3. Language and Culture as Sustenance
Bibliographic record
Abstract
Language and Literacy Series, continued ReWRITlNG the Basics: Literacy Learning in Children’s Cultures ANNE HAM DvsoN Writing Instruction That Works ARTHUR N. APPLEBEE Er AL. Literacy Playshop KAREN E. WoHuNEND Critical Media Pedagogy ERNEST MoRREI.I. El AI. A Search Past Silence DAVID E. KIRKLAND The ELL Writer CHRIsnNA 0RTMEIER—HoDIgER Reading in a Participatory Culture HENHV JENKINS Er AL., Eos. Summer Reading RIcHARD L. ALIJNGTON & ANNE McGILL-FRANZEN, EDS. Real World Writing for Secondary Students JEsSrcA SINGER EARLY 8. MmEDnH DECosrA Teaching Vocabulary to English Language Learners MIcHAI-:L F. GRAVES ET AL. Literacy for a Better World LADRA SCHNEIDER VANDERPLOEG Socially Responsible Literacy PAULA M3SIavEsTER & DEDDRAH G. SUMMERS Learning from Culturally and Linguistically Diverse Classrooms JDAN C. FINGON & SHARDN H. ULANDFF, EDS. Bridging Literacy and Equity ALTHIER’M. LAzAn Er AL. “Trust Me! I Can Readq SALLV LAMPING & DEAII WOODRING BLISE Reading Girls HADAR Duenowsxv MA'AvAN Reading Time CATHERINE COMPTON-ULLY A Call to Creativity LUKE REvNoLos Literacy and Justice Through Photography WENov EwAI.D Er AL. The Successful High School Writing Center DAwN FELs & JENNIFER WELLS. EDS. Interrupting Hate MDLUE V. BLAcrlDuIw Playing Their Way into Literacies KARHI E. WoHLwEND Teaching Literacy for Love and Illlisdom JEFFREY D. WILHEM & BRucE NOVAK Overtested JESsIcA ZAcHER PANDVA Restructuring Schools for Linguistic Diversity. 2nd Ed. OFEUA B. MIRAMoNrEs Er AL Words Were All We Had MARIA DE LA Luz REYES, ED. Urban Uteracies VALERIE KINLocH. ED. Bedtime Stories and Book Reports CATHERINE COMPTON-LILLY 8. SRIART GREENE. EDS‘. Envisioning Knowledge JUDITH A LANGER Envisioning Literature, 2nd Ed. JuDn'H A. LANGER Writing Assessment and the Revolution in Digital Texts and Technologies MIcHAEL R. NEAL Arlifactual Literacies KATE PAHL & JENNIFER RowsEr.I. Educating Emergent Bilinguals UFEIJA GARcIA & Jo ANNE KLEFGEN (Re)Imagining Content-Area Literacy Instruction RoNI Jo DRAPER. ED. Change Is Gonna Come PArRIcIA A EDwARos ET AL When Commas Meet Kryptonite MrcHAEL Bnz Literacy Tools in the Classroom RICHARD BEAcH El’ AL. Harlem on Our Minds VAIERIE KINLocH Teaching the New Writing ANNE HERRINGTON Er AL. EDS. Children, Language, and Literacy CELIA GENIsHI & ANNE HAAS DvsoN Children's Language JUDITH WELLS |.|NDFORS Children's Literature and Learning BARRARA A LEHMAN Storytime LAwRENcE R. SIIgE Effective Instruction for Struggling Readers, K~6 BARBARA M. TAvLoR & JAMES E. YssEI.DvIlE, Eds. The Effective Literacy Coach ADRIAN RODGERS & EMILV M. RoDoERs Writing in Rhythm MAIsHA T. FIsHER Reading the Media RENEE Horses teachingmedialiteracycom RrcHARD BEAcH What Was It Like? LINDA J. FlIcE Research on Composition PETER SMAGOR.INSKY, ED. New Literacies in Action WIu.IAM KIST ‘V“v—q ‘V‘*“'*j cu LTU RALLY - Teaching and Learning 3 u STAI N I N G igrggstice PEDAGOGIES World EDITED BY 933090 Paris 0 H. Samy Alim TEACHERS COLLEGE PRESS TEACHERS COLLEGE | COLUMBIA UNIVERSITY NEW you AND LONDON
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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 | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| 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 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".