Bibliographic record
Abstract
Over the course of the last decade or so, a widespread critical conversation has developed about the role of place in children’s literature. Many agree that there is a ‘central preoccupation in children’s literature with the nature of selfhood and its relationship to place’. 1 This occurs, moreover, within a larger framework in which children’s texts tend to focus on the development of the self: frequently following the contours of the Bildungsroman , they represent the metaphorical passage of their young protagonists through a process of growth and acculturation. This metaphorical passage, in turn, is often reinforced by a parallel movement through space. Like their fairy tale forebears, the protagonists of children’s novels may be cast out of house and home, or required to engage in quest-voyages through which they prove their mettle and come to a greater understanding of their place in the world. As Canadian scholar Mavis Reimer writes, ‘the most valued story in English-language Canadian children’s literature is a narrative in which the central child character, pushed out of an originary home … journeys to an alien place and, after a series of vicissitudes … chooses to claim the unfamiliar space as a new home’. 2 The need to find a fit between self and place, then, is the driving force behind many children’s narratives: children leave home, but only to find home.
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 machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.010 | 0.004 |
| Scholarly communication | 0.006 | 0.005 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.042 | 0.002 |
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 source (direct Gemma or distilled Codex), 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".