Navigating New Realities:
Bibliographic record
Abstract
This article explores the role of academic libraries in supporting immersive technologies for teaching, learning and research, with a focus on initiatives at the library system of Concordia University in Montreal, Québec. It highlights how the library’s state-of-the-art facilities foster learning, research, and interdisciplinary collaboration. Immersive scholarship is defined here as using technologies including extended reality (XR), large-format video, spatial audio, and volumetric video capture. These technologies redefine how digital content is accessed, created, and manipulated. The library supports a broad range of faculty and student activities by promoting user autonomy. The case studies demonstrate how these technologies have been integrated into curricula and research projects, ranging from immersive storytelling to AI-driven interactive art installations. Challenges related to accessibility, usability, and the need for robust support systems are examined through feedback from professors and students, with attention to technical barriers and pedagogical outcomes. By documenting the use of immersive technologies in libraries and universities, this article contributes to the growing body of work that demonstrates how multimedia content finds multiple lives as both art and educational material. It also highlights the craft and expertise developed and required to make immersive technologies accessible. The findings emphasize the potential of libraries to serve as equitable access points for cutting-edge technologies, offering vital support for immersive learning. Through design-thinking methodologies and community building, Concordia Library has created an inclusive, interdisciplinary environment that enhances both traditional and immersive learning experiences. [This article is an expansion of a paper presented at the 52nd annual ARLIS/NA conference held in Pittsburgh, Pennsylvania, in April 2024 as part of the session “Innovation in Action in Academic Libraries: Guided Looking, Immersive Technologies, and Visualization Spaces.”]
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.
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 | 0.008 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.006 | 0.018 |
| Scholarly communication | 0.018 | 0.025 |
| Open science | 0.003 | 0.014 |
| Research integrity | 0.004 | 0.003 |
| Insufficient payload (model declined to judge) | 0.023 | 0.004 |
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".