Evolution of information practices over time
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
ABSTRACT Although researchers have grappled with conceptualizations of time in relation to information behavior, the effect of time on information practices has been a challenge to study and theorize. Longitudinal naturalistic methods provide an opportunity to observe information practices in context over time, but have infrequently been used in information research. This paper presents a qualitative ethnographic exploration of the changes over time in the information practices of a group of young parents in Canada, a population experiencing substantial life changes as young adults and new parents both. Using grounded theory, this analysis explores time‐related processes in the lives of young parents and they ways these processes affect information practices such as seeking, sharing, and use of information. Three case examples illustrate the interplay over time of individual characteristics, setting, and events, and the impact on an individual's information practices. Based on these findings, a theoretical model to inform future investigations of information practice evolution over time is presented.
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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 | 0.002 | 0.006 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.019 |
| 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 it