Introduction: Autobiography 2.0 and quick media life writing
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 This special issue brings together research on the self-in-relation from both a narratological angle and from the perspective of gender studies, queer theory, postcolonial and transnational studies. The articles featured here discuss new and shifting understandings of how we define life writing practices differently in an age of online expressions in various verbal and visual forms, and through the lens of family, broadly defined. In this introduction, we establish the concept of ‘autobiography 2.0’ as a particular practice of life writing that modulates identity and kinship through the use of digital media. This introduction addresses key questions we were asking ourselves and the individual contributors as we set out to theorize the impact of social media and the mediation of family and kinship ties on life writing genres: How is relationality mediated differently in an online context and how does this impact our ideas about family and kinship? What issues of privacy and property are connected to the online presence of digital memoirs? Which different reading practices do we need to bring to the multi-layered online text of autobiographies 2.0? How does reading online autobiographies create kinship ties among readers? How are traditional modalities of identity (race, gender, ability, class, etc.) destabilized by online life writing?
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 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| 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 it