The Role of the Principal in an Information Literate School Community: Design and Administration of an International Research Project
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.
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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 | 0.112 | 0.052 |
| Meta-epidemiology (narrow) | 0.001 | 0.002 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.003 | 0.003 |
| Science and technology studies | 0.009 | 0.007 |
| Scholarly communication | 0.006 | 0.004 |
| Open science | 0.002 | 0.005 |
| Research integrity | 0.002 | 0.004 |
| Insufficient payload (model declined to judge) | 0.005 | 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 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".