Bibliographic record
Abstract
Citation (2014), "List of Contributors", Communication and Information Technologies Annual (Studies in Media and Communications, Vol. 8), Emerald Group Publishing Limited, Bingley, pp. ix-x. https://doi.org/10.1108/S2050-206020140000008008 Publisher: Emerald Group Publishing Limited Copyright © 2014 Emerald Group Publishing Limited Debashis ‘Deb’ Aikat School of Journalism and Mass Communication, The University of North Carolina at Chapel Hill, Chapel Hill, NC, USA Renee Bourdeaux Department of Communication, North Dakota State University, Fargo, ND, USA Coye Cheshire School of Information, University of California at Berkeley, Berkeley, CA, USA Shelia R. Cotten Department of Media and Information, Michigan State University, East Lansing, MI, USA Julia Crouse Waddell University of Arkansas at Monticello, Monticello, AR, USA Elizabeth L. Davison Department of Sociology, Appalachian State University, Boone, NC, USA Nancy DiTunnariello Department of Communication, North Dakota State University, Fargo, ND, USA Erhardt Graeff Harvard Graduate School of Education, Cambridge, MA, USA Airi Lampinen Helsinki Institute for Information Technology HIIT, Helsinki, Finland; Department of Social Research, University of Helsinki, Helsinki, Finland; and School of Information, University of California at Berkeley, Berkeley, CA, USA Robert LaRose Michigan State University, East Lansing, MI, USA Vilma Lehtinen Helsinki Institute for Information Technology HIIT, Helsinki, Finland and Department of Social Research, University of Helsinki, Helsinki, Finland Christoph Lutz Institute for Media and Communications Management, University of St. Gallen, St. Gallen, Switzerland Caitlin McLaughlin Bishop’s University, Sherbrooke, Canada Miriam Meckel Institute for Media and Communications Management, University of St. Gallen, St. Gallen, Switzerland Carrie Anne Platt Department of Communication, North Dakota State University, Fargo, ND, USA Giulia Ranzini Institute for Media and Communications Management, University of St. Gallen, St. Gallen, Switzerland Nora Rifon Department of Advertising & Public Relations, Michigan State University, East Lansing, MI, USA Daniel B. Shank Melbourne School of Psychological Sciences, University of Melbourne, Melbourne, Australia Amanda J. Turner Department of Sociology, Temple University, Philadelphia, PA, USA Linda M. Waldron Department of Sociology, Anthropology and Social Work, Christopher Newport University, Newport News, VA, USA Brian W. Ward Center for Social Medicine, University of Alabama at Birmingham, Birmingham, AL, USA Christina Wirth-Hawkins Colorado Department of Education, Denver, CO, USA Book Chapters Communication and Information Technologies Annual Doing and Being Digital: Mediated Childhoods Studies in Media and Communications Communication and Information Technologies Annual Doing and Being Digital: Mediated Childhoods Copyright Page Editorial Board List of Contributors Acknowledgements Introduction: Doing and Being Digital: Mediated Childhoods Stress 2.0: Social Media Overload Among Swiss Teenagers Gradations of Disappearing Digital Divides Among Racially Diverse Middle School Students Play to Pay?: Adolescent Video Game Play & STEM Choice Should I Text or Should I Call?: How College Students Navigate Mediated Connections with Family Media Choice and Identity Work: A Case Study of Information Communication Technology Use in a Peer Community Promoting Online Safety among Adolescents: Enhancing Coping Self-Efficacy and Protective Behaviors through Enactive Mastery Hey Kids, This is Advertising: Metaphors and Promotional Appeals in Online Advertisements for Children Cyberbullying: The Social Construction of a Moral Panic Tweens, Cyberbullying, and Moral Reasoning: Separating the Upstanders from the Bystanders About the Editors About the Authors
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.
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 | 0.032 |
| Meta-epidemiology (narrow) | 0.002 | 0.001 |
| Meta-epidemiology (broad) | 0.002 | 0.001 |
| Bibliometrics | 0.009 | 0.010 |
| Science and technology studies | 0.004 | 0.001 |
| Scholarly communication | 0.014 | 0.008 |
| Open science | 0.004 | 0.005 |
| Research integrity | 0.004 | 0.003 |
| Insufficient payload (model declined to judge) | 0.733 | 0.745 |
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; the direct Gemma label and the distilled Codex classifier agree on what is shown here.
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".