,0.002501472,0.003769883,0.002227798,0.00019527342],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000073326028,0.000009184724,0.0011752989,0.00009895305,0.0000027128563,0.0004957635,0.9784651,0.000024662811,0.00021180908,0.013415924,0.0018398808,0.004253388],"study_design_scores_gemma":[0.0000016738013,0.000009670174,0.005114513,0.00034886762,0.000008765409,0.00028409748,0.9233734,0.000053403448,0.00023885218,0.0010756579,0.06948126,0.000009815303],"about_ca_topic_score_codex":0.62866753,"about_ca_topic_score_gemma":0.72007984,"teacher_disagreement_score":0.37133247,"about_ca_system_score_codex":0.032382768,"about_ca_system_score_gemma":0.031611644,"threshold_uncertainty_score":0.7470386},"labels":[],"label_agreement":null},{"id":"W4396664644","doi":"10.1002/jaal.1350","title":"“Gender is like an ocean”: Exploring the intersections of queer literacy research and teaching through filmmaking","year":2024,"lang":"en","type":"article","venue":"Journal of Adolescent & Adult Literacy","topic":"Literacy, Media, and Education","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Vector Institute; University of Toronto","funders":"","keywords":"Queer; Filmmaking; TRACE (psycholinguistics); Literacy; Sociology; Identity (music); Representation (politics); Pedagogy; Critical literacy; Sexual identity; The arts; Gender studies; Visual arts; Mathematics education; Psychology; Art; Aesthetics; Political science; Politics; Movie theater; Human sexuality","score_opus":0.15294923783277367,"score_gpt":0.3855795035433065,"score_spread":0.23263026571053283,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4396664644","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7321049,0.003696046,0.008392426,0.023726564,0.00082451926,0.00015913068,0.00011567115,0.00009437464,0.2308862],"genre_scores_gemma":[0.98753756,0.0012335373,0.00094653125,0.0007625809,0.00011694975,0.000045718058,0.000021520269,0.000067206,0.009268494],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.993923,0.0048038224,0.000072888644,0.0003179352,0.00037021487,0.00051202223],"domain_scores_gemma":[0.9900473,0.0077990484,0.0006292537,0.00041049972,0.00038851437,0.0007254189],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0068105822,0.00059488096,0.00041862446,0.002078535,0.013642108,0.015034534,0.0012277055,0.0018670025,0.006020176],"category_scores_gemma":[0.011811545,0.00036425743,0.00035749597,0.0012364397,0.03570343,0.009032269,0.0077161235,0.0056042355,0.00045135323],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000016871785,0.000021688566,0.0009484608,0.0000565585,0.0000043672585,0.00044022108,0.96584356,0.000024143805,0.00044079305,0.026613181,0.0011624031,0.0044278],"study_design_scores_gemma":[0.000005364067,0.000022490243,0.0014193038,0.0002353349,0.000009622843,0.000288144,0.92073715,0.00007496083,0.00072713336,0.00444828,0.07202046,0.0000116707],"about_ca_topic_score_codex":0.008397049,"about_ca_topic_score_gemma":0.02148989,"teacher_disagreement_score":0.015034534,"about_ca_system_score_codex":0.0042965985,"about_ca_system_score_gemma":0.002648583,"threshold_uncertainty_score":0.036018193},"labels":[],"label_agreement":null},{"id":"W4400307445","doi":"10.1002/jaal.1375","title":"Land‐based literacies in local naturecultures: Walking, reading, and storying the forests in rural Colombia","year":2024,"lang":"en","type":"article","venue":"Journal of Adolescent & Adult Literacy","topic":"Education in Rural Contexts","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University","funders":"","keywords":"Reading (process); Literacy; Geography; Sociology; Pedagogy; Psychology; Political science","score_opus":0.009514277476369543,"score_gpt":0.3314298465016884,"score_spread":0.3219155690253188,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4400307445","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98217875,0.0004568672,0.00049627194,0.00072035467,0.000017074997,0.000035873512,0.00014191064,0.000019226189,0.01593356],"genre_scores_gemma":[0.9976234,0.00018913894,0.0003225555,0.00005253456,0.0000040263035,0.00002110554,0.000038882456,0.000008442057,0.0017398641],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9994649,0.00023677292,0.00001942298,0.00008771459,0.000054099255,0.00013707849],"domain_scores_gemma":[0.9989575,0.00054039527,0.00014978845,0.00005933614,0.00010129444,0.00019163844],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006222338,0.0003601414,0.00033458692,0.0010620812,0.0044622375,0.0033577974,0.00072330324,0.0006415622,0.005175115],"category_scores_gemma":[0.0024241854,0.00017625473,0.00013403106,0.00086956087,0.003574734,0.001928619,0.0027827097,0.0008281084,0.0002188885],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000028420254,0.000052011736,0.015265203,0.00020212926,0.0000038156545,0.0009632083,0.9629995,0.00004811285,0.0012183201,0.001218698,0.0007402881,0.017260384],"study_design_scores_gemma":[0.0000019885583,0.000020389885,0.025414586,0.00013340838,0.0000050339154,0.00015379729,0.96232253,0.00007105343,0.00019996379,0.00031209947,0.011351068,0.000014047817],"about_ca_topic_score_codex":0.06711869,"about_ca_topic_score_gemma":0.22251408,"teacher_disagreement_score":0.06711869,"about_ca_system_score_codex":0.0036481596,"about_ca_system_score_gemma":0.001481908,"threshold_uncertainty_score":0.13345605},"labels":[],"label_agreement":null},{"id":"W4402205573","doi":"10.1002/jaal.1381","title":"Poetry unveiled: Multimodality and aesthetic responses as a fresh approach to teaching and reading verse","year":2024,"lang":"en","type":"article","venue":"Journal of Adolescent & Adult Literacy","topic":"Literacy, Media, and Education","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Queen's University","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Multimodality; Poetry; Reading (process); Literature; Linguistics; Pedagogy; Psychology; Art; Philosophy","score_opus":0.01732081704349446,"score_gpt":0.28895065755104754,"score_spread":0.27162984050755307,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4402205573","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.71753,0.0007500651,0.027378397,0.007599304,0.00062457577,0.00010780565,0.000055210076,0.00029032675,0.24566425],"genre_scores_gemma":[0.9799147,0.00018956723,0.0029160182,0.000394411,0.000087202796,0.000032148808,0.000016602613,0.000105186846,0.016344009],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99888486,0.0007688107,0.000017270597,0.000062695224,0.00018896785,0.000077434226],"domain_scores_gemma":[0.9980465,0.0012360157,0.0001185216,0.00018860355,0.00017637754,0.00023401262],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015243414,0.0003208634,0.00018939334,0.00061441073,0.0033061977,0.005221456,0.00034123892,0.0008937117,0.00786861],"category_scores_gemma":[0.0047363304,0.0001476832,0.00026308902,0.00029752072,0.0068626795,0.0031468512,0.0039864597,0.0028329878,0.00063212274],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00014175687,0.00010785735,0.0032352852,0.00021927149,0.0000189467,0.0020369135,0.8531389,0.00027489747,0.026269361,0.06766087,0.005818761,0.041077223],"study_design_scores_gemma":[0.000025329457,0.000323461,0.011524205,0.00048974925,0.000038125505,0.0030040874,0.72645634,0.0012234492,0.008634631,0.026950227,0.22126488,0.00006554028],"about_ca_topic_score_codex":0.00032500486,"about_ca_topic_score_gemma":0.0009856401,"teacher_disagreement_score":0.00786861,"about_ca_system_score_codex":0.00068893726,"about_ca_system_score_gemma":0.00032311503,"threshold_uncertainty_score":0.02632314},"labels":[],"label_agreement":null},{"id":"W4412846555","doi":"10.1002/jaal.70019","title":"Embracing Expansive Literacies: Our Collective Editorial Vision","year":2025,"lang":"en","type":"article","venue":"Journal of Adolescent & Adult Literacy","topic":"Literacy, Media, and Education","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Expansive; Visual literacy; Sociology; Literacy; Pedagogy; Mathematics education; Visual arts; Psychology; Media studies; Art","score_opus":0.00910707025757935,"score_gpt":0.2904535255823162,"score_spread":0.28134645532473684,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4412846555","genre_codex":"editorial","genre_gemma":"editorial","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"editorial","genre_consensus":"editorial","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0051427083,0.02226805,0.0060815793,0.41814628,0.52245444,0.00010292746,0.000057603425,0.00045364466,0.025292756],"genre_scores_gemma":[0.088544965,0.02116042,0.010779256,0.08295551,0.7733035,0.00021111392,0.000100549005,0.0007499729,0.022194732],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9593663,0.016231433,0.003153578,0.003169697,0.015075672,0.003003236],"domain_scores_gemma":[0.83961815,0.054389585,0.01218248,0.007604975,0.043106876,0.04309798],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.042044055,0.001412838,0.0012206422,0.006423076,0.014697702,0.05243205,0.0036519992,0.010151112,0.005408244],"category_scores_gemma":[0.09945933,0.00079030264,0.0014659215,0.0024741844,0.01810551,0.022279162,0.011510466,0.01938956,0.0027403554],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00008021194,0.00016153327,0.0015293526,0.0011959233,0.000066163586,0.0011971649,0.03245925,0.00028885028,0.001208858,0.07792366,0.797479,0.08640999],"study_design_scores_gemma":[0.000013482591,0.00006270008,0.00041431142,0.00096530956,0.00003826749,0.00067874824,0.014007243,0.00032358654,0.00039880283,0.03037706,0.9526611,0.000059440004],"about_ca_topic_score_codex":0.000655478,"about_ca_topic_score_gemma":0.0013449552,"teacher_disagreement_score":0.05243205,"about_ca_system_score_codex":0.0032069937,"about_ca_system_score_gemma":0.019905956,"threshold_uncertainty_score":0.22235286},"labels":[],"label_agreement":null},{"id":"W4689555","doi":"","title":"The Role of Visual Representation in the Assessment of Learning.","year":2004,"lang":"en","type":"article","venue":"Journal of Adolescent & Adult Literacy","topic":"Teacher Education and Leadership Studies","field":"Social Sciences","cited_by":35,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Visual arts; Poetry; Psychology; Painting; Representation (politics); Pencil (optics); Art; Literature","score_opus":0.03881408669059479,"score_gpt":0.43625556145002126,"score_spread":0.3974414747594265,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4689555","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.45677757,0.034548778,0.058029894,0.008201297,0.00095119287,0.00039170365,0.0008099293,0.0012409249,0.43904862],"genre_scores_gemma":[0.97834903,0.0032420591,0.012185349,0.00029218436,0.000093894436,0.00009404921,0.000114459785,0.000052476422,0.005576473],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99870384,0.0007200022,0.000035158842,0.00014422879,0.0002875522,0.000109273926],"domain_scores_gemma":[0.9945069,0.0031326835,0.00058076624,0.00048332036,0.00081341574,0.0004829004],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0023486665,0.00044179335,0.00019110777,0.0019803066,0.0003663326,0.0032610947,0.0008892594,0.00071224204,0.0057070167],"category_scores_gemma":[0.017701607,0.00011850015,0.00018717174,0.00063592754,0.0020528135,0.0031417499,0.0012926408,0.0005791327,0.0008486091],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00041546213,0.00016461528,0.032660503,0.00047246288,0.000051305487,0.00040204538,0.0045240554,0.0010734486,0.0041294554,0.013728321,0.00842541,0.9339528],"study_design_scores_gemma":[0.00015240289,0.0025702761,0.60764194,0.0023603302,0.00016831441,0.005796293,0.01858673,0.020121254,0.008517988,0.21229148,0.12142425,0.00036877542],"about_ca_topic_score_codex":0.0038729473,"about_ca_topic_score_gemma":0.0022650429,"teacher_disagreement_score":0.0057070167,"about_ca_system_score_codex":0.00070676784,"about_ca_system_score_gemma":0.0007779959,"threshold_uncertainty_score":0.019091904},"labels":[],"label_agreement":null},{"id":"W90900193","doi":"","title":"Teaching Independent Word Learning Strategies to Struggling Readers.","year":2002,"lang":"en","type":"article","venue":"Journal of Adolescent & Adult Literacy","topic":"Educational Methods and Media Use","field":"Computer Science","cited_by":26,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Learning Partnership","funders":"","keywords":"Psychology; Mathematics education; Word (group theory); Teaching method; Vocabulary development; Pedagogy; Linguistics","score_opus":0.026687351944763085,"score_gpt":0.3201567936007161,"score_spread":0.293469441655953,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W90900193","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9526969,0.0010774959,0.01331746,0.0008181673,0.00022507498,0.0005622249,0.00009869165,0.00044728775,0.030756611],"genre_scores_gemma":[0.91677624,0.0025291932,0.040381722,0.0004805061,0.00008372805,0.0008340143,0.00024113392,0.000122055026,0.038551416],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9997193,0.00008204406,0.000018724142,0.0000594317,0.00007726115,0.00004319182],"domain_scores_gemma":[0.9984456,0.0009135721,0.00012253805,0.000104062274,0.00010348895,0.00031081156],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00055755157,0.00060100364,0.00030857007,0.00055035454,0.00032406833,0.00097645493,0.0008183117,0.0006382825,0.010835153],"category_scores_gemma":[0.0044399025,0.00020689951,0.0003357889,0.00020434141,0.00035991744,0.0014862197,0.0012762692,0.0010951787,0.0026145445],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0013949211,0.022188911,0.006569182,0.0012014385,0.00006751836,0.0012187563,0.017380085,0.00051200105,0.058118377,0.0037513745,0.015188648,0.87240887],"study_design_scores_gemma":[0.007678426,0.06800688,0.12110929,0.0048784595,0.001772305,0.010173291,0.0691539,0.014259225,0.31738448,0.106862806,0.27813074,0.00059016974],"about_ca_topic_score_codex":0.00032296104,"about_ca_topic_score_gemma":0.0013605321,"teacher_disagreement_score":0.010835153,"about_ca_system_score_codex":0.0002130959,"about_ca_system_score_gemma":0.00070213166,"threshold_uncertainty_score":0.036247134},"labels":[],"label_agreement":null}]}