Nîhîyaw Awasak: validation of Cree literacies. An ethnographic study of children at home, at school, and in the community
Bibliographic record
Abstract
My study is titled ' Nihiyaw Awasak : Validation of Cree Literacies'; it is an ethnographic study of children at home, at school, and in the community. This is a study of Grade 5/6 children, varying in ages of 11 to 14 years, in a small northern Albertan community, and their experience of literacy in a cross-cultural situation. This research has several key implications that I suggest will influence the way literacy is viewed and increase Cree children's success in the educational system. One of the implications is the acknowledgement and validation of what I have defined as Cree children's Indigenous representation of literacy: a symbolic configuration of literacy that is expressive of their own language, culture, values, and beliefs. This Cree representation of literacy was reflected in what I considered a personal voice. This personal reflection of Cree literacy has not been noticed and was not obvious, but I found it mainly in artifacts that I considered from school projects shared through what is called literacy digs in research. This voice of literacy has been hindered in the school setting by a narrow focus of literacy and a concentrated effort towards achievement. I conducted an ethnographic study, and I have described different literacy experiences of the children at home, at school, and at school events in the community. I also conducted a focal study of two children in the home and examined their literacy practices in this setting. This study is significant because few studies have been done that look at the literacy of young Cree children from this perspective. This study in a northern Alberta Canadian setting will contribute to the field of Aboriginal education and will assist educators who are looking for ways to improve the literacy and educational experience of Aboriginal children.
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How this classification was reachedexpand
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 | 0.000 | 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 | 0.003 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, 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".