Fostering the integration of information literacy and journalism practice:
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
Journalism students draw on a range of information skills and resources to complete both practical and academic assignments. A five-year qualitative study gathered annual reflections on information use from a total of 215 students. A thematic analysis of the statements made by students demonstrates the value of reconfiguring information literacy (IL) instruction to align with the professional needs and practices in their discipline. Deliberate scaffolding encouraged students to transfer ways of understanding and using information between personal, academic, and journalistic contexts. Student statements provide evidence that many are integrating formal learning with experience to develop IL that serves their academic and professional information needs. The long-term nature of the study also provides evidence of students developing their understanding of threshold concepts in IL and internalising those concepts into their practice. Insights from the study may inform changes to instruction within and beyond professional programmes to encourage transfer of IL skills and knowledge between students’ personal, professional, and academic information ecosystems.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.004 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.002 | 0.188 |
| Open science | 0.000 | 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