Teaching Matters: Increasing Library Visibility through Integrated Classroom Instruction
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
This paper addresses the need for academic librarians to teach and reach out to undergraduate engineering students in their own space — engineering classrooms. The Science & Engineering Library team at the University of British Columbia (UBC) believes that teaching students the importance and relevance of using library resources in their first and second years of study will better prepare students to complete their assignments. Each year the Science & Engineering Library team presents to 850 first and second year students per term. In an investigation of our efforts, 20 more advanced, third and fourth year undergraduate engineering students were asked what informational tools and sources they used for their assignment in APSC 263 - Technology and Development: The Global Engineer. The results showed that 90% of the students in the study planned to use UBC library resources for their assignments. This positive result supports our belief that our commitment to providing extensive library instruction is creating a greater awareness of engineering librarians and the resources the library has to offer.
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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.001 | 0.035 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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