Creating in-between spaces through diasporic and mainstream media consumption: A comparison of four ethnocultural and immigrant communities in Ottawa, Canada
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
Media provide essential information that can help migrants settle, build local community, and maintain transnational linkages. In this study, we extend the existing literature by undertaking a unique comparative project examining the role of both diasporic and mainstream media – including print (newspapers) and broadcast (TV and radio) – in meeting the information needs of four ethnocultural and immigrant communities in Ottawa, Canada. Our analysis of survey findings shows significant variations across the four communities in their consumption of print and broadcast diasporic and mainstream media based on immigration category, time spent in Canada, and level of official language (English and French) proficiency. Adopting a uses and gratifications theoretical lens, we argue that participants embrace a more holistic approach to media use, which affords them benefits from both kinds of media resources by creating in-between spaces for participation in host societies and transnational communities.
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 | 0.000 |
| 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 | 0.001 |
| 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