Identifying Topical Coverages of Curricula using Topic Modeling and Visualization Techniques: A Case of Digital and Data Curation
Bibliographic record
Abstract
Digital/data curation curricula have been around for a couple of decades. Currently, several ALA-accredited LIS programs offer digital/data curation courses and certificate programs to address the high demand for professionals with the knowledge and skills to handle digital content and research data in an ever-changing information environment. In this study, we aimed to examine the topical scopes of digital/data curation curricula in the context of the LIS field. We collected 16 syllabi from the digital/data curation courses, as well as textual descriptions of the 11 programs and their core courses offered in the U.S., Canada, and the U.K. The collected data were analyzed using a probabilistic topic modeling technique, Latent Dirichlet Allocation, to identify both common and unique topics. The results are the identification of 20 topics both at the program- and course-levels. Comparison between the program- and course-level topics uncovered a set of unique topics, and a number of common topics. Furthermore, we provide interactive visualizations for digital/data curation programs and courses for further analysis of topical distributions. We believe that our combined approach of a topic modeling and visualizations may provide insight for identifying emerging trends and co-occurrences of topics among digital/data curation curricula in the LIS field.
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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 | 0.007 | 0.025 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.014 | 0.016 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.003 | 0.004 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 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 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".