An Analysis of the Jamaican Grades 1-6 Curriculum for the Development of a Media and Information Literacy and Intercultural Dialogue Cross-Curriculum
Bibliographic record
Abstract
The main objective of any curriculum is the relevancy of the content in meeting the curricular and co- curricular short and long term needs of the students so they can function well at their level in the society. The researcher used the content analysis methodology to analyse the content of the Grades 1-6 Ministry of Education Youth and Information (Jamaica) Curricular with the aim of developing a school library cross-curricular. Based on the analyses there was evidence that more information literacy topics were implicitly embedded in the school curriculum guides than media literacy and intercultural dialogue. The AASL Standards for the 21st Century Learner competencies was either sufficiently evident, limited or absent from these school curricular. The cooperative learning teaching strategy, the multiple intelligences theory and the Big6 information problem solving skills were also absent from these curricular. The researcher used the subject areas in addition to the MILID components to develop a cross curricular school library MILID curriculum which will facilitate the collaboration of teacher librarians and teachers in the planning and delivery of the lessons.
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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 | 0.001 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.004 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.003 | 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".