Exploring Multiple Serendipitous Experiences in a First Nations Setting as the Impetus for Meaningful Literacy Development
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
Based on a series of seemingly serendipitous experiences that occurred for the author, this article argues that such experiences can become events with meaning and provide the impetus for further learning (Dewey, 1925) if the learner develops a reflective practice and recognizes the role and relevance o f learning from experience. As a result of these incidences, van der Wey examines the pedagogical implications for classroom practice. Beginning with a narrative of her experiences on the grounds of the former Kamloops Indian Residential School in British Columbia, the article then details van der Wey's classroom research using qualitative methodology (journal entries, participant observation, and a focus group interview) involving parents and students that evolved as a result of those experiences. She adds a cautionary note that although experience may well be the foundation of learning, it does not in itself lead to it; there must be active critical engagement with it. The author closes with her argument for the teaching of sensitive First Nations issues in a non-Native classroom and lays out important considerations if a teacher wishes to undertake a similar practice.
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 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.002 |
| Science and technology studies | 0.019 | 0.000 |
| Scholarly communication | 0.002 | 0.001 |
| 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 it