Assessing the use of Canadian Literature in teaching at Simon Fraser University
Bibliographic record
Abstract
For over a decade, members of Canada’s creative industries have claimed that Canadian post-secondary institutions are copying and using content without adequately compensating creators; these campaigns have primarily focused on fiction authors. This study aims to address these claims by determining how much Canadian creative literature is actually being used in a representative Canadian university. We analyzed reading materials provided to students as library reserves, textbooks, and course packs for the periods 2010-2012 and 2018-2022 and found that across both periods approximately 1.3% of courses assigned Canadian creative works as readings. An analysis of only the Fall semesters across these periods found that approximately 0.7% of all works – that is, copied excerpts and uncopied (purchased) works – assigned via library reserves, textbooks, and course packs were Canadian creative works. The number of assigned readings that included copied Canadian creative works (generally consisting only of course packs, not textbooks and likely not library reserves) would comprise much less than 0.7%. Therefore, this research suggests that the use and specifically copying of Canadian creative content in Canadian universities is not substantial enough to result in significant potential remuneration for the copying of an author’s work.
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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 | 0.001 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.003 |
| Open science | 0.000 | 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 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".