Fostering the Reading Experience for Spanish-Speaking Readers: Post-migration Changes in Reading Practices and the Implication for Libraries
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
Purpose. This article examines the post-migration changes in reading practices of Spanish-speaking readers in the U.S. and Canada, with a goal of translating the findings into practical guidelines for librarians who engage with Spanish speakers in different types of libraries.Design/methodology/approach. The article draws on a subset of data from the larger bilingual, self-administered, qualitative survey conducted in two large urban areas (Toronto, Ontario, Canada, and New York City, NY, USA). These data are used to develop a practice framework by translating the generated empirical knowledge into concrete applications that can benefit librarians who engage Spanish speaking readers.Findings. The study analyzes the changed (or unchanged) amount of leisure reading, the various ways of accessing reading materials, alterations and evolution in reading content, and the choice of language preferred for reading different types of leisure materials.Originality. Reader studies, such as this one, are essential for facilitating the practice of reading experience (RE) librarianship in all types of libraries (public, academic, and special,) because they look beyond information needs and programming ideas into the soul of the people in their real-life circumstances, connecting librarians and readers on a deeper humanistic and cultural level.
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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 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.002 | 0.004 |
| Open science | 0.001 | 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