Pinterest as a Tool: Applications in Academic Libraries and Higher Education
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
Pinterest, a pinboard-style social photo-sharing website, has become a popular site for many individuals who collect images that help them plan, organize, and explore any topic of interest. Launched in March 2010, Pinterest now has over 10 million users and is continuing to grow. Libraries and educators are starting to explore this new type of social media and how it can be used to connect with and inspire their patrons and students. This article will look at how the University of Regina Library is currently using Pinterest to engage and interact with the University community. This social tool has appealed not only to librarians but educators as well. Pinterest is starting to have an impact on the way educators teach and present information and ideas to their students. The popularity of Pinterest has even inspired other image-based social media sites such as Learnist. After developing a Pinterest account for the library, a list of best practices were created. The library looked at copyright considerations and developed a series of questions to help us determine whether to pin or repin an image. This article will look at how Pinterest can be used in libraries and higher education, and some of the copyright considerations involved in using this image-driven site.
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 | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.023 |
| 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