Jason Clark

Haining Wang, Jason Clark

Standing at the forefront of knowledge dissemination, digital libraries curate vast collections of scientific literature. However, these scholarly writings are often laden with jargon and tailored for domain experts rather than the general public. As librarians, we strive to offer services to a diverse audience, including those with lower reading levels. To extend our services beyond mere access, we propose fine-tuning a language model to rewrite scholarly abstracts into more comprehensible versions, thereby making scholarly literature more accessible when requested. We began by introducing a corpus specifically designed for training models to simplify scholarly abstracts. This corpus consists of over three thousand pairs of abstracts and significance statements from diverse disciplines. We then fine-tuned four language models using this corpus. The outputs from the models were subsequently examined both quantitatively for accessibility and semantic coherence, and qualitatively for language quality, faithfulness, and completeness. Our findings show that the resulting models can improve readability by over three grade levels, while maintaining fidelity to the original content. Although commercial state-of-the-art models still hold an edge, our models are much more compact, can be deployed locally in an affordable manner, and alleviate the privacy concerns associated with using commercial models. We envision this work as a step toward more inclusive and accessible libraries, improving our services for young readers and those without a college degree.

Haining Wang, Jason Clark, Hannah McKelvey et al.

A vast amount of scholarly work is published daily, yet much of it remains inaccessible to the general public due to dense jargon and complex language. To address this challenge in science communication, we introduce a reinforcement learning framework that fine-tunes a language model to rewrite scholarly abstracts into more comprehensible versions. Guided by a carefully balanced combination of word- and sentence-level accessibility rewards, our language model effectively substitutes technical terms with more accessible alternatives, a task which models supervised fine-tuned or guided by conventional readability measures struggle to accomplish. Our best model adjusts the readability level of scholarly abstracts by approximately six U.S. grade levels -- in other words, from a postgraduate to a high school level. This translates to roughly a 90% relative boost over the supervised fine-tuning baseline, all while maintaining factual accuracy and high-quality language. An in-depth analysis of our approach shows that balanced rewards lead to systematic modifications in the base model, likely contributing to smoother optimization and superior performance. We envision this work as a step toward bridging the gap between scholarly research and the general public, particularly younger readers and those without a college degree.

Haining Wang, Jason Clark, Yueru Yan et al.

As libraries explore large language models (LLMs) for use in virtual reference services, a key question arises: Can LLMs serve all users equitably, regardless of demographics or social status? While they offer great potential for scalable support, LLMs may also reproduce societal biases embedded in their training data, risking the integrity of libraries' commitment to equitable service. To address this concern, we evaluate whether LLMs differentiate responses across user identities by prompting six state-of-the-art LLMs to assist patrons differing in sex, race/ethnicity, and institutional role. We found no evidence of differentiation by race or ethnicity, and only minor evidence of stereotypical bias against women in one model. LLMs demonstrated nuanced accommodation of institutional roles through the use of linguistic choices related to formality, politeness, and domain-specific vocabularies, reflecting professional norms rather than discriminatory treatment. These findings suggest that current LLMs show a promising degree of readiness to support equitable and contextually appropriate communication in academic library reference services.