Organizational Structure Around Web-Scale Discovery Services in Canadian Academic Libraries
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
This study analyzed how Canadian post-secondary libraries have managed and administered their web-scale discovery service and how adopting a discovery service has changed the traditional boundaries of standard library functions. Through a combination of survey responses and semi-structured interviews, the author investigated how Canadian academic libraries organized around their web-scale discovery service. Academic libraries can manage their discovery service from a Technical Services unit, a Library Systems, or a Web Services department, or by a committee. However, there is consensus that a discovery service requires collaboration and cooperation among many functional areas. Discovery service leaders often have organizational awareness to break down the silos between traditional library functions to perform the various duties related to managing and administering their web-scale discovery service. Individuals responsible for their discovery service are flexible and work collaboratively with staff in many different areas and often have a strong user-centred focus.
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 | 0.002 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.008 | 0.104 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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 it