Holistic or Autonomous: Educators' Conceptions of Literacy and their Implications for Practice and Teacher Development
Bibliographic record
Abstract
This thesis investigates educators' conceptions of literacy, what beliefs and conceptual frameworks support them, how literacy seems to be defined in educators' sites of practice, and how conceptions of literacy inform teaching. Main findings show that `literacy' is a sliding signifier: a sign that bears no connection to the thing it ostensibly represents; dominant literacy pedagogies in teachers' sites of practice are the strongest determinants of how teachers conceptualize and teach literacy, influencing or superseding personal definitions when differences exist; and elementary and secondary teachers described different notions of both the ontology and function of literacy. Specific professional development is needed to allow educators to deal with policies that aim to standardize and decontextualize the teaching and assessment of literacy, and that posit literacy as a series of discrete skills, as opposed to a series of context-specific social practices.
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How this classification was reachedexpand
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 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, 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".