How Are Teacher-Librarians Finding Resources for Coursework?
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
Abstract Providing distance learners access to library services does not automatically translate into usage of those resources. The literature on information-seeking behaviour of distance learners has indicated that they prefer to use local resources, as well as Web-based resources. This study investigates perspectives on library services and available resources for distance learners in the Teacher-Librarianship by Distance Learning program at the University of Alberta, Edmonton, Canada. The findings suggest that distance learners in this program tend to rely on local and familiar resources, have a lack of awareness or understanding of certain library services provided to them, rely heavily on electronic full-text availability, and may feel isolated from fellow students, resulting in low collaboration in the process of accessing information. The researchers suggest developing effective marketing strategies and collaborating with faculty to promote usage of library services provided to distance learners.
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 | 0.000 | 0.000 |
| Scholarly communication | 0.001 | 0.015 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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