Reading the province
Bibliographic record
Abstract
This scoping review uses systematic review methodology to survey literature on established and emerging forms of literacy and their measurement, focusing on scholarly and grey literature published since 2014. Findings emphasize the need for standardized yet context-sensitive evaluation frameworks, acknowledging regional disparities, cultural contexts, and emerging domains like digital literacy. Key challenges include reflecting multifaceted literacy outcomes such as social connection, independence, and confidence. The study was undertaken to provide an evidence base for the non-profit organization Literacy Nova Scotia as they seek to survey the state of literacy in Nova Scotia. The next phase involves a Delphi study to gather insights from Nova Scotian literacy experts, informing robust, inclusive assessment frameworks. Lire la province: construction d'un cadre d'évaluation multilitératie pour la Nouvelle-Écosse RésuméCette revue exploratoire, fondée sur une méthodologie de revue systématique, passe en revue la littérature sur l’établissement et l’émergence des formes de littératie, ainsi que sur leur évaluation, en mettant l’accent sur la littérature savante et la littérature grise publiées depuis 2014. Les résultats soulignent les besoins pour standardiser les cadres d’évaluation contextuelle, la reconnaissance des disparités régionales, les contextes culturels, et l’émergence de domaines comme l’alphabétisation numérique. Les défis majeurs incluent la prise en compte des multiples facettes des résultats de l’alphabétisation comme la connexion sociale, l’indépendance, et la confiance en soi. L’étude a été entrepris pour fournir une indication de base à l’organisme à but non lucratif Literacy Nova Scotia, qui cherche à évaluer le statut de l’alphabétisation en Nouvelle Écosse. La phase suivante implique une étude Delphi rassemblant les perspectives des experts néo-écossais en alphabétisation, qui proposent des cadres d’évaluation solides et inclusifs. Mots-cléslittératie; mesure; Nouvelle-Écosse; revue exploratoire; évaluation
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 machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.007 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.003 |
| Science and technology studies | 0.004 | 0.002 |
| Scholarly communication | 0.006 | 0.002 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.090 | 0.014 |
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 source (direct Gemma or distilled Codex), 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".