The Role of the Principal in an Information Literate School Community: Design and Administration of an International Research Project
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
Support of the principal is a key factor in the implementation of effective programs in schools. An international study of the principal’s role in developing and supporting information literate school communities was conducted in Australia, Canada, Finland, France, Japan, Scotland, and South Korea. The study sought to inform the efforts of principals and teacher-librarians throughout the world seeking to develop information literate school communities. Such school communities place a high priority on the mastery of information-use processes by both teachers and students; that emphasis on information literacy is reflected in policy, benchmarking, funding, and evaluation. One of the unique features of this international study was the use of online data collection and analysis techniques. In this paper, the researchers describe the design and administration of the study and explore the methodological issues involved. This information will be of use to researchers interested in replicating the study or in designing a similar study.
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 | 0.011 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.002 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.045 |
| Open science | 0.002 | 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