Bibliographic record
Abstract
production of this journal is truly a collaborative effort. Authors, referees, column editors, book reviewers, and production staff are all part of this community. Once again, an editorial year has passed by in the blink of an eye. As always, I am indebted to the RUSQ Editorial Advisory Board for their help with shaping content and direction. following individuals contributed many hours this past year through their service on this board: Judith M. Arnold, Gwen Arthur, Corinne Hill, Robert V. Labaree, Jessica E. Moyer, Kjerstine Nielsen, Amber A. Prentiss, Douglas Raber, Marianne Ryan, and Michael Stephens. Since a constant flow of manuscripts kept these board members busy, I am grateful for the willingness of the following experts to step in as needed to serve as occasional referees: Karen Antell, Lori Arp, Christine Avery, Anne Behler, Paula Contreras, Phillip Edwards, Linda Friend, Jennifer Gilley, Nancy Huling, M. Kathleen Kern, Daniel Mack, Charles Malenfant, Dale McNeill, Judith M. Nixon, Eric Novotny, Lisa O'Connor, Mary Popp, Emily Rimland, Kathleen A. Sullivan, Linda C. Smith, Amalia Strothmann, David Tyckoson, Barry Trott, Matthew Wayman, Beth S. Woodard, and Neal Wyatt. feedback to authors from these dedicated reviewers was instrumental in producing a collection of high-quality feature articles. following peer-reviewed feature articles were published in volume 47: Whatever Happened to 'Always Cite the Source?': Study of Source Citing and Other Issues Related to Telephone Reference, by Denise E. Agosto and Holly Anderton. Comparison of Retrieval Performance of Eleven Online Indexes Containing Information Related to Quaternary Research, An Interdisciplinary Science, by Lura E. Joseph. If My Mother Was Alive I'd Probably Have Called Her: Women's Search for Health Information in Rural Canada, by Roma Harris and Nadine Wathen. The Effects of Librarians' Behavioral Performance on User Satisfaction in Chat Services, by Nahyun Kwon and Vicki L. Gregory. Sociocultural Learning Theories and Information Literacy Teaching Activities in Higher Education, by Li Wang. Assessing User Interactions at the Desk Nearest the Front Door, by Pixey Anne Mosley. Determining Use of an Academic Library Collection: Report of a Study, by Jeannie Colson. Reference Transaction Handoffs: Factors Affecting the Transition from Chat to E-Mail, by Nora Wikoff. Cyberface or Face-to-Face: Teachable Moment and Changing Mediums, by Christine M. Desai and Stephanie J. Graves. Weeding Gone Wild: Planning and Implementing a Review of the Collection, by Carol A. Singer. 'But I Want a Real Book': An Investigation of Undergraduates' Usage and Attitudes toward Electronic Books, by Cynthia L. Gregory. A Generation in Transition: Study of the Usage and Attitudes toward Public Libraries by Generation 1.5 Composition Students, by Curt Asher and Emerson Case. Why Isn't Our Chat Used More?: Findings of Focus Group Discussions with Undergraduate Students, by Sharon Naylor, Bruce Stoffel, and Sharon Van Der Laan. Strategic Planning for in a Team Environment: Preferred Futuring Model, by Shahla Bahavar and Judy A. Truelson. Testing Classification Systems for Questions, by Deborah B. Henry and Tina M. Neville. It's All in the Marketing: Impact of a Virtual Marketing Campaign at Texas & M University, by Karen I. MacDonald, Wyoma vanDuinkerken, and Jane Stephens. Revitalizing the One-shot Instruction Session Using Problem-Based Learning, by Barbara Ferret Kenney. I am pleased that two issues of volume 47 contained editorials focusing on graduate programs in library and information science. Lisa O'Connor's thought provoking guest editorial, Nice Shoes, is written from the perspective of a practitioner who made the transition to library school educator. …
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.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.010 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.016 | 0.007 |
| Scholarly communication | 0.017 | 0.011 |
| Open science | 0.002 | 0.012 |
| Research integrity | 0.004 | 0.010 |
| Insufficient payload (model declined to judge) | 0.162 | 0.127 |
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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".