The Challenges of Globalization and the Use of Children’s Literature in Achieving Cultural Literacy in Nigeria
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
In the past, Africans attached great value to the transmission of their values and norms to their younger generation. This was done through oral traditions, such as story telling, songs, lullabies, riddles, plays and more. This emphasises continuity and cultural preservation .Cultural transmission aims at producing a generation who will sustain the communities’ values like honesty, perseverance, diligence, good community and brotherly relationship. Children’s Literature refers to quality books for children ranging from birth to adolescence; while globalization is the process of increased inter dependence and integration of cultures and values among nations, This paper thus, discusses the use of children’s literature as an instrument of achieving national integration in the era of globalization. It also examines the relevance of children’s literature to the society and asserts that children’s literature could be used to promote and sustain the national heritage. It will serve as a voice to forestall loss of our values. It proffers suggestions and concludes, .by stating how to achieve these aims. Keywords: Children’s literature; Globalization and Cultural Literacy
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 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