{"meta":{"query_hash":"67aa4c87c110","filters":{"venue":"Literacy"},"cohort_total":55,"direct_labels_cover":1,"predictions_cover":55,"exported":55,"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/67aa4c87c110","api":"https://metacan.xera.ac/api/v1/cohort?venue=Literacy"},"results":[{"id":"W1513994681","doi":"10.1111/j.1741-4369.2011.00583.x","title":"An early reader two decades later: a follow‐up case study on the Metacognitive reading strategies of ‘Jan’","year":2011,"lang":"en","type":"article","venue":"Literacy","topic":"Child Development and Digital Technology","field":"Social Sciences","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 Saskatchewan","funders":"","keywords":"Reading (process); Metacognition; Psychology; Qualitative research; Literacy; Learning to read; Task (project management); Developmental psychology; Inclusion (mineral); Pedagogy; Mathematics education; Cognition; Social psychology; Linguistics","score_opus":0.07581234730484569,"score_gpt":0.3667604817192361,"score_spread":0.2909481344143904,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1513994681","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.91152394,0.000019249183,0.000016591945,0.00009077934,0.00011050746,0.0003326452,0.000004921361,0.00008852169,0.08781282],"genre_scores_gemma":[0.9988804,0.0000031893642,0.00017858061,0.0000949315,0.00003901739,0.000023473121,0.0000017491793,0.000009274876,0.0007693955],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9989251,0.0001852196,0.00022370477,0.00022635801,0.00020628393,0.00023331407],"domain_scores_gemma":[0.9992616,0.00023564706,0.00010324235,0.00022533267,0.00011945771,0.000054689095],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0004181991,0.00011770189,0.0001634973,0.00012419767,0.0002757014,0.00020290338,0.0002726356,0.00005117043,0.00007790437],"category_scores_gemma":[0.00012497474,0.00008045369,0.000051757812,0.00032756102,0.00020315089,0.00095600804,0.00004590711,0.00013254085,0.000024398718],"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":[0.00007129833,0.00040438707,0.10053347,0.000003281005,0.00010953507,0.00056330033,0.7604489,6.233839e-8,0.00009529758,0.12195128,0.00004780526,0.01577142],"study_design_scores_gemma":[0.0012031039,0.0010606289,0.08762404,0.00008233017,0.000093435876,0.000049048387,0.8201656,0.0000037512673,0.0033628826,0.085074045,0.0008646622,0.000416499],"about_ca_topic_score_codex":0.0037591746,"about_ca_topic_score_gemma":0.0009239849,"teacher_disagreement_score":0.087356426,"about_ca_system_score_codex":0.000016382957,"about_ca_system_score_gemma":0.00006451376,"threshold_uncertainty_score":0.56827724},"labels":[],"label_agreement":null},{"id":"W1557205203","doi":"10.1111/j.1741-4369.2012.00679.x","title":"Student planners in school and out of school: who is managing whom?","year":2013,"lang":"en","type":"article","venue":"Literacy","topic":"Multilingual Education and Policy","field":"Social Sciences","cited_by":8,"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","funders":"","keywords":"Mathematics education; Literacy; Psychology; Pedagogy; Object (grammar); Sociology; Computer science","score_opus":0.03979526301233929,"score_gpt":0.4571544808026774,"score_spread":0.41735921779033813,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1557205203","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9419169,0.00021274886,0.0000018328362,0.004969185,0.00020184871,0.00017939796,0.0000021618362,0.000013786146,0.052502133],"genre_scores_gemma":[0.98133993,0.0001236757,0.00018894135,0.0019451864,0.00018438324,0.0000123009995,0.0000013446104,0.0000045077327,0.016199755],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9993108,0.00007297556,0.0001770034,0.00012057295,0.0001508714,0.00016778814],"domain_scores_gemma":[0.99955034,0.00006326212,0.00005565743,0.00010699119,0.000059054622,0.0001647088],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00020394816,0.000056596506,0.0000991986,0.00011058037,0.00009063994,0.00020870405,0.00012787337,0.000035823996,0.0012386997],"category_scores_gemma":[0.00018601664,0.00005419998,0.000018781508,0.00012645852,0.00007137579,0.00037715136,0.000029851408,0.000094271505,0.0001709894],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000034758793,0.000050851766,0.484554,0.00002498895,0.0000073621623,7.088316e-7,0.4772483,0.0000014001508,0.000035885012,0.0026423512,0.0067613707,0.028669285],"study_design_scores_gemma":[0.00033071887,0.0000136475055,0.7223866,0.00011838011,0.0000038098399,1.5608188e-7,0.026819825,0.0001006766,0.000037100748,0.0015676114,0.24849239,0.0001290664],"about_ca_topic_score_codex":0.010539642,"about_ca_topic_score_gemma":0.00032584585,"teacher_disagreement_score":0.4504285,"about_ca_system_score_codex":0.000036841124,"about_ca_system_score_gemma":0.00011433643,"threshold_uncertainty_score":0.9996743},"labels":[],"label_agreement":null},{"id":"W1594340406","doi":"10.1111/j.1741-4369.2010.00556.x","title":"Children's advertisement writing","year":2010,"lang":"en","type":"article","venue":"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":false,"ca_institutions":"Education and Early Childhood Development","funders":"","keywords":"Psychology; Advertising; Mathematics education; Business","score_opus":0.006944395168233063,"score_gpt":0.23648365009674582,"score_spread":0.22953925492851276,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1594340406","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98137677,0.00009727483,0.0000065028257,0.0005441358,0.0036002784,0.00011299408,0.000017936856,0.00008671531,0.014157387],"genre_scores_gemma":[0.98458153,0.0000053847243,0.0003392221,0.0009980077,0.0076339226,0.000023784803,0.000118179494,0.000014901633,0.0062850756],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.99925935,0.000015372358,0.00021299072,0.00016754879,0.00012964765,0.00021511342],"domain_scores_gemma":[0.99949837,0.000046848538,0.000058240348,0.00022089337,0.00009501645,0.00008061485],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.000109053515,0.00010320133,0.00008698186,0.00006663199,0.00024703873,0.0004177683,0.00012503582,0.000026577953,0.004643283],"category_scores_gemma":[0.000034538458,0.00008899095,0.000052003787,0.000022450233,0.000059655544,0.0006684576,0.000023062777,0.00019818071,0.00041750103],"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":[0.000006560977,0.00015822583,0.029506346,0.000029716202,0.00002059409,0.0000022071013,0.8265757,1.4711836e-7,0.000118056865,0.032436766,0.010628768,0.10051691],"study_design_scores_gemma":[0.0004975649,0.000053138487,0.0622734,0.0000771439,0.000030205118,0.0000131486895,0.010176504,0.00007932695,0.0004745089,0.0041550356,0.92177993,0.00039007916],"about_ca_topic_score_codex":0.00017056154,"about_ca_topic_score_gemma":0.000055225704,"teacher_disagreement_score":0.9111512,"about_ca_system_score_codex":0.000009572612,"about_ca_system_score_gemma":0.000024086927,"threshold_uncertainty_score":0.9962666},"labels":[],"label_agreement":null},{"id":"W1608940271","doi":"10.1111/lit.12036","title":"Not just ‘sunny days’: Aboriginal students connect out‐of‐school literacy resources with school literacy practices","year":2014,"lang":"en","type":"article","venue":"Literacy","topic":"Multilingual Education and Policy","field":"Social Sciences","cited_by":20,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Alberta","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Literacy; Pedagogy; Merge (version control); Sociology; Mathematics education; Psychology; Computer science","score_opus":0.050258501101447896,"score_gpt":0.4996386775569259,"score_spread":0.449380176455478,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1608940271","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.95056504,0.00028435286,0.00007660315,0.0037195266,0.001179158,0.00058257947,0.000041816787,0.00016979876,0.043381102],"genre_scores_gemma":[0.96035165,0.0001558239,0.0033259578,0.0036697884,0.0026682564,0.000061509156,0.000036943486,0.00004791498,0.029682143],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9954217,0.0010297984,0.0008171646,0.00068745925,0.0012958449,0.0007480188],"domain_scores_gemma":[0.9944604,0.0015590175,0.0013310415,0.0008066091,0.0009931935,0.0008497083],"candidate_categories":["metaepi_narrow","scholarly_communication","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0018090988,0.00039238928,0.0005073399,0.00036202636,0.0006971838,0.0018941411,0.0011742135,0.0001804188,0.0020195167],"category_scores_gemma":[0.0046467725,0.00033517406,0.00014633684,0.0007258679,0.0003223909,0.003037381,0.00008703298,0.00058797974,0.0006806659],"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":[0.00069486944,0.0009861931,0.32344177,0.00025538215,0.00016105187,0.000018524448,0.6162932,0.0000124502,0.0003342713,0.009617202,0.004658724,0.04352636],"study_design_scores_gemma":[0.0010887225,0.0001886025,0.058119442,0.00032653307,0.00007708096,0.000004512608,0.0035311945,0.0000854649,0.00018034213,0.00017410502,0.9357811,0.00044288786],"about_ca_topic_score_codex":0.005510259,"about_ca_topic_score_gemma":0.00026812957,"teacher_disagreement_score":0.93112236,"about_ca_system_score_codex":0.00014109939,"about_ca_system_score_gemma":0.000794801,"threshold_uncertainty_score":0.99991006},"labels":[{"model":"gpt","categories":[],"domain":null,"study_design":"qualitative","genre":"empirical","about_ca_system":false,"about_ca_topic":true,"confidence":"high"},{"model":"opus","categories":[],"domain":null,"study_design":"qualitative","genre":"empirical","about_ca_system":false,"about_ca_topic":true,"confidence":"medium"}],"label_agreement":"agree"},{"id":"W1805165483","doi":"10.1111/j.1741-4369.2012.00664.x","title":"Meaning‐making with colour in multimodal texts: an 11‐year‐old student's purposeful ‘doing’","year":2012,"lang":"en","type":"article","venue":"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 Victoria","funders":"","keywords":"Semiotics; Meaning (existential); Sign (mathematics); Interpretation (philosophy); Selection (genetic algorithm); Psychology; Multimodality; Meaning-making; Linguistics; Pedagogy; Computer science; Artificial intelligence; Philosophy","score_opus":0.01980563556062274,"score_gpt":0.29314480864956477,"score_spread":0.273339173088942,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1805165483","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9869863,0.00019580683,0.0000104842065,0.00012758064,0.0016752048,0.00030653586,0.000013920282,0.00009137816,0.010592794],"genre_scores_gemma":[0.9907129,0.0000037278207,0.0012516285,0.00071294483,0.003302911,0.000063186315,0.00007006236,0.000039755898,0.0038429182],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.99847233,0.00010565755,0.000333447,0.00026919306,0.00028574408,0.00053362973],"domain_scores_gemma":[0.9991716,0.00010461263,0.00013642987,0.00030950562,0.00012764931,0.0001501954],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00033077106,0.00021465521,0.00022130544,0.00019473615,0.00022231162,0.00068975805,0.00021932871,0.000052120977,0.0011517626],"category_scores_gemma":[0.000032744,0.00017237804,0.000042970245,0.00008034618,0.000088954395,0.0028579975,0.000040917817,0.00021690817,0.00014234055],"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":[0.000041317337,0.00047833857,0.23810507,0.00003342869,0.000013259074,0.000006052264,0.7449051,0.000003586445,0.0000052448995,0.012594744,0.00035628479,0.003457565],"study_design_scores_gemma":[0.0025032659,0.00040365156,0.19338234,0.0006002592,0.00007967,0.000024873762,0.23215362,0.00027396993,0.00007252247,0.0008302746,0.5687379,0.00093763205],"about_ca_topic_score_codex":0.0004972466,"about_ca_topic_score_gemma":0.0008211919,"teacher_disagreement_score":0.56838167,"about_ca_system_score_codex":0.00009079075,"about_ca_system_score_gemma":0.000045831508,"threshold_uncertainty_score":0.99976134},"labels":[],"label_agreement":null},{"id":"W1836591004","doi":"10.1111/lit.12050","title":"Envisioning possibilities: visualising as enquiry in literacy studies","year":2015,"lang":"en","type":"article","venue":"Literacy","topic":"Literacy, Media, and Education","field":"Arts and Humanities","cited_by":24,"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","funders":"","keywords":"Comics; Visualization; Meaning (existential); Literacy; Focus (optics); Conversation; Visual literacy; Foregrounding; Process (computing); Multimodality; Sociology; Computer science; Cognitive science; Linguistics; Psychology; Pedagogy; Communication; World Wide Web","score_opus":0.11939478430136279,"score_gpt":0.40745860665638556,"score_spread":0.28806382235502276,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1836591004","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97962296,0.007444445,0.0000072135,0.00047630694,0.004206415,0.00023290304,0.000012797305,0.00011575101,0.007881235],"genre_scores_gemma":[0.9783385,0.00008406779,0.00039258017,0.0015547526,0.0031753478,0.000056975037,0.00008247388,0.000035345543,0.016279982],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9979094,0.00017828555,0.00066910044,0.00042549218,0.00035662827,0.0004610388],"domain_scores_gemma":[0.9982378,0.0005270563,0.00016112988,0.00038946987,0.0004927551,0.00019178489],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006711941,0.00026903895,0.000355442,0.0003649216,0.00023832789,0.0010081928,0.00021447193,0.000057076595,0.00064066314],"category_scores_gemma":[0.00083645235,0.00022776677,0.000089466754,0.00012915532,0.00021563059,0.0031821877,0.00009309933,0.0002433176,0.00043812956],"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":[0.00004318715,0.00014113441,0.0028080326,0.000096928336,0.000022181192,0.000022117067,0.96970993,0.0000034826576,0.000003993876,0.0073915124,0.0024442386,0.017313257],"study_design_scores_gemma":[0.000997199,0.00023200485,0.00062893913,0.0009405773,0.00002524691,0.000018598275,0.58613235,0.00028858054,0.00010183588,0.049115136,0.36100072,0.00051878596],"about_ca_topic_score_codex":0.00074324076,"about_ca_topic_score_gemma":0.00005432609,"teacher_disagreement_score":0.38357756,"about_ca_system_score_codex":0.00019588823,"about_ca_system_score_gemma":0.00016491744,"threshold_uncertainty_score":0.9722026},"labels":[],"label_agreement":null},{"id":"W1861656995","doi":"10.1111/j.1741-4369.2010.00557.x","title":"Images of childhood and the implied reader in young children's information books","year":2010,"lang":"en","type":"article","venue":"Literacy","topic":"Literacy, Media, and Education","field":"Arts and Humanities","cited_by":29,"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 Alberta","funders":"","keywords":"Reading (process); Psychology; Construct (python library); Innocence; Presentation (obstetrics); Early childhood education; Picture books; Perception; Unconscious mind; Early childhood; Developmental psychology; Linguistics; Literature; Art; Computer science; Psychoanalysis","score_opus":0.003468794702728478,"score_gpt":0.20398297728573572,"score_spread":0.20051418258300724,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1861656995","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9841786,0.000094071846,0.0000021732037,0.0005054655,0.00066331984,0.00020497995,0.00002436347,0.000016191349,0.014310832],"genre_scores_gemma":[0.9984476,0.000017146684,0.000073887124,0.00035322324,0.00051570946,0.00002097463,0.00007923265,0.0000052829328,0.0004869736],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9994346,0.000024083452,0.0002643915,0.00007156387,0.00008902549,0.00011636695],"domain_scores_gemma":[0.99954855,0.00007996549,0.000107951695,0.00016708198,0.00007076014,0.000025692196],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0001934987,0.00008053237,0.000110855,0.00009770338,0.00010025049,0.00026792305,0.00008761804,0.000027228247,0.00020565875],"category_scores_gemma":[0.000063720094,0.00005142545,0.000028611357,0.000023814022,0.00018359868,0.0012398795,0.000021116148,0.00017876117,0.000014521677],"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":[0.000022061335,0.00003450242,0.016953213,0.000019370853,0.000008390561,6.1668864e-8,0.9356027,7.7587586e-8,0.000011394354,0.032906894,0.00069509493,0.013746238],"study_design_scores_gemma":[0.0023688176,0.00003283432,0.9356127,0.000068571484,0.00002975702,0.00001898216,0.026564676,0.00003927179,0.00036193745,0.01224285,0.022444544,0.00021507454],"about_ca_topic_score_codex":0.0007505766,"about_ca_topic_score_gemma":0.00012497565,"teacher_disagreement_score":0.91865945,"about_ca_system_score_codex":0.000003831609,"about_ca_system_score_gemma":0.000021623287,"threshold_uncertainty_score":0.2583588},"labels":[],"label_agreement":null},{"id":"W1866188031","doi":"10.1111/j.1741-4369.2012.00675.x","title":"The simultaneity of experience: cultural identity, magical realism and the artefactual in digital storytelling","year":2012,"lang":"en","type":"article","venue":"Literacy","topic":"Literacy, Media, and Education","field":"Arts and Humanities","cited_by":35,"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 Manitoba","funders":"","keywords":"Narrative; Sociology; Orality; Identity (music); Aesthetics; Realism; Digital storytelling; Storytelling; Vision; Literacy; Epistemology; Literature; Pedagogy; Art; Anthropology","score_opus":0.024659774903455407,"score_gpt":0.297147359426416,"score_spread":0.2724875845229606,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1866188031","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9951583,0.0014540817,0.000005442438,0.00035564104,0.0009779521,0.00011201486,0.000009725092,0.000010374652,0.0019164536],"genre_scores_gemma":[0.99752504,0.00006313645,0.000007062742,0.00012758025,0.0010210382,0.000012979483,0.000015764223,0.0000047938393,0.0012226038],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9992631,0.000047875288,0.00023999925,0.0000876329,0.00016580614,0.00019556083],"domain_scores_gemma":[0.9991129,0.00054179714,0.00007670948,0.00013813544,0.000081274186,0.00004919844],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00027222701,0.00008254699,0.00010738071,0.000024208362,0.00024910254,0.00064040895,0.00013506916,0.000021007772,0.00010336318],"category_scores_gemma":[0.00020129605,0.000040156086,0.000039471346,0.000030554296,0.0004576848,0.002559184,0.000040606938,0.00012386763,0.000012879409],"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":[0.00003451263,0.000041391115,0.00663499,0.00000971709,0.000004871308,3.0119642e-7,0.9268534,5.335316e-7,0.0000012188468,0.0626368,0.00018020374,0.0036020637],"study_design_scores_gemma":[0.0015496471,0.00004759879,0.028551294,0.00011047402,0.000034220662,0.000015954334,0.654937,0.0010072743,0.00006122851,0.024041193,0.2892954,0.0003487094],"about_ca_topic_score_codex":0.00024870478,"about_ca_topic_score_gemma":0.0000590817,"teacher_disagreement_score":0.2891152,"about_ca_system_score_codex":0.000014305982,"about_ca_system_score_gemma":0.0000099183835,"threshold_uncertainty_score":0.6175478},"labels":[],"label_agreement":null},{"id":"W1901212191","doi":"10.1111/lit.12022","title":"Playing as a mutant in a virtual world: understanding overlapping story worlds in popular culture video games","year":2014,"lang":"en","type":"article","venue":"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":false,"ca_institutions":"Brock University","funders":"","keywords":"Video game; Literacy; Metaverse; Media literacy; Destiny (ISS module); Fictional universe; Computer science; Multimedia; Virtual world; Sociology; Narrative; Media studies; Art; Literature; Pedagogy; Virtual reality; Human–computer interaction","score_opus":0.02654052864602798,"score_gpt":0.2661313002267071,"score_spread":0.23959077158067912,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1901212191","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98392034,0.000589353,0.00009882423,0.0005819791,0.001786553,0.0002098266,0.000007300564,0.000070712566,0.0127351405],"genre_scores_gemma":[0.9872205,0.000020343656,0.000088369925,0.0012750581,0.0013045669,0.00003795668,0.000052462263,0.000027491644,0.009973246],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9984256,0.0001776196,0.00040455858,0.00034240904,0.00023572877,0.00041406308],"domain_scores_gemma":[0.99933785,0.00017548865,0.00012477818,0.000228715,0.000039973605,0.00009319647],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00046938084,0.00021828721,0.00027839272,0.0006914225,0.00025555806,0.0005057876,0.00016198462,0.00005586127,0.00047481383],"category_scores_gemma":[0.00017760078,0.00019829339,0.000072050665,0.00022043395,0.00007666361,0.0012555633,0.00003736856,0.00043950463,0.00006900229],"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":[0.00004220914,0.000088628825,0.008529713,0.00006220778,0.000010252899,0.000016905124,0.8585663,0.000018577404,0.00005717142,0.12803666,0.0010784236,0.0034929754],"study_design_scores_gemma":[0.0018463753,0.00015916048,0.004616483,0.0022981686,0.000028027163,0.000012292167,0.2546069,0.0027264499,0.000029768222,0.02988901,0.70294607,0.0008412776],"about_ca_topic_score_codex":0.00042366,"about_ca_topic_score_gemma":0.0023699985,"teacher_disagreement_score":0.70186764,"about_ca_system_score_codex":0.000379076,"about_ca_system_score_gemma":0.000057195142,"threshold_uncertainty_score":0.808617},"labels":[],"label_agreement":null},{"id":"W1929008907","doi":"10.1111/lit.12009","title":"The digital reading path: researching modes and multidirectionality with iPads","year":2013,"lang":"en","type":"article","venue":"Literacy","topic":"Child Development and Digital Technology","field":"Social Sciences","cited_by":81,"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":"Affordance; Reading (process); Meaning (existential); Construct (python library); Literacy; Meaning-making; Materiality (auditing); Handwriting; Gesture; Digital literacy; Coding (social sciences); Cognition; Psychology; Computer science; Mathematics education; Multimedia; Pedagogy; Human–computer interaction; Sociology; Linguistics; Aesthetics","score_opus":0.015609458777301459,"score_gpt":0.30311349553314837,"score_spread":0.2875040367558469,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1929008907","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.84890795,0.00007983339,0.000094111136,0.0025231084,0.000026385602,0.0001449914,0.0000023228426,0.000099238205,0.14812204],"genre_scores_gemma":[0.99432695,0.000042802374,0.00045173606,0.000044859386,0.000050540417,0.000017518361,0.000002833872,0.0000041544763,0.0050585824],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99934655,0.000032753647,0.000086858156,0.00013229992,0.0001904183,0.00021112688],"domain_scores_gemma":[0.9993467,0.00040928836,0.000026282534,0.00009150883,0.000067430876,0.000058789425],"candidate_categories":["scholarly_communication"],"consensus_categories":[],"category_scores_codex":[0.00023179765,0.00005201311,0.000052505588,0.000031838692,0.0007416362,0.0010448319,0.0001142241,0.00003092635,0.000014146018],"category_scores_gemma":[0.00037391853,0.000031961772,0.00001282807,0.00014864489,0.00028226714,0.0009605363,0.00006837067,0.00009873198,0.00002326829],"study_design_candidate":"design_other","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":[0.000019636105,0.000029944315,0.15853536,0.0000052302885,0.00001542945,0.0000035196813,0.010280835,4.791681e-7,0.000053116735,0.21808602,0.00094597857,0.6120244],"study_design_scores_gemma":[0.00057064346,0.00008303806,0.27675658,0.00012221647,0.0000045666616,0.00001528193,0.011380758,0.00070007256,0.00019035609,0.19524056,0.5144762,0.0004597196],"about_ca_topic_score_codex":0.00062029273,"about_ca_topic_score_gemma":0.000077279205,"teacher_disagreement_score":0.61156476,"about_ca_system_score_codex":0.000026013546,"about_ca_system_score_gemma":0.00003882679,"threshold_uncertainty_score":0.9999922},"labels":[],"label_agreement":null},{"id":"W1952380332","doi":"10.1111/j.1741-4369.2011.00580.x","title":"Teaching narrative writing using comics:<scp>D</scp>elainey and<scp>R</scp>asmussen, the creators of<i><scp>B</scp>etty</i>, share their composing strategies as rich literacy resources for elementary teachers","year":2012,"lang":"en","type":"article","venue":"Literacy","topic":"Literacy, Media, and Education","field":"Arts and Humanities","cited_by":6,"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 Alberta","funders":"","keywords":"Comics; Narrative; Literacy; Comic strip; Newspaper; Pedagogy; Sociology; Psychology; Mathematics education; Literature; Media studies; Art","score_opus":0.02708362526373291,"score_gpt":0.2924561349070744,"score_spread":0.26537250964334147,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1952380332","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97891086,0.006172489,0.00011895953,0.00017548424,0.0012299247,0.0010169335,0.00040923912,0.00023852327,0.011727587],"genre_scores_gemma":[0.98607445,0.00006457628,0.0027388053,0.0011954204,0.0046796845,0.0001219597,0.00060743035,0.00019084473,0.0043268013],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9958276,0.00062241417,0.0011770476,0.0006639573,0.0004696165,0.0012393686],"domain_scores_gemma":[0.9907456,0.006951834,0.00096800656,0.0005947394,0.0004005401,0.00033925162],"candidate_categories":["metaepi_narrow","sts","scholarly_communication"],"consensus_categories":[],"category_scores_codex":[0.0015109525,0.00075383746,0.0007417679,0.0004398596,0.002317963,0.0023939915,0.0005778846,0.00017687808,0.000050904007],"category_scores_gemma":[0.0011982433,0.00058107724,0.00028565468,0.00019927352,0.00046836838,0.0043891966,0.00021193117,0.00083324214,0.000009918177],"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":[0.000008383424,0.00026323664,0.016054269,0.00038190908,0.00024407812,0.0000026896232,0.96390724,0.000020075713,0.00051062554,0.005808306,0.010108218,0.0026909474],"study_design_scores_gemma":[0.0006512039,0.00014764264,0.000968268,0.0007384492,0.00016610014,0.000031421623,0.71664184,0.0010043103,0.00062240375,0.0017026536,0.2771916,0.00013409652],"about_ca_topic_score_codex":0.0018631527,"about_ca_topic_score_gemma":0.00007303431,"teacher_disagreement_score":0.2670834,"about_ca_system_score_codex":0.0001392307,"about_ca_system_score_gemma":0.0001416936,"threshold_uncertainty_score":0.99966407},"labels":[],"label_agreement":null},{"id":"W1984593243","doi":"10.1111/j.1741-4369.2009.00522.x","title":"Pre‐service teachers explore cultural identity and ideology through picture books","year":2009,"lang":"en","type":"article","venue":"Literacy","topic":"Educator Training and Historical Pedagogy","field":"Social Sciences","cited_by":23,"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 Alberta; Memorial University of Newfoundland","funders":"","keywords":"Multiculturalism; Ideology; Curriculum; Pedagogy; Identity (music); Context (archaeology); Sociology; Diversity (politics); Multicultural education; Cultural identity; Gender studies; Social science; Political science; Politics; Anthropology; Aesthetics; Geography","score_opus":0.12373837668488886,"score_gpt":0.43615895395505305,"score_spread":0.3124205772701642,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1984593243","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9460047,0.001363716,0.000056676326,0.010542498,0.0005833073,0.000093178176,0.000001827126,0.00012350893,0.04123062],"genre_scores_gemma":[0.98762894,0.00008090626,0.0008926904,0.005426758,0.000710473,0.000005649503,0.000006637611,0.000005330927,0.0052426397],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9990192,0.00013390534,0.0001475057,0.00023503578,0.00017494454,0.00028941687],"domain_scores_gemma":[0.99953634,0.00007091032,0.00005760034,0.00013411208,0.000075108146,0.00012595058],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00016937379,0.00010354522,0.00014776098,0.000025769281,0.00046127022,0.00014448291,0.00020342319,0.00012562316,0.00011856526],"category_scores_gemma":[0.00013338072,0.00009166668,0.000042057203,0.00015473754,0.00014537516,0.0010032511,0.000020018162,0.00022909841,0.000024523399],"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":[0.000009542275,0.000043901287,0.009150414,0.000006416541,0.0000071347085,0.0000048631937,0.93331563,5.5751184e-7,0.00006686659,0.04309351,0.0045923335,0.009708805],"study_design_scores_gemma":[0.00023439387,0.00007316109,0.038015418,0.000022917007,0.00002102793,0.0000046310283,0.045861855,0.0000026713426,0.0000072432144,0.03488985,0.8806665,0.00020031286],"about_ca_topic_score_codex":0.002365254,"about_ca_topic_score_gemma":0.00079932675,"teacher_disagreement_score":0.8874538,"about_ca_system_score_codex":0.00007403437,"about_ca_system_score_gemma":0.00006449236,"threshold_uncertainty_score":0.37380588},"labels":[],"label_agreement":null},{"id":"W1988843183","doi":"10.1111/j.1741-4369.2008.00488.x","title":"Turning boys off? Listening to what five‐year‐olds say about reading","year":2008,"lang":"en","type":"article","venue":"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":"Education and Early Childhood Development","funders":"","keywords":"Formality; Reading (process); Active listening; Psychology; Context (archaeology); Literacy; Perspective (graphical); Developmental psychology; Centrality; Statutory law; Pedagogy; Linguistics; Computer science; Political science; Communication","score_opus":0.015910933297290573,"score_gpt":0.30854366166380703,"score_spread":0.29263272836651644,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1988843183","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9349854,0.0018487078,0.0005776676,0.0009393375,0.003041655,0.00029311597,0.000007783827,0.00027135047,0.058034997],"genre_scores_gemma":[0.863046,0.00013321,0.009539628,0.0037230845,0.00072947936,0.00008709558,0.00006141301,0.00007245055,0.12260763],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9974351,0.0001693069,0.0006092307,0.00070513075,0.00031810446,0.0007631094],"domain_scores_gemma":[0.9984314,0.00031240634,0.00016027698,0.0006453374,0.00013066776,0.00031993433],"candidate_categories":["metaepi_narrow","insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.00039937894,0.0003233879,0.000385368,0.00035907925,0.00037252775,0.000465869,0.00036910558,0.00015169896,0.0010220427],"category_scores_gemma":[0.00009267858,0.00031064937,0.00013810254,0.00050634966,0.000044609682,0.0010394534,0.00012429751,0.0003966267,0.0025928735],"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":[0.00027751116,0.00020285853,0.056715958,0.00006598425,0.00020201765,0.0012072413,0.45344514,0.000091669615,0.001305251,0.003167363,0.05593641,0.4273826],"study_design_scores_gemma":[0.0008779092,0.00012381007,0.13090612,0.0009668176,0.000019299501,0.0005095127,0.0017952956,0.00010344702,0.00024987425,0.0001384533,0.8636623,0.0006471773],"about_ca_topic_score_codex":0.0001500173,"about_ca_topic_score_gemma":0.0000012023545,"teacher_disagreement_score":0.80772585,"about_ca_system_score_codex":0.000109895926,"about_ca_system_score_gemma":0.00004321663,"threshold_uncertainty_score":0.99993455},"labels":[],"label_agreement":null},{"id":"W2020063966","doi":"10.1111/j.1467-9345.2006.00442.x","title":"Status of women in highly literate societies: the case of Kerala and Finland","year":2006,"lang":"en","type":"article","venue":"Literacy","topic":"Social and Economic Development in India","field":"Social Sciences","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":"Trinity College","funders":"","keywords":"Literacy; Realm; Literacy rate; Social status; Developing country; Economic growth; Adult literacy; Sociology; Political science; Socioeconomics; Gender studies; Social science; Pedagogy; Economics","score_opus":0.009203772921762164,"score_gpt":0.27036520533738123,"score_spread":0.26116143241561907,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2020063966","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9794376,0.00031441412,5.560338e-7,0.00027927136,0.00011963356,0.00009292992,0.00001888233,0.000004863999,0.019731829],"genre_scores_gemma":[0.99550945,0.00017745777,0.00012844587,0.00008614556,0.000073285155,0.000012556481,0.0000028210359,0.0000032233104,0.004006642],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9991862,0.0000832004,0.0002445546,0.00009049848,0.000055043456,0.00034047704],"domain_scores_gemma":[0.9994831,0.0002687782,0.00010176192,0.000063377214,0.000034999255,0.000047957248],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005815121,0.00005329516,0.00013863748,0.000035702422,0.00012692198,0.00005438499,0.0000699345,0.00004326524,0.000104195955],"category_scores_gemma":[0.000057594127,0.000041566527,0.000023780989,0.00015222942,0.00020029166,0.00018741345,0.000026074704,0.000052116317,0.0000031336078],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000019167774,0.000048695543,0.3840884,0.000040285777,0.000013859915,0.000029001309,0.58614135,0.0000042198544,0.00002619139,0.018219316,0.0013343579,0.010035174],"study_design_scores_gemma":[0.0013510117,0.000065769236,0.47371823,0.00011192703,0.000010447228,0.000012086491,0.06709027,0.000052171636,0.00014945719,0.17317395,0.2839239,0.00034078624],"about_ca_topic_score_codex":0.011333709,"about_ca_topic_score_gemma":0.0004860966,"teacher_disagreement_score":0.5190511,"about_ca_system_score_codex":0.0001104748,"about_ca_system_score_gemma":0.00010638219,"threshold_uncertainty_score":0.9952499},"labels":[],"label_agreement":null},{"id":"W2038014766","doi":"10.1111/j.1467-9345.2007.00446.x","title":"Writing texts with Radical Change characteristics","year":2007,"lang":"en","type":"article","venue":"Literacy","topic":"Literacy, Media, and Education","field":"Arts and Humanities","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 Victoria","funders":"","keywords":"Intertextuality; Linguistics; Taxonomy (biology); Reading (process); Psychology; Pedagogy; Sociology; Literature; Mathematics education; Art; Ecology; Philosophy","score_opus":0.031199687329669303,"score_gpt":0.26981881806843344,"score_spread":0.23861913073876415,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2038014766","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98817986,0.0002368191,0.00007981446,0.0005012492,0.0013571548,0.00015761772,0.000023082317,0.00009317656,0.009371217],"genre_scores_gemma":[0.98435545,0.000011164448,0.0004145394,0.0019885232,0.009459278,0.000020018959,0.00014451766,0.00002289499,0.0035835872],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.99902177,0.000018985953,0.0002667271,0.0001797571,0.00018159168,0.00033115107],"domain_scores_gemma":[0.99934316,0.00013038926,0.00009509464,0.00017470575,0.00013014875,0.0001265192],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00024572568,0.0001312626,0.00013794872,0.00010249214,0.00022794645,0.00035906688,0.00010171409,0.0000348171,0.0012908323],"category_scores_gemma":[0.000032553264,0.00010132815,0.000034226425,0.00004385297,0.00011600573,0.0007595289,0.000015732765,0.00015568834,0.0001869124],"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":[0.000048185593,0.00012961954,0.015322579,0.00007941064,0.00001307904,0.000037102163,0.8125523,5.3065796e-9,0.0000067840065,0.011388748,0.0010451522,0.15937704],"study_design_scores_gemma":[0.0004178566,0.00013125672,0.05987362,0.0002566398,0.00002844164,0.000028852606,0.015188181,0.000037038593,0.00007233194,0.00045948065,0.92318493,0.0003213692],"about_ca_topic_score_codex":0.000081173515,"about_ca_topic_score_gemma":0.000037105176,"teacher_disagreement_score":0.92213976,"about_ca_system_score_codex":0.000027915405,"about_ca_system_score_gemma":0.000023677701,"threshold_uncertainty_score":0.9996221},"labels":[],"label_agreement":null},{"id":"W2060825509","doi":"10.1111/j.1467-9345.2008.00479.x","title":"Inviting conversation: meaningful talk about texts for English language learners","year":2008,"lang":"en","type":"article","venue":"Literacy","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":31,"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 Alberta","funders":"","keywords":"Situated; Ell; Conversation; Literacy; Reading (process); Vocabulary; Proposition; Meaning (existential); Pedagogy; Psychology; Identity (music); Vocabulary development; Task (project management); Linguistics; Teaching method; Mathematics education; Computer science; Communication","score_opus":0.023534161274694085,"score_gpt":0.2590165125037397,"score_spread":0.2354823512290456,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2060825509","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9206662,0.00048592372,0.00015188985,0.00023947851,0.0006925106,0.00015663303,0.000017616196,0.00031440833,0.07727533],"genre_scores_gemma":[0.9658417,0.000006536552,0.0005402893,0.00071525486,0.0023779655,0.000018679822,0.00008501007,0.000029423785,0.030385133],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9991643,0.00006179513,0.00020164333,0.00020111002,0.00013016113,0.00024098747],"domain_scores_gemma":[0.9993579,0.00022856556,0.000107196785,0.00014657952,0.000105134626,0.000054655688],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00022714626,0.00012593616,0.00014403331,0.00007711419,0.00061979983,0.00023054922,0.00010933796,0.000036361696,0.0009979988],"category_scores_gemma":[0.0003412062,0.00011911435,0.00009152999,0.000026124431,0.00009107726,0.0004733183,0.00002290326,0.00024052699,0.000059858434],"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":[0.000014510734,0.0000229107,0.0008807894,0.000047641308,0.000021388545,0.000018396579,0.96797436,0.00002370633,0.00006611361,0.016131721,0.003000466,0.011797977],"study_design_scores_gemma":[0.0005965684,0.00006607409,0.00015688683,0.00009526126,0.000015133325,0.000009434732,0.05004301,0.0007365703,0.00012576036,0.00016358928,0.94775784,0.00023384894],"about_ca_topic_score_codex":0.00015298963,"about_ca_topic_score_gemma":0.000022720293,"teacher_disagreement_score":0.9447574,"about_ca_system_score_codex":0.000023652003,"about_ca_system_score_gemma":0.000019059667,"threshold_uncertainty_score":0.99991524},"labels":[],"label_agreement":null},{"id":"W2101964733","doi":"10.1111/j.1741-4369.2009.00512.x","title":"The Digital Pencil: One‐to‐One Computing for Children. By Jing Lei, Paul F. Conway and Yong Zhao","year":2009,"lang":"en","type":"article","venue":"Literacy","topic":"Diverse Historical and Scientific Studies","field":"Arts and Humanities","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":"Laptop; Agency (philosophy); Sociology; Globalization; Identity (music); Media studies; Public relations; Psychology; Computer science; Social science; Political science; Aesthetics; Law","score_opus":0.02339935257602549,"score_gpt":0.22069545672008498,"score_spread":0.1972961041440595,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2101964733","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.76593745,0.0064426227,0.0011768497,0.006619429,0.0029273697,0.0014659284,0.0008286872,0.00029906837,0.21430258],"genre_scores_gemma":[0.97215605,0.000010943332,0.00010776768,0.00052583613,0.00040534674,0.0000050452563,0.00002696895,0.000005707045,0.026756346],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9992144,0.000008377606,0.0001738971,0.00021502974,0.00015046715,0.00023781793],"domain_scores_gemma":[0.9995229,0.0001645619,0.000051615032,0.00010611503,0.00008985408,0.00006493694],"candidate_categories":["sts","scholarly_communication"],"consensus_categories":[],"category_scores_codex":[0.00011791891,0.00010255962,0.00013914471,0.000026186472,0.0013617759,0.001214874,0.00012793303,0.00001347488,0.00004051916],"category_scores_gemma":[0.00006110445,0.00007128413,0.000051596064,0.000031728952,0.00011653153,0.00026371417,0.000060742415,0.00005980511,0.000036551966],"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":[0.00005640442,0.00019686036,0.0011711252,0.000024089757,0.00009287193,0.000002060114,0.1018448,0.0000022640281,0.00007431491,0.14418589,0.29249772,0.4598516],"study_design_scores_gemma":[0.00028213355,0.000114777,0.0022398704,0.000041741674,0.000015563797,9.628588e-7,0.0008427797,0.00007528351,0.000012764936,0.0032179384,0.9929925,0.00016364343],"about_ca_topic_score_codex":0.000020391177,"about_ca_topic_score_gemma":0.000006491792,"teacher_disagreement_score":0.7004948,"about_ca_system_score_codex":0.000019983103,"about_ca_system_score_gemma":0.0000048061165,"threshold_uncertainty_score":0.9999383},"labels":[],"label_agreement":null},{"id":"W2105612093","doi":"10.1111/j.1741-4369.2008.00487.x","title":"Can the simple view deal with the complexities of reading?","year":2008,"lang":"en","type":"article","venue":"Literacy","topic":"Reading and Literacy Development","field":"Psychology","cited_by":279,"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; Queen's University","funders":"","keywords":"Fluency; Reading (process); Blueprint; Reading comprehension; Comprehension; Computer science; Cognitive psychology; Psychology; Mathematics education; Linguistics","score_opus":0.0285095341047251,"score_gpt":0.3047270163559894,"score_spread":0.2762174822512643,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2105612093","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9358025,0.00068099465,0.00014227857,0.0040414445,0.00015220093,0.00026245383,0.000028854982,0.000049820526,0.058839455],"genre_scores_gemma":[0.9852321,0.000014396037,0.0007349896,0.0018443532,0.00012513713,0.000050550887,0.00002385952,0.000017233986,0.011957366],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9989694,0.00015433281,0.00025485185,0.00018032461,0.00018162164,0.000259472],"domain_scores_gemma":[0.9989237,0.00036734832,0.00012839113,0.00045761475,0.000081861224,0.000041088868],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00020182897,0.00013616396,0.00018867684,0.000041035593,0.00027909767,0.00003488791,0.00031460295,0.00002959927,0.0005515068],"category_scores_gemma":[0.0000070830515,0.00006291214,0.0000517986,0.00020283015,0.00025068302,0.000064305845,0.000036918478,0.00016192562,0.000056974866],"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":[0.0002846035,0.00021597456,0.115969226,0.000080515376,0.00040048413,0.00013270517,0.538378,0.000009825558,0.000059318012,0.11762883,0.14885314,0.07798741],"study_design_scores_gemma":[0.0003133054,0.00008782603,0.1769779,0.00004822542,0.000015605461,0.0002621872,0.001047418,0.000010590545,0.000058048474,0.0010085002,0.8200462,0.00012421499],"about_ca_topic_score_codex":0.00091729057,"about_ca_topic_score_gemma":0.000029634522,"teacher_disagreement_score":0.67119306,"about_ca_system_score_codex":0.000017755225,"about_ca_system_score_gemma":0.00004088908,"threshold_uncertainty_score":0.60386133},"labels":[],"label_agreement":null},{"id":"W2121924658","doi":"10.1111/lit.12029","title":"Culturally appropriate pedagogy in a bilingual family literacy programme","year":2014,"lang":"en","type":"article","venue":"Literacy","topic":"Reading and Literacy Development","field":"Psychology","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of British Columbia","funders":"Government of Canada","keywords":"Family literacy; Literacy; Pedagogy; Psychology; Rhyme; Session (web analytics); Bilingual education; Immigration; Linguistics; Political science","score_opus":0.019999099928789524,"score_gpt":0.3614138334173263,"score_spread":0.3414147334885368,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2121924658","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.95847344,0.0006282536,0.0004938577,0.00051836256,0.0014288472,0.00048636904,0.0000073624137,0.00024658666,0.037716925],"genre_scores_gemma":[0.9639054,0.000011773793,0.0104347,0.0014812403,0.00053683534,0.00018480577,0.00011752771,0.000054958513,0.023272736],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99670243,0.0003901706,0.00084890204,0.0008148736,0.0002861001,0.0009575071],"domain_scores_gemma":[0.99844515,0.00028791968,0.00019650585,0.0006753814,0.00017602231,0.00021902278],"candidate_categories":["metaepi_narrow","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0007974609,0.00037928543,0.00044773996,0.00034067367,0.000094163246,0.00037009342,0.00043529648,0.00018947528,0.0003417798],"category_scores_gemma":[0.00019938807,0.00030986447,0.00014018551,0.0005404497,0.000063600244,0.00046310734,0.00009658495,0.0004780999,0.0011574202],"study_design_candidate":"design_other","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":[0.00016951638,0.0004715643,0.037593715,0.00006150544,0.00004868155,0.000102654565,0.11718253,0.000005684993,0.00048240018,0.01019885,0.0007446796,0.8329382],"study_design_scores_gemma":[0.0023392064,0.00024697697,0.17308415,0.00022046566,0.000015983338,0.00009628541,0.00072622986,0.00053907506,0.000045787816,0.0027833304,0.81924295,0.0006595547],"about_ca_topic_score_codex":0.00057374063,"about_ca_topic_score_gemma":0.000016879803,"teacher_disagreement_score":0.83227867,"about_ca_system_score_codex":0.00008138927,"about_ca_system_score_gemma":0.000091905364,"threshold_uncertainty_score":0.9999353},"labels":[],"label_agreement":null},{"id":"W2130189666","doi":"10.1111/j.1741-4369.2012.00665.x","title":"Assumptions and practices in using digital technologies to teach writing in middle‐level classrooms across<scp>C</scp>anada","year":2012,"lang":"en","type":"article","venue":"Literacy","topic":"Writing and Handwriting Education","field":"Social Sciences","cited_by":24,"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":"Spelling; Spell; Mathematics education; Digital native; Psychology; Computer science; Pedagogy; Sociology; Linguistics; World Wide Web","score_opus":0.10682926732971672,"score_gpt":0.4170543752170576,"score_spread":0.3102251078873409,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2130189666","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99191445,0.0005510162,0.00004578866,0.0018383734,0.00015339782,0.0001772695,0.000017875154,0.00011838722,0.0051834215],"genre_scores_gemma":[0.9959232,0.000031477775,0.002917009,0.000081425016,0.0002802406,0.000024051793,0.0000068109393,0.000011367355,0.00072437275],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9985774,0.00010982107,0.0002803815,0.0002372304,0.00020321688,0.00059191464],"domain_scores_gemma":[0.9984007,0.0011591971,0.00017584977,0.00012350986,0.000051382503,0.00008939279],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010792606,0.00010524118,0.00013592013,0.0001924404,0.00041298763,0.0007317154,0.00015416557,0.000124777,0.0000028098168],"category_scores_gemma":[0.008323448,0.00011574939,0.000020397782,0.0005551522,0.00010460726,0.0021153179,0.000091639304,0.00028037422,0.000011072635],"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":[0.0000014695784,0.00017783094,0.85835534,0.000032678177,0.0000029161433,0.0000031057873,0.10107825,0.0000045848406,0.00044954006,0.0024498417,0.000094001625,0.037350412],"study_design_scores_gemma":[0.00047593607,0.000030610998,0.31290987,0.0009327133,0.000010689613,0.000022488732,0.5977609,0.00021059137,0.00029051412,0.0031594685,0.08391213,0.00028404573],"about_ca_topic_score_codex":0.0017666108,"about_ca_topic_score_gemma":0.0024678167,"teacher_disagreement_score":0.5454455,"about_ca_system_score_codex":0.00015957862,"about_ca_system_score_gemma":0.00007691875,"threshold_uncertainty_score":0.9964546},"labels":[],"label_agreement":null},{"id":"W2154234925","doi":"10.1111/j.1467-9345.2008.00470.x","title":"Accommodating differences: variations in differentiated literacy instruction in Grade 2/3 classrooms","year":2008,"lang":"en","type":"article","venue":"Literacy","topic":"Reading and Literacy Development","field":"Psychology","cited_by":93,"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 Windsor; University of Victoria","funders":"","keywords":"Literacy; Differentiated instruction; Mathematics education; Reading (process); Variety (cybernetics); Psychology; Language arts; Pedagogy; Computer science; Linguistics","score_opus":0.03460361360021218,"score_gpt":0.3170106862342595,"score_spread":0.2824070726340473,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2154234925","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99276626,0.0001523681,0.00077733543,0.00019956876,0.0011578533,0.0002909927,0.000015186448,0.00011664436,0.0045237793],"genre_scores_gemma":[0.9941971,0.000030052099,0.0023685507,0.00019295965,0.0001338182,0.00016419197,0.00018512049,0.000030388886,0.0026978585],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99736524,0.0003567727,0.0009267915,0.00057068735,0.0002312503,0.00054927915],"domain_scores_gemma":[0.9988615,0.00030669715,0.00021469318,0.0004521903,0.000065211374,0.000099690835],"candidate_categories":["metaepi_narrow","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00021018699,0.00028682628,0.0003867347,0.0007514638,0.00015386713,0.0001318985,0.00029215319,0.00017400498,0.0009301043],"category_scores_gemma":[0.000085253094,0.0002719224,0.00007613044,0.0010418813,0.0000504844,0.00077483646,0.000071419614,0.00055296574,0.00015475636],"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":[0.000048948223,0.0005422492,0.882007,0.000018356834,0.000025656615,0.00009425301,0.07138762,0.0000064740575,0.000089219044,0.003100405,0.00011209566,0.042567715],"study_design_scores_gemma":[0.0019432319,0.000037086782,0.99048674,0.0002023551,0.000005472264,0.000093569106,0.00022882133,0.0014537231,0.000013745308,0.001712169,0.003518291,0.00030478404],"about_ca_topic_score_codex":0.000998581,"about_ca_topic_score_gemma":0.0000534701,"teacher_disagreement_score":0.108479746,"about_ca_system_score_codex":0.00015700214,"about_ca_system_score_gemma":0.000042788342,"threshold_uncertainty_score":0.9999832},"labels":[],"label_agreement":null},{"id":"W2157723402","doi":"10.1111/j.1741-4350.2005.00402.x","title":"Building knowledge, building community: reflecting on the value of a national research programme in adult literacy","year":2005,"lang":"en","type":"article","venue":"Literacy","topic":"Innovative Education and Learning Practices","field":"Social Sciences","cited_by":2,"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; Meaning (existential); Function (biology); Value (mathematics); Adult literacy; Field (mathematics); Sociology; Pedagogy; Political science; Public relations; Psychology; Computer science","score_opus":0.31337685137815896,"score_gpt":0.5923100383165916,"score_spread":0.2789331869384326,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2157723402","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.86406374,0.0000859773,0.000047399255,0.017294843,0.00018619873,0.0002861055,0.0000011135755,0.000036976227,0.117997654],"genre_scores_gemma":[0.9871921,0.000011999458,0.009762907,0.00070914294,0.0006342244,0.000056974095,0.0000023841765,0.000012201049,0.0016180631],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99365836,0.0044933497,0.0003779183,0.00017645446,0.0008635261,0.00043038293],"domain_scores_gemma":[0.98883575,0.008112311,0.00022288068,0.00020270258,0.0025745477,0.00005183211],"candidate_categories":["metaresearch","sts"],"consensus_categories":[],"category_scores_codex":[0.01752062,0.00009494579,0.00012175824,0.00047707852,0.0015376526,0.00039412253,0.00049823517,0.000071142684,0.00013686126],"category_scores_gemma":[0.024400437,0.00007811705,0.000042011172,0.0023454032,0.0002490685,0.00088560337,0.00009008616,0.001550692,0.000040028684],"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":[0.00002227027,0.00037914858,0.002388512,0.00001796437,0.000008055286,2.9644787e-7,0.2871438,0.000029075136,0.0003645336,0.61402035,0.0005039833,0.09512197],"study_design_scores_gemma":[0.0003106334,0.00009387101,0.005454408,0.0006245705,0.0000025995369,0.0000014255687,0.029027645,0.0010257658,0.00086223445,0.012960275,0.9494725,0.00016406998],"about_ca_topic_score_codex":0.0022930044,"about_ca_topic_score_gemma":0.0003638883,"teacher_disagreement_score":0.9489685,"about_ca_system_score_codex":0.0004557068,"about_ca_system_score_gemma":0.00053194107,"threshold_uncertainty_score":0.99976224},"labels":[],"label_agreement":null},{"id":"W2297777589","doi":"10.1111/lit.12074","title":"Teacher expectations and student literacy engagement and achievement","year":2016,"lang":"en","type":"article","venue":"Literacy","topic":"Literacy, Media, and Education","field":"Arts and Humanities","cited_by":18,"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 Victoria","funders":"","keywords":"Narrative; Situated; Psychology; Literacy; Pedagogy; Mathematics education; Narrative inquiry; Linguistics","score_opus":0.02669353941580062,"score_gpt":0.29697060684699267,"score_spread":0.27027706743119206,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2297777589","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99213254,0.0013014538,0.000052510088,0.002914567,0.00076100655,0.00023499143,0.000022114787,0.00005733701,0.002523456],"genre_scores_gemma":[0.978483,0.00009487357,0.0002917534,0.00062319473,0.0011937147,0.000103066544,0.000023123057,0.000016652099,0.019170597],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9989785,0.000090437316,0.00026933348,0.00027604628,0.00016875804,0.00021694184],"domain_scores_gemma":[0.9993018,0.0002026203,0.00007559072,0.00020345971,0.00010079005,0.00011575837],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00017971966,0.00015544846,0.00012830964,0.000112221234,0.00032038148,0.0005914334,0.00008279951,0.000022180147,0.001279094],"category_scores_gemma":[0.000044792443,0.00010078227,0.00003053184,0.000023030836,0.00010242704,0.0010731288,0.000069372974,0.00008174999,0.00008335842],"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":[0.000009675782,0.00019002598,0.01336252,0.000028347133,0.000030350548,0.0000018727575,0.87431914,1.1436638e-8,0.00003427194,0.009023274,0.0023634166,0.10063711],"study_design_scores_gemma":[0.0012160391,0.00018977864,0.06482591,0.00024226315,0.00006356265,0.0000049115406,0.12764674,0.000018263196,0.00008858232,0.0034976704,0.8018013,0.0004049533],"about_ca_topic_score_codex":0.000044958873,"about_ca_topic_score_gemma":0.000016964912,"teacher_disagreement_score":0.7994379,"about_ca_system_score_codex":0.00003542257,"about_ca_system_score_gemma":0.000017484397,"threshold_uncertainty_score":0.99963385},"labels":[],"label_agreement":null},{"id":"W2411793423","doi":"10.1111/lit.12081","title":"Railways, rebellions and Rage Against The Machine: adolescents' interests and meaning‐making in the creation of multimodal identity texts","year":2016,"lang":"en","type":"article","venue":"Literacy","topic":"Literacy, Media, and Education","field":"Arts and Humanities","cited_by":15,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Western University","funders":"","keywords":"Meaning-making; Meaning (existential); Multimodality; Curriculum; Identity (music); Pedagogy; Literacy; Qualitative research; Sociology; Bridge (graph theory); Grounded theory; Psychology; Linguistics; Aesthetics; Social science; Art","score_opus":0.015490759158998816,"score_gpt":0.2801736083037435,"score_spread":0.26468284914474466,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2411793423","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99565214,0.0008378073,0.0000915415,0.0009826709,0.00037138574,0.0002088391,0.000023072584,0.000012759682,0.0018197863],"genre_scores_gemma":[0.9984609,0.00020651202,0.000038427057,0.0005311808,0.00038568562,0.000012662183,0.000011255526,0.000008072672,0.00034529573],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99921805,0.00014166151,0.00023780233,0.00014581249,0.00012829191,0.00012837876],"domain_scores_gemma":[0.99935704,0.00025602995,0.000113279304,0.00018843172,0.00006200051,0.000023210874],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00034853784,0.00009747427,0.00010052709,0.00008547362,0.00020046883,0.00027848405,0.00014134015,0.000023749442,0.0000701942],"category_scores_gemma":[0.00013393014,0.000046771544,0.000027849379,0.000042764685,0.00017609478,0.0009228459,0.000045031076,0.00010189291,0.000005573804],"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":[0.000032242217,0.00009327073,0.040777113,0.00007486355,0.000009096278,0.0000020454186,0.8625682,2.2995951e-7,0.00008720837,0.01773383,0.00036163544,0.07826025],"study_design_scores_gemma":[0.0036503398,0.00019220149,0.77135533,0.0059767975,0.00010407377,0.000031383788,0.06347136,0.0015715226,0.0002461415,0.036345553,0.11633138,0.00072388706],"about_ca_topic_score_codex":0.00026927862,"about_ca_topic_score_gemma":0.0008759077,"teacher_disagreement_score":0.7990969,"about_ca_system_score_codex":0.000014572665,"about_ca_system_score_gemma":0.000012453176,"threshold_uncertainty_score":0.2685428},"labels":[],"label_agreement":null},{"id":"W2486209159","doi":"10.1111/lit.12088","title":"Developing a play‐based communication assessment through collaborative action research with teachers in northern Canadian indigenous communities","year":2016,"lang":"en","type":"article","venue":"Literacy","topic":"Early Childhood Education and Development","field":"Social Sciences","cited_by":12,"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","funders":"","keywords":"Indigenous; Action research; Action (physics); Pedagogy; Indigenous language; Psychology; Culturally appropriate; Mathematics education; Medicine","score_opus":0.1074501719075972,"score_gpt":0.4432130699116228,"score_spread":0.3357628980040256,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2486209159","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.96943134,0.00008994228,0.00034049043,0.016181856,0.00006839926,0.000527862,0.000008336583,0.000035323763,0.013316423],"genre_scores_gemma":[0.9873012,0.000165882,0.011339521,0.00049847655,0.00003301143,0.00012075849,0.000039064395,0.000011176981,0.000490953],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99766934,0.0012240742,0.00018614085,0.00012695216,0.00039578573,0.00039768292],"domain_scores_gemma":[0.9984733,0.00052566134,0.00007309822,0.00027008285,0.00054176396,0.000116089905],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.0013561557,0.00008903693,0.000102211074,0.000272372,0.0013047932,0.00023422047,0.0003175735,0.000073523304,0.00008112972],"category_scores_gemma":[0.00006947109,0.0000684173,0.000011216684,0.00087471766,0.00023856411,0.0007003034,0.000024645966,0.00026808775,0.000030009094],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000007862216,0.000036390786,0.3170455,0.0000028423965,0.000009323386,0.0000013538963,0.6643375,0.000005220683,0.0000037433604,0.0035908045,0.000098842494,0.014860594],"study_design_scores_gemma":[0.0006425023,0.000057274658,0.6036269,0.00045238278,0.00000254883,5.721769e-7,0.27564302,0.0000023389903,0.00007206827,0.0025903615,0.11667259,0.00023744581],"about_ca_topic_score_codex":0.53796244,"about_ca_topic_score_gemma":0.9758877,"teacher_disagreement_score":0.43792525,"about_ca_system_score_codex":0.0028115758,"about_ca_system_score_gemma":0.010074923,"threshold_uncertainty_score":0.99999535},"labels":[],"label_agreement":null},{"id":"W2545827799","doi":"10.1111/lit.12087","title":"Literacy as material engagement: the abstract, tangible and mundane ingredients of childhood reading","year":2016,"lang":"en","type":"article","venue":"Literacy","topic":"Literacy, Media, and Education","field":"Arts and Humanities","cited_by":37,"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 Alberta","funders":"","keywords":"Reading (process); Literacy; Object (grammar); Representation (politics); The Imaginary; Psychology; Sociology; Aesthetics; Pedagogy; Linguistics; Art","score_opus":0.014093374589927057,"score_gpt":0.25304837864402446,"score_spread":0.23895500405409742,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2545827799","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98856604,0.0002438899,0.0000029692847,0.00066361343,0.00240069,0.00020367034,0.000096924494,0.000044147644,0.007778074],"genre_scores_gemma":[0.9907493,0.00008855501,0.00008202593,0.000346575,0.0020424218,0.000025546125,0.000050283103,0.00002216198,0.006593112],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9988529,0.000064599495,0.00039233267,0.0002275672,0.00019630266,0.00026626186],"domain_scores_gemma":[0.99900633,0.00027479648,0.00019671915,0.00030355545,0.00014431193,0.0000742803],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00033707177,0.0001637373,0.00017146219,0.000116827934,0.00032804444,0.00050305575,0.00018896542,0.000034211655,0.0031298352],"category_scores_gemma":[0.0001310956,0.00009065472,0.000054832715,0.00004139539,0.00016484129,0.0013225839,0.000070965725,0.00010044227,0.00011450049],"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":[0.00004639235,0.00015602395,0.0020035894,0.000091998816,0.000044109398,0.0000034581403,0.9038646,4.6017178e-8,0.000597771,0.010891479,0.0018157877,0.08048474],"study_design_scores_gemma":[0.0015675101,0.00027006931,0.04196279,0.0013000097,0.000101227044,0.000030353529,0.019888768,0.000008216028,0.0061684144,0.017109342,0.9110662,0.0005271495],"about_ca_topic_score_codex":0.00025787327,"about_ca_topic_score_gemma":0.0000063429834,"teacher_disagreement_score":0.9092504,"about_ca_system_score_codex":0.000022159515,"about_ca_system_score_gemma":0.000032706706,"threshold_uncertainty_score":0.99778146},"labels":[],"label_agreement":null},{"id":"W2769683709","doi":"10.1111/lit.12134","title":"Failing with grace: kids, Improv and embodied literacies","year":2017,"lang":"en","type":"article","venue":"Literacy","topic":"Literacy, Media, and Education","field":"Arts and Humanities","cited_by":11,"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 Calgary","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Embodied cognition; Laughter; Literacy; Assemblage (archaeology); Materialism; Comedy; Gesture; Pedagogy; Critical literacy; Sociology; Psychology; Mathematics education; Visual arts; Linguistics; Epistemology; Social psychology; Art; History","score_opus":0.01900888786540336,"score_gpt":0.26328634929597194,"score_spread":0.24427746143056858,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2769683709","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97860396,0.00070705824,0.00001109457,0.001076596,0.0013022963,0.00017194488,0.000027928516,0.00007652706,0.018022576],"genre_scores_gemma":[0.97773856,0.00004878681,0.00052398833,0.00045345532,0.0018395085,0.000031161766,0.000049422793,0.000023500279,0.019291589],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9990385,0.000023945242,0.00021623242,0.00028835362,0.00015289987,0.0002800537],"domain_scores_gemma":[0.99890286,0.000078246885,0.00018577013,0.0005266001,0.00018953948,0.000117007876],"candidate_categories":["scholarly_communication"],"consensus_categories":[],"category_scores_codex":[0.00013811914,0.00018643308,0.00018783276,0.00008401438,0.0012085505,0.0033670056,0.0002149101,0.000035856552,0.00042607234],"category_scores_gemma":[0.000083348874,0.00013558423,0.000038868842,0.000013102508,0.00030267797,0.0025022884,0.00005832618,0.00015266682,0.000059272148],"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":[0.000058648886,0.00006758428,0.014664969,0.00016112602,0.00003239492,0.000010824566,0.9109527,1.5156509e-7,0.000024496494,0.02258824,0.0014402005,0.04999867],"study_design_scores_gemma":[0.001555362,0.0003345729,0.024343526,0.00063110236,0.000112654416,0.00003891796,0.051224053,0.0003869375,0.00037853685,0.014540495,0.9055192,0.00093465875],"about_ca_topic_score_codex":0.00035146417,"about_ca_topic_score_gemma":0.000111087975,"teacher_disagreement_score":0.90407896,"about_ca_system_score_codex":0.000014527781,"about_ca_system_score_gemma":0.000039988474,"threshold_uncertainty_score":0.9976676},"labels":[],"label_agreement":null},{"id":"W2770085270","doi":"10.1111/lit.12135","title":"Singing our song: the affordances of singing in an intergenerational, multimodal literacy programme","year":2017,"lang":"en","type":"article","venue":"Literacy","topic":"Literacy, Media, and Education","field":"Arts and Humanities","cited_by":17,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Simon Fraser University; Western University","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Singing; Affordance; Meaning (existential); Psychology; Literacy; Ethnography; Exploratory research; Class (philosophy); Set (abstract data type); Pedagogy; Mathematics education; Developmental psychology; Sociology; Cognitive psychology; Computer science; Social science","score_opus":0.050957870533407806,"score_gpt":0.33475773077431786,"score_spread":0.2837998602409101,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2770085270","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9944332,0.00034927254,0.00006208083,0.0016771203,0.0023163324,0.00022762029,0.00001708933,0.0000366551,0.0008806297],"genre_scores_gemma":[0.9939675,0.000010854684,0.0017930828,0.0002136287,0.002548585,0.00005120135,0.00008633699,0.000021806474,0.0013070279],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99863297,0.00007973381,0.0004555493,0.00026636067,0.00021142057,0.00035394254],"domain_scores_gemma":[0.9987074,0.000089478664,0.00033572185,0.0005401879,0.00025424836,0.00007293496],"candidate_categories":["scholarly_communication"],"consensus_categories":[],"category_scores_codex":[0.00041975634,0.00017925608,0.00020115351,0.00015213995,0.0007960003,0.0022448807,0.00047323323,0.000035399196,0.00012418967],"category_scores_gemma":[0.00017352382,0.00012909682,0.00008685116,0.00003724807,0.00013120267,0.0034074588,0.00006451766,0.00018030361,0.000014265814],"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":[0.000038261012,0.00027472666,0.04549395,0.00008088571,0.000016255994,0.000003935469,0.83838665,0.000024330333,0.00012220343,0.008822544,0.00018095742,0.10655527],"study_design_scores_gemma":[0.0040311343,0.00090885046,0.11691531,0.0034610317,0.00015473622,0.00003365242,0.3902302,0.12093239,0.0029999127,0.027296364,0.33079195,0.0022444457],"about_ca_topic_score_codex":0.00064151635,"about_ca_topic_score_gemma":0.00049356406,"teacher_disagreement_score":0.44815645,"about_ca_system_score_codex":0.000036696227,"about_ca_system_score_gemma":0.000072602335,"threshold_uncertainty_score":0.99879086},"labels":[],"label_agreement":null},{"id":"W2902372196","doi":"10.1111/lit.12169","title":"A Literature of Questions: Nonfiction for the Critical Child by JoeSutliff Sanders, 2018. University of Minnesota Press, Minneapolis. ISBN: 978‐1‐5179‐0301‐5","year":2018,"lang":"en","type":"article","venue":"Literacy","topic":"Literacy, Media, and Education","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Calgary","funders":"","keywords":"Citation; Spring (device); Library science; Psychology; Media studies; Computer science; Sociology; Engineering","score_opus":0.015919100209975622,"score_gpt":0.2505519274113969,"score_spread":0.2346328272014213,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2902372196","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.5212456,0.15651143,0.024983807,0.12963457,0.052894026,0.009288609,0.02921123,0.0009224665,0.07530827],"genre_scores_gemma":[0.98984367,0.0006319389,0.00047472853,0.00039059776,0.003026582,0.000013717834,0.00039464302,0.00002167492,0.005202463],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9989532,0.00007652573,0.00030341922,0.0002468447,0.00018002659,0.00023993183],"domain_scores_gemma":[0.9982814,0.0004384675,0.0001632415,0.0003578723,0.0006845912,0.00007439555],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00018415366,0.00016522792,0.00021146494,0.000079983394,0.00051029073,0.000181794,0.00025445194,0.00009478955,0.0005914889],"category_scores_gemma":[0.00018728957,0.00012753291,0.00013597013,0.0000809766,0.00063334167,0.0011027723,0.000027358523,0.00015606801,0.000012265339],"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":[0.00020472117,0.00036585508,0.00011758599,0.00031746062,0.000066053566,7.693891e-7,0.49876687,2.7607865e-7,0.00006568628,0.084675945,0.4126606,0.0027581945],"study_design_scores_gemma":[0.00047948392,0.00021418298,0.00030618624,0.00037088693,0.00012528947,0.0000065271615,0.011693433,0.0002786724,0.00038683985,0.0021929392,0.98378456,0.00016102732],"about_ca_topic_score_codex":0.0006563305,"about_ca_topic_score_gemma":0.00010971998,"teacher_disagreement_score":0.57112396,"about_ca_system_score_codex":0.000024871688,"about_ca_system_score_gemma":0.000057669513,"threshold_uncertainty_score":0.64763886},"labels":[],"label_agreement":null},{"id":"W2905931603","doi":"10.1111/lit.12174","title":"Child‐directed Dramatic Play as Identity Text in Northern Canadian Indigenous Kindergarten Classrooms","year":2018,"lang":"en","type":"article","venue":"Literacy","topic":"Literacy, Media, and Education","field":"Arts and Humanities","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Toronto","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Indigenous; Mainstream; Narrative; Identity (music); Literacy; Curriculum; Indigenous education; Cultural identity; Sociology; Construct (python library); Gender studies; Traditional knowledge; Pedagogy; Psychology; Social science; Literature; Aesthetics; Political science; Art","score_opus":0.009286616928303749,"score_gpt":0.24140057103374643,"score_spread":0.2321139541054427,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2905931603","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.95653415,0.00020856384,0.000002287306,0.0005195646,0.0022947516,0.00029735637,0.000033418273,0.00009542581,0.04001451],"genre_scores_gemma":[0.98804194,0.000007965102,0.000037414058,0.0016713622,0.0025770953,0.00003724129,0.00019243121,0.00003240234,0.007402132],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.99847883,0.000084330975,0.00038307678,0.00028992322,0.00022330642,0.000540551],"domain_scores_gemma":[0.9990069,0.00006739255,0.00010956634,0.0003375916,0.00022689419,0.00025162013],"candidate_categories":["insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.00018322396,0.00019703516,0.0002070652,0.00042161028,0.0006119846,0.00079897227,0.0002837929,0.00008022771,0.004909197],"category_scores_gemma":[0.000089841174,0.00018211288,0.00005867648,0.00016546417,0.0001446288,0.0014439197,0.00002259081,0.00023868128,0.0027377508],"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":[0.000009305956,0.000105364976,0.041125044,0.000029088216,0.000021882119,0.000017286635,0.94730043,3.2635563e-7,0.0000010435404,0.0016950383,0.00091733906,0.00877785],"study_design_scores_gemma":[0.0011436625,0.00029068353,0.2611979,0.0004996477,0.000060116872,0.00005105139,0.060020447,0.00021319852,0.000038479957,0.021371862,0.6541408,0.0009721828],"about_ca_topic_score_codex":0.26621318,"about_ca_topic_score_gemma":0.921594,"teacher_disagreement_score":0.88728,"about_ca_system_score_codex":0.00022764517,"about_ca_system_score_gemma":0.00036110007,"threshold_uncertainty_score":0.9980387},"labels":[],"label_agreement":null},{"id":"W2906564588","doi":"10.1111/lit.12171","title":"Young People Reading: Empirical Research Across International Contexts. Ed. EvelynArizpe and Gabrielle CliffHodges. London: Routledge, 2018.194 pages","year":2018,"lang":"en","type":"article","venue":"Literacy","topic":"Educational Methods and Media Use","field":"Computer Science","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Reading (process); Citation; Library science; Media studies; Sociology; Computer science; Linguistics; Philosophy","score_opus":0.0820300982065784,"score_gpt":0.4648490649666531,"score_spread":0.3828189667600747,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2906564588","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.78391904,0.0027603463,0.1267158,0.047084812,0.0129861375,0.0007594715,0.00006038308,0.0002928277,0.02542119],"genre_scores_gemma":[0.79991156,0.000545923,0.18305686,0.0012287657,0.0026373363,0.000080758036,0.000026027541,0.000027789116,0.0124849565],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99746877,0.0003309449,0.00035389053,0.0006732094,0.0006104775,0.00056272553],"domain_scores_gemma":[0.9969693,0.001233963,0.00009588692,0.00062362634,0.00078510324,0.00029212638],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019516163,0.00017276443,0.00021965844,0.00016058661,0.0004169922,0.0007795524,0.0009837496,0.00010935065,0.00011334595],"category_scores_gemma":[0.0012332825,0.00015393509,0.0000591611,0.0004923387,0.00028277244,0.0010831105,0.00078294234,0.00037970245,0.00022591323],"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":[0.000117585994,0.0005828542,0.27269787,0.000055587883,0.00007974887,0.000036691436,0.11756106,5.8359836e-7,0.0010131666,0.037569977,0.2918153,0.27846956],"study_design_scores_gemma":[0.0008962658,0.00029836633,0.29275045,0.0001368872,0.0000064317264,0.00016536581,0.00067289337,0.004588822,0.0012056481,0.013417614,0.6854486,0.00041266886],"about_ca_topic_score_codex":0.00013141593,"about_ca_topic_score_gemma":0.000066602566,"teacher_disagreement_score":0.3936333,"about_ca_system_score_codex":0.00008904128,"about_ca_system_score_gemma":0.0001812088,"threshold_uncertainty_score":0.7517242},"labels":[],"label_agreement":null},{"id":"W2913909090","doi":"10.1111/lit.12180","title":"Adolescents' Agentic Work on Developing Personal Pedagogies on Social Media","year":2019,"lang":"en","type":"article","venue":"Literacy","topic":"Social Media and Politics","field":"Social Sciences","cited_by":3,"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","funders":"National Institute of Education","keywords":"Agency (philosophy); Participatory culture; Social media; Media literacy; Literacy; Sociology; Citizen journalism; Pedagogy; Formal learning; Informal learning; Psychology; Digital media; Digital literacy; Media studies; Social science; Political science","score_opus":0.06917416469294027,"score_gpt":0.3714882978797944,"score_spread":0.3023141331868542,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2913909090","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98325574,0.00005080454,0.0000038803087,0.00236478,0.003295364,0.00016977453,0.000010104753,0.00009329657,0.010756247],"genre_scores_gemma":[0.9931085,0.000023269497,0.00007510959,0.0021394067,0.0026784253,0.000008557518,0.000010846368,0.000015829382,0.0019400738],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.99841124,0.00018248713,0.00015610186,0.00021130449,0.0005671311,0.00047171678],"domain_scores_gemma":[0.99911517,0.00055002247,0.00006767552,0.000087815024,0.00007107389,0.000108251836],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00015492583,0.00012905335,0.00016650543,0.00007505164,0.00042355788,0.00015442182,0.00021226167,0.00013038106,0.00040295802],"category_scores_gemma":[0.00045748352,0.00012721743,0.00010018434,0.00026892516,0.00012493704,0.00015102899,0.000028230368,0.00022653308,0.0012220102],"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":[0.000074982745,0.00008988631,0.10064244,0.00005315948,0.000020414198,0.000013184513,0.7704776,3.0760657e-7,0.00001501911,0.07824529,0.003757975,0.04660973],"study_design_scores_gemma":[0.0011372167,0.00007688351,0.35782465,0.001037001,0.000036938396,5.029377e-7,0.080359034,0.0000054378543,0.00016018921,0.0077316747,0.5507893,0.00084115565],"about_ca_topic_score_codex":0.00008284593,"about_ca_topic_score_gemma":0.000023602122,"teacher_disagreement_score":0.69011855,"about_ca_system_score_codex":0.00017386048,"about_ca_system_score_gemma":0.00019985157,"threshold_uncertainty_score":0.99955565},"labels":[],"label_agreement":null},{"id":"W2941670199","doi":"10.1111/lit.12155","title":"A forest‐based environment as a site of literacy and meaning making for kindergarten children","year":2018,"lang":"en","type":"article","venue":"Literacy","topic":"Literacy, Media, and Education","field":"Arts and Humanities","cited_by":16,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Education and Early Childhood Development; University of Victoria","funders":"","keywords":"Expansive; Literacy; Context (archaeology); Meaning (existential); Pedagogy; Psychology; Space (punctuation); Mathematics education; Sociology; Geography; Linguistics","score_opus":0.014783363810311643,"score_gpt":0.26141287870927665,"score_spread":0.246629514898965,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2941670199","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9954165,0.00028180412,0.00042763996,0.00035736826,0.00045077264,0.00042388294,0.000075787226,0.000037697006,0.0025285303],"genre_scores_gemma":[0.9926168,0.000007513812,0.002940629,0.0010063249,0.0019089063,0.00006316158,0.00016458603,0.000029619203,0.0012625114],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9988981,0.000035906545,0.00034311108,0.00028905194,0.00016388993,0.00026994647],"domain_scores_gemma":[0.9991906,0.00017705781,0.00019219084,0.00025735295,0.000109939385,0.000072851595],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00016373889,0.00017399677,0.00020166805,0.00014664189,0.00026968488,0.00032369868,0.00010044972,0.000040832514,0.0007711863],"category_scores_gemma":[0.000053883225,0.00015317579,0.00008088186,0.000029734154,0.00017742062,0.0007132516,0.000036239664,0.00007458853,0.00005181239],"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":[0.0001373341,0.00016769038,0.030204374,0.00016615096,0.000054776257,0.0000012122887,0.92598087,0.000002846826,0.000057528043,0.018605826,0.0008818921,0.023739515],"study_design_scores_gemma":[0.0048860945,0.002507045,0.065043226,0.0019733177,0.00044775562,0.00004649713,0.010335439,0.011573443,0.0018538514,0.075991236,0.8237063,0.0016357525],"about_ca_topic_score_codex":0.00011700014,"about_ca_topic_score_gemma":0.000029458133,"teacher_disagreement_score":0.9156454,"about_ca_system_score_codex":0.000024170467,"about_ca_system_score_gemma":0.0000353566,"threshold_uncertainty_score":0.844395},"labels":[],"label_agreement":null},{"id":"W2942565586","doi":"10.1111/lit.12190","title":"Slow looking: “reading picturebooks takes time”","year":2019,"lang":"en","type":"article","venue":"Literacy","topic":"Literacy, Media, and Education","field":"Arts and Humanities","cited_by":37,"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 Victoria","funders":"","keywords":"Reading (process); Situated; Centrality; Meaning (existential); Focus (optics); Visual literacy; Disposition; Psychology; Visual arts; Pedagogy; Mathematics education; Linguistics; Computer science; Art; Social psychology","score_opus":0.00840868309642089,"score_gpt":0.22020531267267326,"score_spread":0.21179662957625237,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2942565586","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.80698794,0.00019826464,0.000009516434,0.0002421756,0.0031570601,0.00018557091,0.000013988544,0.00012439347,0.18908107],"genre_scores_gemma":[0.7997722,0.0000020288987,0.00015358794,0.0011702736,0.0023929924,0.000012103329,0.00008323827,0.000022473412,0.19639108],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9990569,0.00003339879,0.00023056862,0.00023628968,0.00016591449,0.0002769428],"domain_scores_gemma":[0.99930406,0.00012257519,0.000087881825,0.00029611692,0.000109116794,0.0000802432],"candidate_categories":["insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.000113652655,0.0001578138,0.00016902924,0.00011361564,0.00016558307,0.00059571274,0.00016274407,0.000042425465,0.009780982],"category_scores_gemma":[0.000027714776,0.00013002443,0.00008016276,0.000026009462,0.00004870432,0.0007881774,0.00001665251,0.00014401933,0.0045694932],"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":[0.000015766842,0.000060313334,0.0029550656,0.00008304007,0.000026354193,0.0000032568842,0.9455351,0.0000013701613,0.00017454928,0.020003527,0.016439214,0.014702439],"study_design_scores_gemma":[0.00028164798,0.000055668712,0.00074811163,0.00013027265,0.000020385298,0.0000049715327,0.008479284,0.00025710667,0.0003756803,0.003234886,0.98615146,0.0002605564],"about_ca_topic_score_codex":0.000058131343,"about_ca_topic_score_gemma":0.0000033025633,"teacher_disagreement_score":0.9697122,"about_ca_system_score_codex":0.000030918207,"about_ca_system_score_gemma":0.00003613974,"threshold_uncertainty_score":0.99620557},"labels":[],"label_agreement":null},{"id":"W2995758552","doi":"10.1111/lit.12208","title":"Making visible the literacy practices of elders through the<i>day in the life</i>methodology: considerations for literacy education across the lifespan","year":2019,"lang":"en","type":"article","venue":"Literacy","topic":"Literacy, Media, and Education","field":"Arts and Humanities","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Simon Fraser University; University of British Columbia; Western University","funders":"Social Sciences and Humanities Research Council of Canada; Western University","keywords":"Literacy; Thriving; Everyday life; Critical literacy; Literacy education; Pedagogy; Posthuman; Sociology; Psychology; Curriculum; Social science; Aesthetics; Political science","score_opus":0.16430884084304467,"score_gpt":0.4364702519643807,"score_spread":0.27216141112133607,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2995758552","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.893454,0.004708159,0.00040405136,0.08298247,0.008070254,0.004006876,0.00015246899,0.000064469925,0.006157245],"genre_scores_gemma":[0.9655965,0.00010890611,0.0016230586,0.025468368,0.0030972916,0.0007497663,0.00009342808,0.00003689649,0.003225802],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9957668,0.0019972161,0.00092434994,0.00042584093,0.00036441901,0.00052138424],"domain_scores_gemma":[0.97045934,0.026369035,0.0012157768,0.0011827567,0.0007312521,0.00004186544],"candidate_categories":["sts","scholarly_communication"],"consensus_categories":[],"category_scores_codex":[0.0040373686,0.00030994904,0.0003463824,0.00008869099,0.0013799253,0.002520357,0.0008070382,0.00009141249,0.0006025357],"category_scores_gemma":[0.0051816716,0.0001438677,0.00022883937,0.00025441503,0.0004354324,0.0032417576,0.00009058665,0.00056923804,0.000069905705],"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":[0.000056405373,0.0002297677,0.002428065,0.00014877986,0.00005859868,4.0348155e-7,0.9050139,0.000021981547,0.00001457006,0.06853304,0.012293903,0.011200574],"study_design_scores_gemma":[0.00038131294,0.00009698657,0.00293621,0.00021761746,0.00009518526,0.000020559795,0.25313058,0.00037092948,0.000042383905,0.04703333,0.69546,0.00021489296],"about_ca_topic_score_codex":0.0009142424,"about_ca_topic_score_gemma":0.00030068288,"teacher_disagreement_score":0.6831661,"about_ca_system_score_codex":0.00003609197,"about_ca_system_score_gemma":0.0004814509,"threshold_uncertainty_score":0.9999201},"labels":[],"label_agreement":null},{"id":"W3034584295","doi":"10.1111/lit.12226","title":"On the relational autonomy of materials: entanglements in maker literacies research","year":2020,"lang":"en","type":"article","venue":"Literacy","topic":"Innovative Human-Technology Interaction","field":"Computer Science","cited_by":21,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Mount Saint Vincent University","funders":"Social Sciences and Humanities Research Council of Canada; Mount Saint Vincent University","keywords":"Posthuman; Posthumanism; Autonomy; Rhetoric; Literacy; Pedagogy; Scientific literacy; Sociology; Psychology; Epistemology; Science education; Political science; Linguistics; Philosophy","score_opus":0.1253412494557226,"score_gpt":0.3766193476888342,"score_spread":0.25127809823311165,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3034584295","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9742503,0.000015792473,0.0037624615,0.01720799,0.00023281142,0.0002655694,0.000012334039,0.000053667,0.0041990345],"genre_scores_gemma":[0.99436754,5.9031004e-7,0.0038239902,0.0014270863,0.00005064935,0.00004501873,0.000009882405,0.0000057062734,0.00026952627],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"bench_or_experimental","domain_scores_codex":[0.99858624,0.0002670378,0.0003623189,0.0002653088,0.00032266523,0.0001964262],"domain_scores_gemma":[0.9988139,0.00047800783,0.00011531368,0.0003387006,0.00023654508,0.000017484846],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.000650488,0.00008665203,0.000110697496,0.00025302492,0.00008629599,0.00012225882,0.0005998555,0.00005049685,0.00033686863],"category_scores_gemma":[0.00031674223,0.00006520587,0.00002221017,0.0008449761,0.00008657781,0.0007369051,0.00028742192,0.00035170428,0.00016712165],"study_design_candidate":"theoretical_or_conceptual","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":[0.000036681973,0.00007041032,0.0013919274,0.000013297946,0.000012533148,0.000013170333,0.012312463,0.000013745969,0.018842245,0.96355873,0.001399022,0.0023357514],"study_design_scores_gemma":[0.0016687169,0.0010243006,0.074297175,0.0006237905,0.000005192641,0.000018409402,0.0005597251,0.015687404,0.55660003,0.20629053,0.14265612,0.0005686156],"about_ca_topic_score_codex":0.000007726711,"about_ca_topic_score_gemma":4.6092646e-7,"teacher_disagreement_score":0.75726825,"about_ca_system_score_codex":0.00009161296,"about_ca_system_score_gemma":0.00005087522,"threshold_uncertainty_score":0.36884752},"labels":[],"label_agreement":null},{"id":"W3088955245","doi":"10.1111/lit.12233","title":"“I've got to do this in a Southern”: Stylized spoken literary quotation in the ELA classroom","year":2020,"lang":"en","type":"article","venue":"Literacy","topic":"Multilingual Education and Policy","field":"Social Sciences","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Lethbridge","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Interpretation (philosophy); Stylized fact; Class (philosophy); Linguistics; Pragmatics; Reading (process); Literacy; Punctuation; Reading comprehension; Psychology; Comprehension; Sociology; Pedagogy; Computer science","score_opus":0.04652447844173459,"score_gpt":0.4306505758915124,"score_spread":0.3841260974497778,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3088955245","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9293817,0.00018046521,0.000012643457,0.026517484,0.00015660744,0.00043485078,0.000018266262,0.000034357865,0.04326361],"genre_scores_gemma":[0.97777826,0.000015186854,0.0004779019,0.017896404,0.0005094083,0.00004191579,0.00001415361,0.0000084573185,0.0032583005],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9985563,0.0004990483,0.00026339045,0.00020346126,0.00024243268,0.00023532184],"domain_scores_gemma":[0.9993197,0.00030840476,0.00005815156,0.0001420533,0.000047076905,0.00012464345],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00055787544,0.00008878992,0.00011781498,0.00010950529,0.0001004716,0.00026250663,0.00031301053,0.00006173819,0.0008759777],"category_scores_gemma":[0.0006982964,0.00007128795,0.000043915195,0.00085475197,0.000031392705,0.0002540758,0.000023671382,0.00019945476,0.00055069424],"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":[0.000032947304,0.000048423848,0.008864791,0.000007449023,0.0000014879726,0.000004187347,0.9485427,0.0000036391361,0.000030920863,0.0037572684,0.0011591138,0.037547067],"study_design_scores_gemma":[0.00073113467,0.000038307902,0.017037299,0.000078222474,0.0000043615782,5.559741e-7,0.113065705,0.000343192,0.0000116204255,0.0028699823,0.86560225,0.00021739419],"about_ca_topic_score_codex":0.003369924,"about_ca_topic_score_gemma":0.0007879075,"teacher_disagreement_score":0.8644431,"about_ca_system_score_codex":0.000053625885,"about_ca_system_score_gemma":0.00017108313,"threshold_uncertainty_score":0.9591341},"labels":[],"label_agreement":null},{"id":"W3197068344","doi":"10.1111/lit.12260","title":"Editorial September 2021","year":2021,"lang":"en","type":"article","venue":"Literacy","topic":"Educational Methods and Media Use","field":"Computer Science","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Brock University","funders":"","keywords":"Citation; Library science; Sociology; Computer science","score_opus":0.011994515670787602,"score_gpt":0.3295014316818994,"score_spread":0.3175069160111118,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3197068344","genre_codex":"editorial","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.02076219,0.00094286125,0.17739339,0.007296792,0.7522365,0.0001050938,0.000006130432,0.00010538543,0.04115167],"genre_scores_gemma":[0.0015732038,0.000018952682,0.84509826,0.001004303,0.13879882,0.000015962198,0.00001049865,0.000005780896,0.013474238],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9992843,0.00008637108,0.00010360888,0.0002063307,0.00019306732,0.00012629767],"domain_scores_gemma":[0.99908346,0.00022838672,0.000025620182,0.0003633624,0.00021328007,0.000085870604],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00016522105,0.000053387488,0.00006749618,0.000022338201,0.000039311428,0.0001763524,0.00021841632,0.000033112534,0.00027784583],"category_scores_gemma":[0.0002040463,0.000049613394,0.00004180847,0.00022937173,0.00000749949,0.00045305508,0.00010349336,0.000089397035,0.0003165504],"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":[0.0000015508971,0.00012553376,0.00057739025,0.000009453348,0.000010001841,0.000024401425,0.002206172,0.0000016483731,0.001410877,0.057868283,0.7501139,0.18765076],"study_design_scores_gemma":[0.000112341164,0.0000060451052,0.0004888065,0.000010997032,0.0000015794416,0.0000084547155,0.000010842893,0.00017422994,0.0016015188,0.011367207,0.98615396,0.00006404136],"about_ca_topic_score_codex":0.0000025999257,"about_ca_topic_score_gemma":4.655004e-7,"teacher_disagreement_score":0.6677049,"about_ca_system_score_codex":0.00001322722,"about_ca_system_score_gemma":0.0001888546,"threshold_uncertainty_score":0.40687203},"labels":[],"label_agreement":null},{"id":"W3200262908","doi":"10.1111/lit.12264","title":"Social justice for young readers: advocating for access, choice and time to read","year":2021,"lang":"en","type":"article","venue":"Literacy","topic":"Library Science and Administration","field":"Social Sciences","cited_by":10,"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 Alberta","funders":"","keywords":"Reading (process); Literacy; Affordance; Reading motivation; Economic Justice; Public relations; Psychology; Sociology; Internet privacy; Computer science; Pedagogy; Political science; Law; Cognitive psychology","score_opus":0.059647634444777865,"score_gpt":0.4106825867216718,"score_spread":0.3510349522768939,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3200262908","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.3949219,0.0006025514,0.016655242,0.35664335,0.0024736812,0.0043463404,0.0003116209,0.00048177678,0.22356355],"genre_scores_gemma":[0.75732845,0.000025649024,0.043950077,0.013786194,0.008016647,0.0003060147,0.0002659098,0.00003305416,0.176288],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9992507,0.0000409906,0.00012869737,0.00022617787,0.00012963495,0.00022379568],"domain_scores_gemma":[0.9992634,0.0004014504,0.000053478198,0.000063545325,0.00013201241,0.00008608421],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00028174833,0.000056719477,0.00008189137,0.000023302184,0.00079239975,0.0007881225,0.00015381684,0.0000447646,0.000108015156],"category_scores_gemma":[0.000980182,0.000059028844,0.000032909975,0.00024621934,0.000066972265,0.0022366033,0.000034333745,0.000031854346,0.000014085354],"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":[0.00010341415,0.00019676455,0.0071956464,0.00051447074,0.00003750588,0.0000071469517,0.27811185,0.0000050132458,0.0045523113,0.19446056,0.20215368,0.31266162],"study_design_scores_gemma":[0.0002992071,0.00006865235,0.0035922306,0.000049863134,0.00003962505,0.0000012620841,0.007913113,0.00044944498,0.00056490913,0.0060689016,0.9807479,0.00020494053],"about_ca_topic_score_codex":0.00009826513,"about_ca_topic_score_gemma":0.00008483418,"teacher_disagreement_score":0.7785942,"about_ca_system_score_codex":0.000015302101,"about_ca_system_score_gemma":0.00023145365,"threshold_uncertainty_score":0.7599883},"labels":[],"label_agreement":null},{"id":"W4205881690","doi":"10.1111/lit.12266","title":"Storytelling through block play: imagining identities and creative citizenship","year":2022,"lang":"en","type":"article","venue":"Literacy","topic":"Children's Rights and Participation","field":"Social Sciences","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Burnaby Hospital; University of British Columbia","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Storytelling; Citizenship; Literacy; Sociology; Pedagogy; Identity (music); Refugee; Public relations; Narrative; Politics; Political science; Aesthetics","score_opus":0.032890909381896705,"score_gpt":0.3312389966878344,"score_spread":0.2983480873059377,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4205881690","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9262339,0.00061564904,0.000113177724,0.0007430075,0.00031472373,0.00012348976,0.00002150474,0.000059153506,0.07177542],"genre_scores_gemma":[0.9923079,0.000047626007,0.00030588688,0.00030076274,0.00027115326,0.000020290629,0.000013003191,0.000006927183,0.0067264405],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.99908,0.00021403133,0.00012330638,0.00015551638,0.00024533318,0.00018182288],"domain_scores_gemma":[0.9996064,0.00017560601,0.000064409134,0.00007207744,0.000038471153,0.000043052667],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.0002978567,0.00006336884,0.00008706578,0.000038697006,0.0013869515,0.00021251499,0.000083775776,0.000015931813,0.00090630096],"category_scores_gemma":[0.000046247376,0.00006142652,0.00002764607,0.00013710985,0.00012457144,0.00036971766,0.000051934596,0.00012809223,0.0000081935505],"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":[0.00002028949,0.000024468549,0.011814479,0.000008297936,0.000026035546,0.000014656292,0.8430884,0.00010693181,0.000027640282,0.14098996,0.0018786076,0.0020002606],"study_design_scores_gemma":[0.0011212706,0.0001802673,0.028478758,0.0000913717,0.000093494426,0.00002207682,0.0727931,0.00094670855,0.00031342133,0.30290726,0.5922964,0.0007558603],"about_ca_topic_score_codex":0.0015451497,"about_ca_topic_score_gemma":0.000060971728,"teacher_disagreement_score":0.77029526,"about_ca_system_score_codex":0.000050688643,"about_ca_system_score_gemma":0.000040426294,"threshold_uncertainty_score":0.9999131},"labels":[],"label_agreement":null},{"id":"W4292452120","doi":"10.1111/lit.12300","title":"Joyful noise and abatement: idle chatter and the undercommons of oracy education","year":2022,"lang":"en","type":"article","venue":"Literacy","topic":"Critical Race Theory in Education","field":"Social Sciences","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":"McGill University","funders":"","keywords":"Sociology; Value (mathematics); Conversation; Pedagogy; Computer science; Communication","score_opus":0.007618128624026633,"score_gpt":0.3513892190451267,"score_spread":0.3437710904211001,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4292452120","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9458193,0.0006715106,0.000026077047,0.04222316,0.0003185442,0.0002427284,0.0000067192495,0.000012177193,0.010679749],"genre_scores_gemma":[0.9968453,0.000057252648,0.000099038494,0.0011139573,0.000112947615,0.000064654276,0.0000058650385,0.000004740183,0.0016962651],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9990879,0.00039687112,0.00013340307,0.0001063422,0.00016685732,0.00010859994],"domain_scores_gemma":[0.99918026,0.0005318057,0.000055050303,0.00013300455,0.0000526375,0.00004725198],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00080339535,0.000044878932,0.000074686024,0.00003214764,0.0005284105,0.0000795634,0.00011167369,0.00001332995,0.0005804381],"category_scores_gemma":[0.00021807375,0.000037005793,0.000017725002,0.00015119003,0.00035955396,0.0002551364,0.00008241903,0.0000927788,0.0000041764847],"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":[0.000034380915,0.00015779851,0.0023891313,0.00001898577,0.0000062099657,1.4019851e-7,0.23054181,0.0000010858048,0.00009582234,0.7295576,0.00053841516,0.036658663],"study_design_scores_gemma":[0.0007345879,0.000052512958,0.019155597,0.000033911307,0.00005251164,0.000005503955,0.18074974,0.00009599291,0.00006833269,0.5565432,0.24233675,0.0001713623],"about_ca_topic_score_codex":0.00070477324,"about_ca_topic_score_gemma":0.000068115514,"teacher_disagreement_score":0.24179834,"about_ca_system_score_codex":0.00004317639,"about_ca_system_score_gemma":0.00009701918,"threshold_uncertainty_score":0.63553905},"labels":[],"label_agreement":null},{"id":"W4301373261","doi":"10.1111/lit.12308","title":"Flexible phonics: a complementary ‘next generation’ approach for teaching early reading","year":2022,"lang":"en","type":"article","venue":"Literacy","topic":"Reading and Literacy Development","field":"Psychology","cited_by":6,"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":"Phonics; Reading (process); Vocabulary; Literacy; Spelling; Computer science; Response to intervention; Phonemic awareness; Vocabulary development; Mathematics education; Linguistics; Psychology; Teaching method; Pedagogy; Special education","score_opus":0.06944664901181545,"score_gpt":0.35185731138938514,"score_spread":0.2824106623775697,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4301373261","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8684694,0.0008224677,0.062486883,0.0006302275,0.003176578,0.0015564612,0.0002997057,0.00038659465,0.062171664],"genre_scores_gemma":[0.84641904,0.0000014983247,0.11353232,0.002062807,0.00066235656,0.0014324681,0.0016536716,0.000055575863,0.034180295],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9980177,0.00026234708,0.00046587107,0.0005441426,0.00024168401,0.00046825036],"domain_scores_gemma":[0.9991495,0.00015529447,0.00014349376,0.00042183572,0.00004219678,0.00008770053],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00084581814,0.00019411789,0.00022184085,0.00020672203,0.0009870629,0.00022747579,0.00032934576,0.000034262564,0.0016436981],"category_scores_gemma":[0.000018919953,0.00020557467,0.00011588076,0.00016785017,0.00002021834,0.00033796532,0.00015003028,0.00037473894,0.000050030598],"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":[0.00047026935,0.0013928873,0.01575199,0.00012061808,0.00057177176,0.000040397153,0.3584991,0.00060998136,0.008245197,0.11911519,0.2542856,0.24089698],"study_design_scores_gemma":[0.0016268867,0.00027692437,0.0015662116,0.000015438158,0.000034089728,0.00008103951,0.0030369344,0.008372869,0.00020731083,0.00074091693,0.98359,0.00045139054],"about_ca_topic_score_codex":0.00030873422,"about_ca_topic_score_gemma":4.2625686e-7,"teacher_disagreement_score":0.7293044,"about_ca_system_score_codex":0.00018056908,"about_ca_system_score_gemma":0.000035913894,"threshold_uncertainty_score":0.99926895},"labels":[],"label_agreement":null},{"id":"W4322503354","doi":"10.1111/lit.12315","title":"The roots of reading for pleasure: Recollections of reading and current habits","year":2023,"lang":"en","type":"article","venue":"Literacy","topic":"Reading and Literacy Development","field":"Psychology","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":"Concordia University","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Reading (process); Pleasure; Psychology; Literacy; Developmental psychology; Test (biology); Population; Pedagogy; Linguistics; Medicine","score_opus":0.03529398366513463,"score_gpt":0.36027402440555195,"score_spread":0.3249800407404173,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4322503354","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9779512,0.0023570182,0.0009924291,0.0009513297,0.0043120207,0.000903116,0.00013998343,0.0001400512,0.012252818],"genre_scores_gemma":[0.9779811,0.00017797995,0.0010616848,0.000022195067,0.00014163977,0.00020347645,0.000037836107,0.000026746853,0.020347377],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9988362,0.00008570198,0.00045724507,0.00023155342,0.00012174617,0.0002675178],"domain_scores_gemma":[0.9982049,0.0011314789,0.00019130985,0.0002687783,0.00015090554,0.00005264584],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00067436637,0.00011023052,0.00020328168,0.00020134932,0.00024025915,0.00005077119,0.0001287105,0.000048592552,0.00002350349],"category_scores_gemma":[0.0003080142,0.000083871324,0.00007507637,0.0005592519,0.000050803497,0.00009536479,0.00003929077,0.000121807374,0.00001666466],"study_design_candidate":"design_other","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":[0.0002478466,0.000119868026,0.05289756,0.00029897524,0.00020449511,0.000002741166,0.033742126,0.0000066021175,0.0020185527,0.028596653,0.07013358,0.811731],"study_design_scores_gemma":[0.000950609,0.00015807783,0.2994224,0.0005085397,0.00004273038,0.000018463212,0.00051143585,0.00033831858,0.0007819349,0.005174671,0.691878,0.00021476751],"about_ca_topic_score_codex":0.000046469726,"about_ca_topic_score_gemma":0.000005037495,"teacher_disagreement_score":0.8115162,"about_ca_system_score_codex":0.000024273624,"about_ca_system_score_gemma":0.000034272034,"threshold_uncertainty_score":0.34201732},"labels":[],"label_agreement":null},{"id":"W4367054950","doi":"10.1111/lit.12323","title":"Towards a critical translanguaging biliteracy pedagogy: the ‘aha moment’ stories of two Mandarin Chinese teachers in Canada","year":2023,"lang":"en","type":"article","venue":"Literacy","topic":"Multilingual Education and Policy","field":"Social Sciences","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Alberta Advanced Education; University of Alberta","funders":"","keywords":"Translanguaging; Mandarin Chinese; Literacy; Pedagogy; Sociology; Narrative; Multilingualism; China; Psychology; Linguistics; Political science","score_opus":0.035815517691083446,"score_gpt":0.5009406940133997,"score_spread":0.46512517632231626,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4367054950","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9744161,0.0002343308,0.000008658106,0.015272991,0.0006283564,0.00014934773,0.0000314145,0.00003337467,0.009225431],"genre_scores_gemma":[0.9973709,0.000022247685,0.00010740628,0.0005353707,0.0002787005,0.000022101605,0.000010422776,0.0000085847,0.001644242],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.99863636,0.00026459584,0.00027291654,0.00015988585,0.00033637133,0.000329886],"domain_scores_gemma":[0.99908257,0.00052419235,0.000040469335,0.00018684992,0.00006120717,0.00010468674],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005562574,0.00009691344,0.00014931956,0.00011367178,0.0001974534,0.000082300125,0.00025916853,0.000025852041,0.00032756053],"category_scores_gemma":[0.00076771976,0.00007157913,0.00004730354,0.0007702132,0.00016096834,0.00022241868,0.000025031732,0.00017823266,0.000005825711],"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":[0.000007927816,0.00002787299,0.06887458,0.000026294521,0.0000055799596,0.00000965549,0.85066515,0.000013913678,0.000041440686,0.006120711,0.00023493606,0.07397196],"study_design_scores_gemma":[0.0011382919,0.000028616556,0.30721617,0.00015633943,0.00002340185,0.000004029963,0.25649786,0.0011317683,0.00015331566,0.0047718706,0.4284073,0.0004710445],"about_ca_topic_score_codex":0.97476983,"about_ca_topic_score_gemma":0.89491284,"teacher_disagreement_score":0.5941673,"about_ca_system_score_codex":0.00017247183,"about_ca_system_score_gemma":0.0025347061,"threshold_uncertainty_score":0.449646},"labels":[],"label_agreement":null},{"id":"W4367555173","doi":"10.1111/lit.12327","title":"Critical literacy: an approach to child rights education in Uganda and Canada","year":2023,"lang":"en","type":"article","venue":"Literacy","topic":"Children's Rights and Participation","field":"Social Sciences","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Royal Roads University","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Literacy; Critical literacy; Agency (philosophy); Promotion (chess); Pedagogy; Interrogation; Economic Justice; Narrative; Psychology; Sociology; Political science; Public relations; Mathematics education; Politics; Social science; Law","score_opus":0.01414715735434048,"score_gpt":0.3491729952704926,"score_spread":0.33502583791615215,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4367555173","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97426987,0.00004123865,0.000021073096,0.0029701998,0.00034780946,0.00019643756,0.000013233561,0.00003990165,0.022100223],"genre_scores_gemma":[0.9972589,0.000005716553,0.0003920591,0.0006684495,0.00041045833,0.000028034226,0.00007808853,0.0000057227408,0.0011525686],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","domain_scores_codex":[0.99899477,0.00013268186,0.00016083602,0.00023565494,0.00021656397,0.00025948844],"domain_scores_gemma":[0.9994429,0.000107315704,0.000018135814,0.00012645793,0.000077933626,0.00022729793],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00024127573,0.00007427213,0.00009314285,0.00011139556,0.0003768824,0.00027115067,0.00009658305,0.0000412324,0.000044669152],"category_scores_gemma":[0.000115364404,0.000062983294,0.000011698074,0.0003821364,0.000042625303,0.000645183,0.000018682387,0.00008689034,0.000014046162],"study_design_candidate":"observational","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":[0.00004780793,0.00061689457,0.11166047,0.000066659,0.000010052064,0.0000147567935,0.33595544,0.000051552513,0.000015117597,0.4431255,0.0096469745,0.098788776],"study_design_scores_gemma":[0.0002111615,0.00003115738,0.56845015,0.00009377486,0.000008631568,0.0000029152961,0.0010781108,0.0010045717,0.000023873974,0.016062057,0.4127523,0.000281298],"about_ca_topic_score_codex":0.7337428,"about_ca_topic_score_gemma":0.66486865,"teacher_disagreement_score":0.45678967,"about_ca_system_score_codex":0.000072586576,"about_ca_system_score_gemma":0.0003793487,"threshold_uncertainty_score":0.34124663},"labels":[],"label_agreement":null},{"id":"W4367678358","doi":"10.1111/lit.12321","title":"Working towards more socially just futures: five areas for transdisciplinary literacies research","year":2023,"lang":"en","type":"article","venue":"Literacy","topic":"Global Education and Multiculturalism","field":"Social Sciences","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":"Mount Saint Vincent University; Nova Scotia Community College; Université de Montréal","funders":"","keywords":"Sociology; Pedagogy; Curriculum; Public relations; Inclusion (mineral); Political science; Social science","score_opus":0.1658760980650138,"score_gpt":0.513952753917881,"score_spread":0.3480766558528672,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4367678358","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.86528015,0.00056189473,0.000011999665,0.09964536,0.0038754717,0.0011716009,0.00012038771,0.0004358167,0.028897319],"genre_scores_gemma":[0.9131457,0.00019496266,0.001036291,0.0007011571,0.0021900686,0.00022297094,0.00021241681,0.000018347553,0.08227807],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.99797267,0.00023390565,0.0002258174,0.0003171734,0.00059093436,0.0006595002],"domain_scores_gemma":[0.9984655,0.0003634478,0.00005173258,0.00016721069,0.00075797684,0.00019417933],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.0011053047,0.00012324826,0.00015439092,0.0001689286,0.0019920776,0.000558883,0.00039004636,0.00013624753,0.00013076421],"category_scores_gemma":[0.0007700536,0.00010706883,0.0001535794,0.0011683007,0.0002752561,0.00044134757,0.00006278313,0.00021585367,0.00009075655],"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":[0.000028557826,0.00004090071,0.000078903526,0.000027087503,0.000012823333,0.000005468905,0.89500517,0.000005366287,0.00003141487,0.015369374,0.06790616,0.021488778],"study_design_scores_gemma":[0.00020352789,0.00001810169,0.0053235563,0.00008646003,0.0000086203145,5.7007526e-7,0.3098135,0.00006414072,0.000013252554,0.004560804,0.67977643,0.00013104887],"about_ca_topic_score_codex":0.0006917098,"about_ca_topic_score_gemma":0.00062023656,"teacher_disagreement_score":0.6118702,"about_ca_system_score_codex":0.00015146687,"about_ca_system_score_gemma":0.00040350028,"threshold_uncertainty_score":0.9993072},"labels":[],"label_agreement":null},{"id":"W4377098565","doi":"10.1111/lit.12322","title":"Attuning to<i>In‐the‐Red Frequencies</i>with/in Readers Workshop","year":2023,"lang":"en","type":"article","venue":"Literacy","topic":"Posthumanist Ethics and Activism","field":"Social Sciences","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 Calgary","funders":"","keywords":"Complicity; Sociology; Literacy; Hegemony; Privilege (computing); Politics; Aesthetics; Media studies; Pedagogy; Law; Political science; Art","score_opus":0.06196380170836023,"score_gpt":0.3651375586278415,"score_spread":0.30317375691948123,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4377098565","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8359892,0.000062767904,0.000053403208,0.06493559,0.00023971526,0.00035836868,0.000003945809,0.00012489005,0.09823212],"genre_scores_gemma":[0.9941958,0.000025640045,0.00022564056,0.0023087366,0.00012608992,0.000034596098,0.0000050900517,0.000009371693,0.0030690422],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9987806,0.00017871679,0.00013351908,0.00019251768,0.0003200606,0.0003945486],"domain_scores_gemma":[0.99914914,0.0005532539,0.00003221571,0.0001796574,0.000027768161,0.000057986617],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001229149,0.000076222226,0.00009787626,0.00015402302,0.00029316093,0.0002246627,0.00034135935,0.000064240696,0.00005074467],"category_scores_gemma":[0.00024931127,0.000058784106,0.000026756716,0.0012813122,0.000091961505,0.0002580313,0.000028168633,0.00028512016,0.000108513],"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":[0.000020263966,0.000048249396,0.009421599,0.00001265988,0.000005374085,0.0002600479,0.8991476,0.00005133176,0.00024700846,0.07286216,0.0027287444,0.015194941],"study_design_scores_gemma":[0.0005843514,0.000065481254,0.08064605,0.0005191743,0.0000068693766,0.000003702446,0.11248867,0.0001687561,0.000060912662,0.04122031,0.7637404,0.00049531856],"about_ca_topic_score_codex":0.0024725061,"about_ca_topic_score_gemma":0.0055236774,"teacher_disagreement_score":0.78665894,"about_ca_system_score_codex":0.00005933185,"about_ca_system_score_gemma":0.0000673948,"threshold_uncertainty_score":0.37377062},"labels":[],"label_agreement":null},{"id":"W4379055989","doi":"10.1111/lit.12342","title":"The literacies‐as‐events in the day of a life of an octogenarian: literacies of thriving as habits of a lifetime and (im)materially constituted","year":2023,"lang":"en","type":"article","venue":"Literacy","topic":"Literacy, Media, and Education","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Western University","funders":"Social Sciences and Humanities Research Council of Canada; Western University","keywords":"Thriving; Invisibility; Everyday life; Sociology; Residence; Curriculum; Gender studies; Reading (process); Pedagogy; Social science; Political science","score_opus":0.017479809505978872,"score_gpt":0.2712186560015183,"score_spread":0.2537388464955394,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4379055989","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99580663,0.0008057708,0.0000016110066,0.00056281494,0.0008624773,0.00039115926,0.00015906579,0.000021726379,0.001388746],"genre_scores_gemma":[0.99837345,0.00015613658,0.000059919646,0.00020886357,0.00031338102,0.00003425488,0.00010986897,0.000016914617,0.00072720787],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99770826,0.00040921444,0.0010143829,0.00022507377,0.00037416586,0.00026890627],"domain_scores_gemma":[0.9973038,0.001197464,0.0005547883,0.00049188203,0.00038125433,0.00007081887],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012641713,0.00019752995,0.00043013802,0.0002675498,0.0001859523,0.00016132578,0.00042792605,0.000059746853,0.00018824852],"category_scores_gemma":[0.0008500069,0.00012417792,0.000097298456,0.0002754484,0.00058018375,0.00095812115,0.00009782201,0.000120468474,0.000010942725],"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":[0.00017224363,0.00023578643,0.009258108,0.00048264052,0.00006121448,0.0000030013568,0.96004313,0.0000040327377,0.0013560592,0.02487266,0.00018648316,0.0033246188],"study_design_scores_gemma":[0.006686841,0.0030273888,0.26875743,0.008832018,0.00043040898,0.000084819185,0.45494774,0.0021142361,0.019014705,0.070333816,0.16402347,0.001747123],"about_ca_topic_score_codex":0.00069891557,"about_ca_topic_score_gemma":0.0001058166,"teacher_disagreement_score":0.5050954,"about_ca_system_score_codex":0.000009099765,"about_ca_system_score_gemma":0.00019536306,"threshold_uncertainty_score":0.5063829},"labels":[],"label_agreement":null},{"id":"W4381276191","doi":"10.1111/lit.12318","title":"Writing instruction for social justice: an investigation into the components of a teacher preparation course","year":2023,"lang":"en","type":"article","venue":"Literacy","topic":"Writing and Handwriting Education","field":"Social Sciences","cited_by":4,"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 Alberta","funders":"","keywords":"Ideology; Notice; Literacy; Pedagogy; Politics; Sociology; Social justice; Mathematics education; Psychology; Political science; Social science; Law","score_opus":0.05344201497364694,"score_gpt":0.4171657766036477,"score_spread":0.36372376163000075,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4381276191","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9950828,0.000014091367,0.000052678777,0.0030256931,0.000372753,0.00025772466,0.0000043824234,0.000109900444,0.0010799706],"genre_scores_gemma":[0.9965461,0.000004183022,0.0007419198,0.00008183888,0.0015552773,0.000060084923,0.00017352351,0.00000789342,0.00082916964],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99911165,0.00021860546,0.00020721578,0.0001274981,0.00019715926,0.0001378448],"domain_scores_gemma":[0.99935544,0.00017277752,0.00015457341,0.000075266675,0.00020818364,0.000033792956],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012174471,0.00005021989,0.00006873829,0.0000680168,0.0011043401,0.00012766224,0.00009973952,0.000059996404,0.000007723859],"category_scores_gemma":[0.00026435696,0.000046964302,0.00003299243,0.00037835812,0.00012740536,0.00047225083,0.000010365448,0.00006755961,0.0000056393365],"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":[0.00004479434,0.000094382434,0.0107230935,0.00015026533,0.0000151825925,1.3108382e-7,0.80809915,0.00003402163,0.004626736,0.097283654,0.0032232432,0.07570532],"study_design_scores_gemma":[0.0019738914,0.000268913,0.4003577,0.00043524388,0.00034597644,0.000002194354,0.42264444,0.026996346,0.0013371445,0.085954346,0.059090916,0.00059289776],"about_ca_topic_score_codex":0.00065062253,"about_ca_topic_score_gemma":0.0001557337,"teacher_disagreement_score":0.3896346,"about_ca_system_score_codex":0.000041694562,"about_ca_system_score_gemma":0.00008846821,"threshold_uncertainty_score":0.84938025},"labels":[],"label_agreement":null},{"id":"W4382310436","doi":"10.1111/lit.12331","title":"Critical literacies: Ever‐evolving","year":2023,"lang":"en","type":"article","venue":"Literacy","topic":"Critical Race Theory in Education","field":"Social Sciences","cited_by":45,"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; Conversation; Critical literacy; Colonialism; Framing (construction); Sociology; Multitude; Power (physics); Media studies; Gender studies; Pedagogy; Political science; History; Law; Communication","score_opus":0.02428092469815952,"score_gpt":0.4493945267107533,"score_spread":0.4251136020125938,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4382310436","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.75757253,0.00033027472,0.0005085474,0.054626226,0.0037367162,0.00026587723,0.000020289675,0.0011754266,0.1817641],"genre_scores_gemma":[0.9860287,0.000030339595,0.0008095265,0.0007268562,0.00091312156,0.000024078337,0.0000123420195,0.000013616211,0.011441465],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99850214,0.00025315135,0.0001889325,0.0002193673,0.00035329693,0.0004831113],"domain_scores_gemma":[0.9967633,0.0025383483,0.000018480723,0.00022010472,0.0002636383,0.00019614937],"candidate_categories":["metaresearch","insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.0009237136,0.00008167706,0.000098383556,0.00012495177,0.0005324835,0.0004685358,0.00023904938,0.000069740236,0.0025443968],"category_scores_gemma":[0.010388351,0.00008717777,0.000059373644,0.0008044186,0.0003015143,0.0011686303,0.000052680814,0.00014454845,0.0029775368],"study_design_candidate":"theoretical_or_conceptual","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":[0.0000053103267,0.000055326298,0.00084201514,0.000026844291,0.0000033498957,0.000013902952,0.19213825,0.0000011561882,0.0001900107,0.77851826,0.0067693093,0.02143624],"study_design_scores_gemma":[0.00009157068,0.000021810332,0.006167347,0.00010782608,0.00001212257,0.00000203857,0.028703345,0.0004456216,0.00006590046,0.4611761,0.50297,0.00023630098],"about_ca_topic_score_codex":0.00010212538,"about_ca_topic_score_gemma":0.000024659164,"teacher_disagreement_score":0.4962007,"about_ca_system_score_codex":0.00009327987,"about_ca_system_score_gemma":0.0001004939,"threshold_uncertainty_score":0.9983674},"labels":[],"label_agreement":null},{"id":"W4385766269","doi":"10.1111/lit.12350","title":"Elementary students' engagement in transduction and creative and critical thinking","year":2023,"lang":"en","type":"article","venue":"Literacy","topic":"Literacy, Media, and Education","field":"Arts and Humanities","cited_by":9,"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 Victoria","funders":"","keywords":"Semiotics; Meaning (existential); Context (archaeology); Curriculum; Critical thinking; Meaning-making; Creativity; Comics; Psychology; Sign (mathematics); Pedagogy; Sociology; Mathematics education; Epistemology; Art; Social psychology; Literature","score_opus":0.03183511831798551,"score_gpt":0.3317885691951164,"score_spread":0.2999534508771309,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4385766269","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9966253,0.00028441107,0.0000073524734,0.0013168898,0.00068842707,0.00014056324,0.000012282772,0.000045807363,0.00087893876],"genre_scores_gemma":[0.99733645,0.0001462219,0.000119584845,0.0004730251,0.0005732224,0.000038023158,0.00006515965,0.000008114817,0.0012401837],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99928373,0.00007585343,0.00016821694,0.00017098784,0.00014747678,0.00015374816],"domain_scores_gemma":[0.9996791,0.00016458744,0.000017541472,0.00006373066,0.000032596974,0.0000424571],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00033560963,0.00008007616,0.000087879576,0.00014253857,0.00023678654,0.00036554874,0.000047844973,0.000015689086,0.00070029515],"category_scores_gemma":[0.000037869988,0.000071952876,0.000013455221,0.000045512727,0.00007623963,0.00068079866,0.000029180921,0.000111156696,0.000016373848],"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":[0.000012313147,0.00006701663,0.024369352,0.00007214652,0.00001028644,0.0000058005953,0.9543826,1.763199e-7,0.0000059140616,0.009183305,0.0008177513,0.011073352],"study_design_scores_gemma":[0.0012232322,0.00024463443,0.23743662,0.0003803912,0.00006649141,0.000005811072,0.5780612,0.00024587047,0.00009397959,0.05195478,0.12991,0.00037694754],"about_ca_topic_score_codex":0.00022247266,"about_ca_topic_score_gemma":0.00007060436,"teacher_disagreement_score":0.37632138,"about_ca_system_score_codex":0.000018734292,"about_ca_system_score_gemma":0.000008759805,"threshold_uncertainty_score":0.76677406},"labels":[],"label_agreement":null},{"id":"W4401545853","doi":"10.1111/lit.12384","title":"Overcoming barriers and improving outcomes: teachers' perspectives on using narrative videogames to teach literacy/English","year":2024,"lang":"en","type":"article","venue":"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":"McGill University","funders":"","keywords":"Literacy; Narrative; Psychology; Pedagogy; Mathematics education; Sociology; Linguistics","score_opus":0.014618313795117877,"score_gpt":0.29356848821912307,"score_spread":0.2789501744240052,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4401545853","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99070174,0.0018653806,0.000068438596,0.00080468215,0.0035997473,0.00033208262,0.000055133376,0.0002505167,0.0023222917],"genre_scores_gemma":[0.98782325,0.00001349464,0.0009395682,0.0012329746,0.0029697034,0.000042900938,0.000022295186,0.000056864166,0.0068989433],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99817663,0.00011841129,0.0003744212,0.00065864326,0.00025753077,0.0004143759],"domain_scores_gemma":[0.9986584,0.00044839512,0.00007398331,0.00029810364,0.00024252951,0.00027859144],"candidate_categories":["metaepi_narrow","scholarly_communication"],"consensus_categories":[],"category_scores_codex":[0.0003395566,0.00034255345,0.0003099209,0.00043667515,0.000576122,0.002874876,0.00015914338,0.00006631824,0.0008065881],"category_scores_gemma":[0.0006951974,0.00028146207,0.00012717559,0.000119561526,0.00012959969,0.0025990887,0.000068552225,0.00041491506,0.000037377926],"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":[0.000023633467,0.00004286512,0.0019587197,0.00010526546,0.00006689223,0.0000109597295,0.9758592,0.000003857662,0.000063666506,0.005258887,0.0013991618,0.015206861],"study_design_scores_gemma":[0.00024385883,0.00013508624,0.0005870348,0.0005745334,0.000055724595,0.000004680381,0.8157654,0.0010543271,0.00005818438,0.0005870829,0.18051483,0.00041927188],"about_ca_topic_score_codex":0.00037110652,"about_ca_topic_score_gemma":0.000019896046,"teacher_disagreement_score":0.17911567,"about_ca_system_score_codex":0.00024243377,"about_ca_system_score_gemma":0.00012457906,"threshold_uncertainty_score":0.99996376},"labels":[],"label_agreement":null},{"id":"W4401615957","doi":"10.1111/lit.12381","title":"Novice interpreters, transmedia fictions and the afferent stance","year":2024,"lang":"en","type":"article","venue":"Literacy","topic":"Translation Studies and Practices","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":"University of Alberta","funders":"","keywords":"Interpreter; Afferent; Psychology; Linguistics; Sociology; Philosophy; Computer science; Neuroscience","score_opus":0.015615763628646988,"score_gpt":0.2685221562153581,"score_spread":0.2529063925867111,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4401615957","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.06905382,0.1517563,0.0051078075,0.08820443,0.008009249,0.00073330273,0.0005155503,0.0005976499,0.6760219],"genre_scores_gemma":[0.9950053,0.000995057,0.000049454055,0.000541121,0.00040850684,0.000020317531,0.000005447576,0.0000066795783,0.0029681318],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9996051,0.000035473622,0.00010990692,0.00010672577,0.00006653788,0.00007626614],"domain_scores_gemma":[0.99934655,0.0005266054,0.000015539514,0.00007383012,0.000020412492,0.000017063716],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00008785216,0.000065732456,0.00007167693,0.000025301524,0.00022360771,0.00065833435,0.000046281195,0.0000094302095,0.0008637559],"category_scores_gemma":[0.0000034314123,0.000036793663,0.000042824082,0.000023171153,0.00014792611,0.00044385382,0.000008374782,0.00011164633,0.00003691628],"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":[0.000071198185,0.000009047555,0.000023703638,0.00007715394,0.000078522084,0.0000026491743,0.35631377,7.606425e-7,0.0000030617118,0.4620705,0.0030319795,0.17831767],"study_design_scores_gemma":[0.00019309983,0.000013354148,0.000057112444,0.0000639578,0.000037920407,0.0000022292306,0.0019103332,0.0007501717,0.0000013397499,0.0021703567,0.9947472,0.0000528895],"about_ca_topic_score_codex":0.00006514016,"about_ca_topic_score_gemma":0.00026828845,"teacher_disagreement_score":0.99171525,"about_ca_system_score_codex":0.000003711761,"about_ca_system_score_gemma":0.00000507986,"threshold_uncertainty_score":0.94575214},"labels":[],"label_agreement":null},{"id":"W4405097243","doi":"10.1111/lit.12392","title":"Opening the door to writing re<i>lation</i>alities: Moving writing and the teaching of writing","year":2024,"lang":"en","type":"article","venue":"Literacy","topic":"Reflective Practices in Education","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":"University of Manitoba","funders":"","keywords":"Psychology; Mathematics education; Pedagogy; Professional writing; Teaching method; Linguistics; Writing process; Philosophy","score_opus":0.023408602966944275,"score_gpt":0.41376966657766473,"score_spread":0.3903610636107204,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4405097243","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7642054,0.0020241046,0.0020673582,0.020878032,0.00059886236,0.0005704197,0.00000386942,0.00010218812,0.20954978],"genre_scores_gemma":[0.9882718,0.000045236524,0.008652891,0.0007533373,0.0012707469,0.0000589491,0.0000018658593,0.000020265841,0.00092490885],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99728525,0.0012245198,0.0004959056,0.00028933745,0.00039902708,0.0003059408],"domain_scores_gemma":[0.99034125,0.009035687,0.00019748107,0.0002168197,0.00015195199,0.00005681452],"candidate_categories":["sts","scholarly_communication"],"consensus_categories":[],"category_scores_codex":[0.008356724,0.0001147015,0.00015671393,0.00010231796,0.001845703,0.0019071205,0.0003444179,0.00004695318,0.000049368726],"category_scores_gemma":[0.0052753366,0.00007931096,0.000063153486,0.0004486548,0.00023606284,0.0019146118,0.00017777896,0.0005005017,0.000008632549],"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":[0.000017016639,0.000009910915,0.00864581,0.000092022485,0.000028428372,0.000002242352,0.6084829,0.000051337945,0.00040160547,0.21880957,0.000121708035,0.16333745],"study_design_scores_gemma":[0.0005342724,0.00004571493,0.008563057,0.0033255157,0.0001391294,0.000030076277,0.7469161,0.013865911,0.00030702475,0.040052637,0.18569237,0.00052817934],"about_ca_topic_score_codex":0.00280628,"about_ca_topic_score_gemma":0.000050521536,"teacher_disagreement_score":0.2240664,"about_ca_system_score_codex":0.000110477384,"about_ca_system_score_gemma":0.00011828396,"threshold_uncertainty_score":0.9994538},"labels":[],"label_agreement":null},{"id":"W4405763699","doi":"10.1111/lit.12395","title":"<i>Writing worlds</i>: Exploring mentorship approaches supporting adolescents' authentic writing across a Canadian youth centre's programmes","year":2024,"lang":"en","type":"article","venue":"Literacy","topic":"Literacy, Media, and Education","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"McGill University","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Mentorship; Thriving; Pedagogy; Literacy; Sociology; Curriculum; Context (archaeology); Ethnography; Professional writing; Informal learning; Psychology; Medical education; Social science; Medicine","score_opus":0.08787779522506224,"score_gpt":0.28669340026315654,"score_spread":0.1988156050380943,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4405763699","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98991215,0.0015036614,0.000015366917,0.000806231,0.0036876567,0.00042729577,0.00014188534,0.00041940602,0.0030863415],"genre_scores_gemma":[0.99062765,0.000010571756,0.00014919626,0.00032511188,0.005179791,0.000108164444,0.00042047648,0.00008232313,0.0030967197],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9969538,0.000094994626,0.0007191227,0.0005832559,0.00032110172,0.0013277227],"domain_scores_gemma":[0.9989118,0.00011148332,0.00013183871,0.00029092398,0.00011736186,0.0004365748],"candidate_categories":["metaepi_narrow","scholarly_communication"],"consensus_categories":[],"category_scores_codex":[0.00078801444,0.00033555427,0.00025668187,0.00028511044,0.00084179966,0.004965406,0.00025817842,0.000058281577,0.00038298412],"category_scores_gemma":[0.00010037687,0.0003186822,0.00017837282,0.00019294601,0.00011146264,0.002211516,0.00006179021,0.0004189743,0.00017091694],"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":[0.0000054651855,0.00006304776,0.016914139,0.0007642985,0.000034897417,0.000032283173,0.8871539,8.5468247e-7,0.0000013931325,0.004037809,0.00015330891,0.09083859],"study_design_scores_gemma":[0.00027044714,0.000025814188,0.00096997817,0.0036294449,0.0000934188,0.000010789804,0.91133964,0.0012303988,0.000077987774,0.00064295734,0.08109431,0.00061480573],"about_ca_topic_score_codex":0.018893613,"about_ca_topic_score_gemma":0.01613131,"teacher_disagreement_score":0.09022379,"about_ca_system_score_codex":0.00020763592,"about_ca_system_score_gemma":0.00019389072,"threshold_uncertainty_score":0.9999265},"labels":[],"label_agreement":null}]}