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
In the foreword to this book, Joy Dolmage, founding editor of the Canadian Journal of Disability Studies, states (p. xxii): "I think we can all agree that, before the pandemic, our schools had too many unnecessary barriers in place for both students and faculty. COVID-19 has provided new reference points for evaluating long-standing social problems, allowing us to view old problems from fresh perspectives (Sherwood et al., 2021). If we want to push toward online education as just another temporary retrofit, then we need to build something that is much more accessible and sustainable." And so, the scene is set for what this volume advocates for. Co-editor Lisanne Binhammer states explicitly that the purpose of this book is not simply to critique, but to move to a place of active resistance. This volume, therefore, acts as a call to arms for what its contributors all claim needs to be exposed – that online pedagogy is somehow the solution to academic ableism. Her fellow co-editors, Chelsea Temple Jones and Fady Shanouda, state that the crux of this book is that while digital learning is touted as readily available to all, in-person and online approaches to such delivery remain inadequate. Instead of falling prey to simple yet persuasive arguments that online pedagogy is an automatic win for access, the intent of Online: Ableism and Access in Higher Education is to provide a new orientation to critical, digital, and accessible pedagogy.
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 | 0.000 | 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 | 0.001 | 0.001 |
| 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