Complicating Access: Digital Inequality and Adult Learning in a Public Access Computing Space
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
AbstractAccess is often defined in digital inclusion policy as the potential, if not the means, to access an Internet connection. This simple or ‘laissez-faire’ approach to digital access excludes many of the adults who are also the constituents of adult literacy education programs, suggesting the need for adult educators to attend closely to the entanglements of digital equity and adult learning. Combining methods of critical policy analysis with participant observation of adults’ experiences of digital access and learning in a public setting, the study identifies tensions between public sites for computing learning and the privatization of access, between ‘basic skills’ and critical pedagogies of production, and between the ‘model users’ for whom digital policies and the Internet are designed and the actual experiences of those who are on the margins of access. These trouble spots provoke new challenges and possibilities for a reinvigoration of public computing as new sites for adult learning.
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 | 0.001 | 0.009 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.004 | 0.000 |
| Scholarly communication | 0.002 | 0.001 |
| 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