From Gutenbergâs galaxy to cyberspace : the transforming power of electronic hypertext
Bibliographic record
Abstract
Literacy, as we have come to understand and teach it, is currently in a situation of critical change. New and increasingly complex electronic technologies are creating new literacies; however, our present concepts of literacy are heavily grounded in Gutenbergian print. This traditional understanding is inadequate for the new and complex literacy of digital discourse. This dissertation foregrounds the issue of how literacy, as manifest in the writing process, is affected when composing in hypertext, most especially in the context of the Internet. This research takes the form of an emergent, field-based, modified case study approach. It is shaped in response to the overarching research question: How are writer's perceptions of the new rhetorical situtations presented by hypertext affecting thelr attitudes towards writing and the consequent decisions they make in response to these perceptions? Information was collected in the form of interviews, observations, journals, correspondence, and artefacts. Methods for collection included both personal contact and technology-assisted remote contact, including email, instant messaging, telephone, traditional mail, and fax. The experiences of seven major informants form the central focus of this study; the experiences of approximately ninety minor informants are included in a more peripheral way. This study offers a detailed description of the complex and dynamic ways in which these writers perceived hypertext as a new rhetorical space, and the consequent writing decisions they made in response to these perceptions. It interprets their experiences in the immediate context of writing theory and hypertext theory, suggests practical applications based on these interpretations, and projects a direction for further study.
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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 | 0.002 | 0.006 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.005 | 0.018 |
| Scholarly communication | 0.014 | 0.015 |
| Open science | 0.000 | 0.008 |
| Research integrity | 0.001 | 0.003 |
| Insufficient payload (model declined to judge) | 0.005 | 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".