Reading Autobiographies, Memoirs, and Fictional Accounts in the Classroom: Is it Social Studies?
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
Two professors share ideas regarding connections between autobiography, memoir, fiction, and social studies curriculum. The authors outline two narrative approaches they employed in their social studies curriculum and instruction courses for pre-service teachers. In one required course at the secondary level, a narrative inquiry symposium was a component wherein the students explored various narratives as entry points into the construction of social, political and historical events. The authors describe a second format employed in an elective course titled, Narrative and Social Studies Curriculum. Elementary, middle years, and secondary teacher education students worked in book clubs for the duration of this course. Both approaches encouraged pre-service teachers to consider historical fiction, autobiography and memoir as valid locations of social studies knowledge. The authors note how teaching social studies through a narrative approach provides opportunities to link the local and the personal to wider concepts and universal themes. Book lists are included.
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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 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