The Entangled Learner: Critical Agency for the Postdigital Era
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
The Postdigital Learner Agency (PLĀ) framework redefines learner agency to navigate the complexities of education in the postdigital era-where hybrid learning environments and algorithmically mediated systems shape educational experiences. Grounded in Social Cognitive Theory, Sociocultural Perspectives, and Postdigital Philosophy, PLĀ extends traditional notions of agency by incorporating relational, spatial, collective, and shared dimensions. This paper explores four key questions: How must agency be redefined for hybrid realities? What theoretical foundations support PLĀ? How does it foster equity and resilience? How do sociotechnical systems influence agency? The paper then examines PLĀ's theoretical foundations and its application across K-12, higher education, and lifelong learning contexts. It demonstrates how PLĀ fosters autonomy, adaptability, and algorithmic resilience, ensuring learners are prepared to engage with complex educational and professional landscapes. By addressing systemic inequities and advocating for inclusive policies, PLĀ offers a transformative vision of education-empowering learners to act with confidence, ethical awareness, and agency in postdigital environments.
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 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.004 | 0.002 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| 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