The eLiterate Revolution: \nFrom Orality to New Media – Literacy as Communication Technology
Bibliographic record
Abstract
This thesis explores the potential theoretical contribution from the history of communications to literacy research in the field of educational studies. The relation between literacy and new media is examined from a history of communications perspective that treats literacy as communication technology. This thesis shows that current debates about literacy practices in the context of new media (eLiteracies) are grounded in, and continue to reflect, older debates concerning technology, literacy, culture, and society. Current research focuses predominately on the cultural, social, and ideological aspects of literacy (print or digital). This thesis asserts that prevailing theoretical models of literacy, notably the ideological model – one of the most influential theoretical frameworks in contemporary literacy research – are insufficient to effectively investigate relationships between literacy and new media technologies because they neglect technological dimensions that shape communication and literacy practices. The guiding research question this thesis addresses is: In what ways might the understanding of earlier shifts in communication technologies inform that of the transition from print literacy to eLiteracies?
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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 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.002 | 0.012 |
| Scholarly communication | 0.007 | 0.004 |
| Open science | 0.000 | 0.003 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.006 | 0.001 |
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".