The impact and perception of Islam and authority online among Muslim university students in St. John's, Newfoundland and Labrador
Bibliographic record
Abstract
Within the context of the digital age, this thesis examines how the Internet has influenced the religious lives of Muslim university students in the North Atlantic city of St. John’s, Newfoundland and Labrador by asking two primary questions: First, how is the Internet perceived and what benefits, challenges and concerns does this digital technology raise? And second, what strategies do participants use to religiously authentic Islamic websites? To answer these questions I draw upon fifteen qualitative interviews conducted with Muslim university students in St. John’s about their online activity and how they navigate Islam-related websites. My participants expressed concerns with online radicalization and the current securitization climate, but their primary concern was with authenticating Islamic websites. In this regard, they relied on online religious leaders, religious texts, and the ideology of a unified Islam (and rarely on formal Islamic institutions). Paralleling research by Campbell (2007), these authorities were used by my participants to authenticate Islam-related websites and ultimately helped them navigate the complexities of Islam online.
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 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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.002 | 0.002 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| 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".