Using digital media in early years library services
Bibliographic record
Abstract
Introduction This chapter will focus specifically on the role of early years library work in the digital age. Digital media is now ubiquitous in the developed world. While the ‘digital divide’ remains glaringly apparent between society's most affluent and most underprivileged (Neuman and Celano, 2012), the wide availability of digital technology means that more and more children across a range of socio-economic and cultural groups now have access to digital tools in their daily lives with their families. How and why does this concern early years library staff? Simply put, just as libraries provide guidance about and free access to books and older-format audiovisual materials, so too should libraries provide guidance about and access to a range of digital resources from which families and the caregivers of young children can select what best suits their needs. Digital media (sometimes called new media) exists and is being used by children in our communities in a variety of ways. In order to ensure that children are able to access the best that digital media has to offer, it is critical that communities can rely on the expertise of the children's librarian. In particular, tablet computers such as iPads, and the applications (apps) that are designed to run on them, represent an area of particular promise for early years libraries. Many of these apps are ‘book-based’, and this represents a natural place for early years library collections to jump into the digital realm. This chapter will focus on approaches to learning about tablets and apps and how they might be incorporated into your existing early years work in libraries. Surveying the landscape of digital media in early childhood While it would perhaps be reassuring to be able to use well-researched and proven best practices to make collection, programme and services decisions about digital media in early years library work, its rapid development over the past few years has not allowed research in this area of early childhood to play catch-up. However, due to its ubiquity and the fact that the marketplace for apps is both confusing and chaotic, the role that the library can play in helping families navigate this new digital media landscape has never been more important.
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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 | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.003 |
| Science and technology studies | 0.003 | 0.002 |
| Scholarly communication | 0.010 | 0.005 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.025 | 0.005 |
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".