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
Information literacy (IL) is an important means by which academic libraries prove their value within higher education and to broader (sceptical) society. Yet if IL is an array of sociocultural practices that are ultimately about how we find meaning in and engage with the world, then it cannot be taught or obtained in a classroom, even through the most carefully considered (critical) pedagogy. As a result, we find ourselves in a "stuck place", in a relation of “cruel optimism” (Berlant, 2011) with IL, a relation in which we return again and again to the thing we desire, with the expectation that this time, things will be different; everything will work out. What if academic librarians were to acknowledge and refuse the ambivalence of our cruel relation with IL and envision ourselves as helping students learn “how to library” instead? If we de-centred this particular version of IL within academic librarianship, what might we make room for? What alternative spaces for thinking might open up?
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 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.002 | 0.130 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.009 | 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 it