Accelerated Reader and Information Policy, Information Literacy, and Knowledge Management: U.S. and International Implications
Bibliographic record
Abstract
Qualitative and quantitative analyses of the relationship between the Accelerated Reader (AR), a computerized reading management program, and information policy, information literacy, and knowledge management are drawn from data collected in the U.S., Scotland, and England. A study of 632 of the poorest U.S. schools shows a strong relationship between national information policy regarding achievement in the No Child Left Behind Act of 2001 and local decisions to use AR, expectations for literacy, and library collection development. Investigation in the U.K. schools finds that (a) motivational style interacts with gender in relation to the competitive and social aspects of the AR program, (b) the level of program implementation does not correlate with breadth of reading, and (c) management aspects of the program are not utilized effectively. Results suggest that how the AR program relates to information policy, information literacy, and knowledge management has importance for school librarians and libraries
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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 | 0.005 | 0.009 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.006 |
| Science and technology studies | 0.003 | 0.003 |
| Scholarly communication | 0.003 | 0.003 |
| Open science | 0.000 | 0.002 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.006 | 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 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".