Transformative research as knowledge mobilization: Transmedia, bridges, and layers
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
Mainstream knowledge production and communication in the academy generally reflect the tenets of positivist research and predominantly embody hierarchical processes of knowledge transfer. In contrast, a transformative research paradigm is rooted in knowledge mobilization processes involving close collaboration between researchers and community actors as co-enquirers as a part of a broader agenda for progressive social change. They also involve strategic communication strategies that mobilize knowledge beyond those directly involved in the research process. We illustrate the cyclical pattern and transgressive potential of knowledge mobilization processes through a reflective case study of a participatory action research program in the Canadian Prairies. Based on this work, we present three key knowledge mobilization strategies. These include: using transmedia to exchange knowledge across a range of communication media; building bridges to invite communication amongst diverse knowledge communities; and layering to communicate knowledge at varying levels of detail. We critically examine our own practice as a contested and partial process in tension with the institutional and cultural durability of the more linear knowledge transfer paradigm. Knowledge mobilization strategies provide a framework to implement research methods, communication processes, and outcomes that are high in impact and relevant in struggles for a more just and resilient society.
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Direct model labels (unvalidated)
Per-model category and study-design labels from the labeling rounds. They are machine output, unvalidated, and the disagreement between models ships as data. No study design here is MEDLINE-validated yet.
| Model arm | Categories | Study design | Confidence |
|---|---|---|---|
| gemma | Science and technology studies Domain: not available · Genre: Empirical About the Canadian research system: no · About a Canadian topic: no | Theoretical or conceptual | low |
| gpt | Scholarly communication Domain: not available · Genre: Commentary About the Canadian research system: no · About a Canadian topic: no | Theoretical or conceptual | low |
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 | 0.051 | 0.010 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.003 |
| Science and technology studies | 0.002 | 0.003 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.001 |
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