DEVELOPMENT OF MEDIA COMPETENCE AT WORK IN THE USA AND CANADA
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 the article the importance of education of media literate individuals for conscious use of informational content has been stressed. The topicality of media competence development in working population explained by the fact that a modern employee should have digital and media skills which enhance every employee’s competitiveness and economic efficiency of the industry. The author distinguishes types of office workers’ professional activity that require digital and media skills. The analysis of the most efficient practices in the implementation of on-the job education in the USA and Canada has been carried out. The conclusion about the necessity of employees’ media education arranged by employers, means of company further development as well as staff development and retaining has been made. Taking into consideration the future economic profit and social benefits for companies and communities from digitally and media literate employees, the long term strategy of digital and media literacy improvement of different categories of population was worked out aimed at increasing productivity and competitiveness in the USA and Canada. The main aim of educational programs (development of basic skills for the use of digital and media resources, development of media competence for improvement of CEOs’ leadership qualities as well as creation of own media production) has been revealed. It has been stressed that governments support companies providing their workers on-the-job digital and media education by means of different tax benefits. The author draws attention to the popularity of such programs in American and Canadian societies, their economic profit and positive influence on the society. Key words: media competence, an employee, on-the-job development, corporate clients, non government organizations, USA & Canada.
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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.002 | 0.006 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 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