“Unstoppable!”: Children as Readers and Researchers of Reading in an Arts‑Based Project
Bibliographic record
Abstract
Historians of children’s reading highlight how the voices, opinions and ideas of actual children, are missing from most institutional archives. Contemporary scholars have an opportunity to change that situation for the future by co‑producing research with children. This paper examines how a class of ten‑year‑old schoolchildren in England engaged with a multidisciplinary arts project involving creative writing, digital game‑making and reading research activities. The paper builds upon scholarship that emphasizes the importance of conceptualizing research projects about children’s reading with reference to transliteracies, multimodality and creative reading. It argues that, by offering the children different forms and media of expression and various means of documentation, the project enabled them to articulate vernacular as well as schooled ways of reading. Significantly, the children’s perspectives on their own reading acts and habits offer valuable insights into the qualities of their reading experiences as child readers navigating a twenty‑first‑century transmedia environment.
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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 | 0.011 | 0.013 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.003 | 0.002 |
| Science and technology studies | 0.026 | 0.035 |
| Scholarly communication | 0.017 | 0.011 |
| Open science | 0.002 | 0.014 |
| Research integrity | 0.004 | 0.008 |
| Insufficient payload (model declined to judge) | 0.005 | 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".