School Library Advocacy Literature in the United States
Bibliographic record
Abstract
Despite evidence of school librarians’ impact on student achievement and multiple advocacy efforts, position eliminations and budget reductions continue across the United States. The researchers conducted a preliminary conceptual content analysis of the scholarly and practitioner literature about school library advocacy in the United States from 2001-2011 to determine methods of and rationales for advocacy. The most frequent advocacy method was distributing literature or information about school libraries. The most frequent reason cited in the literature for engaging in advocacy activities was in response to a potential funding or position reduction or elimination. Advocacy is highly contextualized and different situations may warrant different approaches. Viewing school library advocacy through an organizational evolution framework may frame the context. School library researchers should address the dearth of empirical and theoretical work on both the practice and impact of advocacy on the profession.
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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 | 0.008 | 0.021 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.010 | 0.014 |
| Science and technology studies | 0.008 | 0.005 |
| Scholarly communication | 0.010 | 0.006 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.002 | 0.002 |
| Insufficient payload (model declined to judge) | 0.009 | 0.001 |
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".