M. McLuhan’s Media Theory and Contemporary Book Science Discourse: Points of Confluence
Bibliographic record
Abstract
Intensive transformations taking place in the system of book communications require the updating of scientific approaches and methodological tools used by book researchers. At the same time, the Russian school of book studies faces a number of difficulties. Geographical and disciplinary isolation of research practices that narrows the possibilities of a comprehensive sociohumanitarian analysis of the social phenomena takes the primary place and can be emphasized among them. The need to include and to interpret conceptual medialogical works in the modern book science discourse determines the relevance of this study. The purpose of this article is to articulate the inherent cross-disciplinary nature of book and reading research and its connection with communication science as a metatheory that explains the historical and cultural development of societies. The subject of the analysis is the work of the Canadian scientist H. M. McLuhan. The research has established the essential characteristics of transitional periods in the history of the dominant means of communication: reformation of society members’ perception and the values shared by them, partial deinstitutionalization and adjustment of functions, goals, tasks of previously existing structures of management and control, integration and cumulation of the cultural and resource potential of communication technologies. Concurrently, the inaccuracies of a purely media-deterministic understanding of the M. McLuhan conception and the impossibility of hierarchical classification of modern media theories have been proved. The practical significance of the research lies in the formation of a pedagogical book science strategy focused on the study of «pre-established» reading models in various communication channels, taking into account the varying degree of influence of micro- and macro-environment factors that determine the polyphony of modern media practices, the structure of educational trajectories, as well as their effectiveness.
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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 | 0.006 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.008 | 0.004 |
| Science and technology studies | 0.009 | 0.038 |
| Scholarly communication | 0.013 | 0.014 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.004 | 0.004 |
| Insufficient payload (model declined to judge) | 0.004 | 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".