Power, Ideology and Identity in Digital Literacy: A Sociolinguistic Study
Bibliographic record
Abstract
This study investigates the significance of digital media in terms of social implications. It draws its theoretical insights from the Darvin and Norton model of investment (2015) as it gives purely a new dimension to the concept of digital literacy. The study is designed in order to evaluate some important aspects of Social media, particularly Facebook, as an important digital literacy practice. Firstly, the study examines the way power is operated in the digital mediated construction of social identities. Certain social identities position other identities and accord or refuse them power. These even shape social ideologies and identities as English-language speakers hold a privileged position in society while Urdu-language speakers are marginalized all over the world. Secondly, it explores the role of digital media in the investment of language and digital literacy practices to represent social ideologies at three different angles of marriage, adulthood and family. Having established a sampling frame consisting of nine Facebook pictorial postings from three Facebook pages, the findings suggested that the text and visual representations of Facebook postings use various linguistic features like literary devices that are playing an evident role in the representation of social ideologies.
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 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 | 0.177 |
| 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".