Tooling up the Multi: Paying Attention to Digital Writing Projects at the Writing Centre
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
With increasing regularity over the last decade, Canadian undergraduate students are being tasked with digital writing projects (DWPs), including wikis, blogs, video and audio essays, websites, and social media engagements. Currently, Canadian writing centres are silent about how DWPs are or might be supported within writing centre programming. To initiate the discussion, we asked our 2019 CWCA/ACCR conference workshop participants to consider ways of supporting a DWP in the writing centre. Our goal in the workshop, as well as in this paper, is to reflect on the ways writing centres are and can be supporting students working on digital writing projects. Workshop participants’ questions reveal several areas of attention beyond additional technology, including resources, pedagogical approaches, and writing centre programming and spatial design. Using this paper as an extension of our workshop, we examine the literature on digital and multimodal writing (which is largely American). It is in this literature that we find implications for building writing centre supports, involving both programs and spaces that foster student efforts to recognize media/modal affordances, develop and engage in design thinking, and build self-efficacious beliefs.
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 | 0.002 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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