Bibliographic record
Abstract
This study explores the experiences of five participants as they transition from teacher to teacher-librarian. The study examines reasons for becoming a teacher- librarian, the opportunities, barriers/challenges and successes in the first year as a teacher-librarian, and the previous experiences that informed their practice. Some these emerging included: exposure to teacher-librarians while teaching, desire for change in their professional life, sharing a love a reading and/or inquiry- based learning, desire for more of a leadership role in a school, collaborating with teachers, building a reading culture, promoting literacy initiatives, trying to have an impact on the whole school, lack of understanding of the role of the teacher- librarian, technology and connectivity challenges, library design and space issues, clerical work, time and priority management and debunking stereotypes about librarians. 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.
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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 | 0.008 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.012 | 0.010 |
| Scholarly communication | 0.008 | 0.007 |
| Open science | 0.001 | 0.009 |
| Research integrity | 0.003 | 0.009 |
| Insufficient payload (model declined to judge) | 0.026 | 0.011 |
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".