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
We ground our discussion of phenomenology and literacy studies in a study of the Intergenerational Multimodal Literacy Programme. The programme brought together one kindergarten class from a school in Ontario, Canada with elder partners to engage in the creation and sharing of multimodal ensembles that featured art, singing and digital media. A study objective was to understand the constituents of curricula that can create opportunities for participant wellbeing by expanding their communication and identity options. Thirteen children (ages 3.8-5 years) and seven elder participants aided by the children’s teachers met once every two weeks over most of a school year for intergenerational sessions at a Rest Home near the school. The programme’s curriculum was premised on previous intergenerational multimodal curricula (e.g. Heydon 2013; Heydon and O’Neill 2014) but adapted by the school, Rest Home and research partners to respond to local needs and desires. Given that the programme was being run during school time, for instance, the curriculum had to address mandated literacy outcomes from a programmatic kindergarten curriculum (Ontario Ministry of Education 2006), and the partners had perceived a need to (re)connect community members in a rural setting that had recently experienced attrition and economic hardship. The partners reckoned that connections between people might be fostered and maintained even beyond the programme boundaries should participants expand their facility with various modes and media, most notably iPads. The programme thus purchased iPads for all of the participants who received support to use them both in and outside of the programme.
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 | 0.001 | 0.000 |
| Science and technology studies | 0.000 | 0.002 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 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 it