‘We've Spent too Much Money to Go Back Now’: Credit-Crunched Literacy and a Future for Learning
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
This is an article of activism, application and intervention. It offers new models and modes of teaching and learning by aligning information literacy, media literacy and multiliteracy. The priority is on learning outcomes rather than technological choices, and social justice rather than transferable skills. These are not – obviously – ‘either/or’ categories, but the author wishes to shift thinking to demonstrate the diversity of assessment options that can activate the insights and innovations of literacy theory. The aim is to show, through examples and applications in university assessment, how students can move from everyday competencies and skill development and into disciplinary and transdisciplinary scholarship. With public funding under threat, the time for ‘easy’ technological solutions to complicated problems in widening participation agendas requires renewed commitment to literacy, professional development and academic expertise.
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 | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 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 it