Reconfiguring the Communicational Landscape: Implications for Rural Literacy
Bibliographic record
Abstract
Claiming that we research who we are, Cole and Knowles (2001) suggest examining "segment[s] of one's life written for purposes of understanding oneself in relation to a broader context" (p. 49). In this chapter, I revisit a study that marked my foray into research in the virtual world and the subsequent creation of a national network for students and teachers entitled, The Salty Chip: A Canadian Multiliteracies Collaborative.1 Through this work, I explore the "expanded spaces" for learning (Gutierrez and Larson 2007) created outside of rural or urban geographies, by rethinking the affordances of the virtual space. In particular, the chapter will consider the implications of a changing communicational landscape (Jewitt 2010) as theories and practices of multiliteracies come together with recent thinking about rural education to consider a notion of "rural literacy," and how such a notion might afford or limit as we go forward. To move forward, it is sometimes necessary to begin by looking back.KeywordsVirtual WorldSchool BoardVirtual CommunityVirtual SpaceRural SchoolThese keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
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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 | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.003 | 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".