Visualizing mapping as pedagogy for literacy futures
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
In this article, the authors explore mapping as a pedagogical approach. Drawn from two literacy classrooms, the authors report on five empirical examples of mapping, elucidating the ways in which mapping activities were sites of dynamic meaning-making through processes of deterritorialization and reterritorialization (Deleuze & Guattari, 1987). In both cases of mapping pedagogy, participants used mapping to interrogate texts, reflect on experiences, express identity, and locate emotions as language learners and readers. Employing visual analysis to ‘think with theory,’ the authors provide a coordinate plane to map the pedagogical dimensions of mapping across the five empirical examples. The authors illustrate the ways students gravitated across a continuum of literal to metaphorical visual depictions of their learning and life experiences. This inquiry offers new ways of theorizing thematic mapping of learning and experience for classroom practice.
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 | 0.001 |
| 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 | 0.000 |
| 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 it