Bibliographic record
Abstract
Are you connected to YALSA's online resources? If not, you're missing out on a world of valuable information that could enrich your career, as well as your social life! Recently, YALSA conducted a social media use survey, and found that many respondents do not regularly use the variety of social media tools, blogs, and professional resources available to YALSA members. In fact, more than half of the 1,400 respondents do not use The Hub, YALSA's feed, Facebook, or the Books for Teens Facebook page. The YALSA blog, wild, and ALA Connect spaces fared slightly better: roughly a quarter of respondents use them. Perhaps some of us feel too swamped to check in on these resources regularly, or we may not be comfortable using social media or editing a wild. Whatever the reason for nonuse, these resources are ours to create and consume, and they can improve our effectiveness as YALSA members, librarians, and teen advocates while making us feel connected to others who fight the same battles and share our interests. Read on for a brief overview of these tools, including where to access them, why you might find them useful, and how to use them. Yalsa Feed http://twitter.com/yalsa Why It's Useful is a great place to network with like-minded people, and you will find many like-minded people who follow YALSA. By following tweets (brief updates no longer than 140 characters) posted by people of interest, you may make connections and expand your professional network. You might even make some friends! Moreover, YALSA tweets will keep you up to date on proceedings at ALA Annual and Midwinter, as well as other conferences, happenings, and opportunities within YALSA. Even if you don't have much time to explore, YALSA's feed will give you timely, quick information to keep you up to speed on the organization. Many of YALSA's tweets share information from other YALSA web resources, so you can use it as a one-stop-shop to quickly update yourself when you're short on time. What's more, if you already use for personal social networking, you can enrich your professional life while keeping up with friends, family, and other interests. How to Use It Anyone can view YALSA's feed, but to follow it you must create an account. Visit http://twitter.com, and enter your information in the form at the upper right corner of your screen. Follow the instructions to create your username and register. After signing up, go back to YALSA's feed at http://twitter.com/ yalsa. Beneath the YALSA logo, see a button that says Follow. Click and you are following YALSA! New YALSA tweets will now appear in your timeline-the page you land on when you sign on to Twitter. can be awfully confusing to the uninitiated, but it is a powerful information tool. According to Twitter, its best use is to follow other users who interest you, rather than worrying about tweeting original content yourself. As you learn what you enjoy reading, you'll feel more comfortable participating, but you don't have to tweet at all to enjoy Twitter. To learn the basics, visit http://help.twitter.com, and click on Twitter Basics. Here you will find concise explanations of jargon and structure. The most important concepts to be aware of are your timeline, hashtags, mentions, replies, and retweets. YALSA Facebook Page http://www.facebook.com/yalsa Why It's Useful These days, Facebook is omnipresent. We can connect with our best friends from high school, our teachers, our family, and so on. Even pets have Facebook accounts. It is useful not only for keeping in touch and letting the world know what we ate for breakfast, but also for following businesses and organizations of interest, and putting us in communication with people who share our interests. YALSA's Facebook page exists to promote YALSA among members and nonmembers alike by providing current information on events, as well as starting conversations and providing information of interest to librarians, readers, and others who serve teens. …
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.
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 | 0.001 | 0.007 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.004 | 0.000 |
| Scholarly communication | 0.005 | 0.008 |
| Open science | 0.001 | 0.006 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.547 | 0.339 |
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".