Bibliographic record
Abstract
This study contributes to our understanding of the early experiences of teacher- librarians and brings in the framework of possible and provisional selves as a lens to examine teacher-librarian identity. Several themes emerged to help us better understand how new teacher-librarians experience the first three years as teacher- librarians. Participants told us their strongest memories included professional development, advocacy, professional change, making the library a safe space focused on learning, supporting staff and students in taking risks, and collection development. Barriers and challenges included technology, library time and budget cuts, making changes in the library, and sharing the TL position with another teacher. We saw these teacher-librarians modeling, presenting, providing evidence, creating safe learning spaces, helping staff take risks, becoming more confident in their abilities, and meeting the needs of their school community. They consider the importance of balance, letting things go, focusing on those teachers who want to learn with them, and working with administrators to make things happen. Valuable previous experiences included classroom teaching experience, dispositions, understanding the school context and connecting with administrators. Participants offered several key pieces of advice: promote, advocate, connect, organize, read, build relationships, and know your administration.
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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 | 0.004 | 0.011 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.015 | 0.003 |
| Scholarly communication | 0.017 | 0.012 |
| Open science | 0.001 | 0.008 |
| Research integrity | 0.002 | 0.004 |
| Insufficient payload (model declined to judge) | 0.059 | 0.018 |
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".