Instructional Intervention is the Key: Supporting Adolescent Information Seeking
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
This research sought to examine the information seeking processes employed by Canadian junior high school students from Inuvik, Northwest Territories and Beaumont, Alberta when using CD-ROM encyclopedias and when completing inquiry-based learning activities. The first study revealed that participants needed both instruction and practice to develop the skills and strategies needed for full-text searching of CD-ROM encyclopedias. The participants tended to use search terms only from the original question, had difficulty selecting topics and articles from the retrieved list, and did not read long articles as carefully as short articles. The second study revealed that students needed support throughout the inquiry-based learning experience and that using Kuhlthau's Information Search Process model as a guide for affective stages was useful. Participants needed time to explore, discuss, and read before finding a focus for their inquiry. Both studies found that participants wanted time to talk and discuss and that instruction was important to help students move forward in their searching and learning.
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 | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.044 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 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