Bibliotherapy Intervention for Combating Aliteracy in High Schools: School Libraries to the Rescue
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
Aliteracy, the lack of interest in reading by capable readers had been observed to be prevalent among high school students and this has been a source of concern for education stakeholders. This study examined the remedial influence of bibliotherapy in reducing aliteracy among high school students in Ilesa, southwest Nigeria. The objectives of the study were to discuss the prevalence of aliteracy and examine the importance of reading among the high school students as well as describe the remedial impact of bibliotherapy in combating aliteracy among the high school students. All the 18 participants who identified as aliterates were exposed to Focus Group Discussion (FGD) which involved bibliotherapy. Content analysis was employed to analyse the responses of the participants to self-designed questions after the bibliotherapy sessions. The participants affirmed that exposure to bibliotherapy sessions helped in reducing aliteracy irrespective of their gender and that they needed the support of their parents to sustain an appropriate attitude to reading. Therefore, school librarians with the knowledge of bibliotherapy could be of help in reducing aliteracy among the high school students.
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 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.002 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.001 | 0.002 |
| 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