Religious Literacy in Action
Bibliographic record
Abstract
The Centre for Civic Religious Literacy (CCRL) consists of a team of researcher-educators who promote religious literacy in various sectors of the Canadian public sphere. CCRL contextualizes our project-based work by using empirical data, a regional-lens, and collaborative partnerships. To celebrate our fifth anniversary, this chapter presents CCRL’s religious literacy framework. As we take stock, we will highlight the unique colonial and treaty histories across the country, present the changing religious and non-religious demographics, and examine political conversations regarding reconciliation between Indigenous and non-Indigenous Peoples that inform CCRL’s approach. We will also present three project examples to illustrate how religious literacy has been shared—namely, (1) CCRL’s Civic Literacy Youth Network, an online network of youth from across Canada to learn about religious literacy, (2) a two-year project promoting faith and belief-friendly workplaces in a northern Ontario town, and (3) an anti-racism toolkit co-created with a multifaith society and local religious and non-religious leaders in British Columbia. All examples showcase the importance of partnerships across various sectors of society. In presenting our work, this chapter illustrates the importance of having intersectional and context-specific frameworks, encouraging others to consider extending religious literacy beyond the traditional educational spheres.
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 | 0.000 | 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 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 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 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".