Knowing my place: learning through memory and photography
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 arts-informed inquiry uses auto-photography, rephotography, interviews, memory work and writing about the photograph as tools to draw out of the archive an understanding of the self-in-place. I focus on memory and photography in an autotopographical (following Heddon) exploration of topographical intimacy as it relates to childhood and current landscapes, known and unknown spaces. Using place as common ground, I interview my siblings to excavate our shared childhood place memories. I then photograph/rephotograph these remembered childhood places, looking to identify the influence of place on childhood identity. This research with siblings was a rich and storied resource. I also enter two public spaces with my camera, the Architectural Garden of the Canadian Centre for Architecture in Montreal and the Jim Everett Memorial Park in Vancouver, to map both the place and my relationship with/in it, and in so doing, to engage with photography itself. By creating what one might call place photo albums, I attempt to create an involvement with previously unknown spaces, hoping to link past and present places. I explore the evidential and embodied usefulness of photography in establishing topographical intimacy with/in place and confirm the importance of using place as a means of exploring identity. Photography's use as an active device of memory and its value in documenting place for inquiry is made explicit.
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 | 0.000 |
| 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