Empowering Students for a Digital World: Global Concerns, Local School Evidence and Strategic Actions
Bibliographic record
Abstract
The research reported here is an evidence-based development project to identify students’ perceptions of how confident and competent they are in learning and working effectively in an online world, and to develop local school strategic actions. It specifically examines students’ knowledge about a range of digital competencies for online learning and living, and their confidence in using these. From a constructivist perspective, understanding their conceptions of their digital world and their confidence with engaging in it provides a window for ensuring that school libraries prepare students for this world. Available literature consistently shows that for today’s young people, the digital environment is already a deeply embedded and pervasive aspect of their lives and the basis for their connections, communications, and community. Accordingly, this paper will present the findings of a school-based qualitative research study that, from the students’ perspective, seeks to understand how confident they are with being safe and productive in the online world. It will also show how these findings translate into strategic actions for the local school.
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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 | 0.036 | 0.037 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.004 | 0.004 |
| Science and technology studies | 0.008 | 0.021 |
| Scholarly communication | 0.016 | 0.015 |
| Open science | 0.002 | 0.016 |
| Research integrity | 0.002 | 0.005 |
| Insufficient payload (model declined to judge) | 0.008 | 0.001 |
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".