Bibliographic record
Abstract
The 20th anniversary of The Journal of Community Informatics signifies a milestone in the evolution of community informatics (CI) as a field dedicated to empowering communities through the strategic use of information and communication technology (ICT). This article offers some personal reflections on the origins and evolution of CI, tracing its roots to seminal works by scholars such as Michael Gurstein. It also tells the story of how urban informatics was inspired by CI as a distinct field of scholarship to study the interplay between people, place, and technology in urban environments. Building on this foundation, the present challenges and opportunities facing CI are explored, including issues of digital inclusion, ethical implications of emerging technologies, and the transformative potential of ICTs for social change. Looking ahead, the article envisions desirable futures for CI grounded in a life-centred approach that acknowledges the interconnectedness of humans and non-humans within larger ecological systems. Embracing a more-than-human paradigm, CI is uniquely positioned to advocate for ecological justice, amplify the voices of marginalised human and non-human communities, and foster collaboration between humans and the environment to create and protect resilient and sustainable habitat for life on this planet. Through these efforts, CI can contribute to a more just, equitable, and sustainable future for all living beings, averting the planetary ecocide that threatens our shared existence.
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 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 | 0.003 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.002 |
| Open science | 0.002 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
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 teacher head, 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".