Poised for Change: Effects of a Teacher Education Project on Preservice Teachers' Knowledge of the School Library Program and the Role of the Teacher-Librarian
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Preservice teachers are a greatly overlooked group of instructional partners. This article describes a one phase of an ongoing project in a teacher education program that aims to enhance pre-service teachers' personal and practical knowledge of school library programs and of the role of the teacher-librarian. In the second year of the project, reported here, qualitative analysis was conducted on students' pre- and post-writings about three focal concepts. Results showed that preservice teachers expanded their understandings of information literacy, critical thinking, and resource-based learning. Their additional unsolicited post-writings about the role of the teacher-librarian indicated formation of new insights about teacher-librarians' responsibilities as teacher, instructional partner, and information specialist.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.002 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.010 |
| Open science | 0.002 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it