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The purpose of this study is to offer a checklist that can be used for both creating and evaluating digital collections, which are also sometimes referred to as data sets as part of the collections as data movement, suitable for computational use.

The checklist was built by synthesising and analysing the results of relevant research literature, articles and studies and the issues and needs obtained in an observational study. The checklist was tested and applied both as a tool for assessing a selection of digital collections made available by galleries, libraries, archives and museums (GLAM) institutions as proof of concept and as a supporting tool for creating collections as data.

Over the past few years, there has been a growing interest in making available digital collections published by GLAM organisations for computational use. Based on previous work, the authors defined a methodology to build a checklist for the publication of Collections as data. The authors’ evaluation showed several examples of applications that can be useful to encourage other institutions to publish their digital collections for computational use.

While some work on making available digital collections suitable for computational use exists, giving particular attention to data quality, planning and experimentation, to the best of the authors’ knowledge, none of the work to date provides an easy-to-follow and robust checklist to publish collection data sets in GLAM institutions. This checklist intends to encourage small- and medium-sized institutions to adopt the collection as data principles in daily workflows following best practices and guidelines.

The purpose of this paper is to address the critique of researchers, who question the effectiveness and sustainability of mentoring as a continuing professional development and learning (CPDL) process. Where a lack of awareness exists surrounding the potential benefits of mentoring for the mentor, this paper investigates whether engaging in and with mentoring through a mentoring community of practice (M-CoP) assists mentors to accrue and realise the benefits of engagement. A relationship will be drawn between the community of practice (CoP) dimensions as outlined by Wenger-Trayner and Wenger-Trayner (2015): domain, practice and community, and the perceived benefits accrued for mentors will be reported.

A qualitative approach was taken, using a participatory action learning action research strategy. In total, 12 mentors came together to form a developing M-CoP. They attended four M-CoP workshops where they grew as mentors, through the three dimensions of a CoP: domain, practice and community. Workshops were audio visually recorded and observed. Further data were gathered through an M-CoP questionnaire, pre-workshop questions, M-CoP artefacts, stimulus recall, reflective journals, reflective journey plans and extended focus group discussions. Respondent validation, inter-rater and intra-observer reliability were used. Data were coded manually and using NVivo-10 software.

Many of the benefits reported were directly linked to participants’ engagement in and with the three M-CoP dimensions: domain, practice and community. Such benefits related to mentor identity, support and solidarity, engagement and interaction, sharing “for” and learning “from” other mentors, and knowledge expansion and boundary spanning. Participants reported that engaging in and with mentor education through an M-CoP was an effective CPDL process, which was beneficial for them as developing mentors.

The sample size was limited, based in one country and focussed upon one subject specialism. Such reported benefits need to be disseminated in order to raise the awareness of policy makers, teacher education institution managers and teacher educators, teachers and school leaders of the benefits of engaging in mentoring CPDL through the process of M-CoP engagement.

The findings from this study can be used to inform policies related to the continuum of teacher education. A recommendation is made for policy makers, teacher education institution managers, school leaders and CPDL service providers to facilitate the development of M-CoPs and to support their growth. It is also suggested that government departments of education and professional standards bodies account for the resourcing of such work in the design and implementation phase of school placement developments.

This paper closes the following gaps in the literature: CPDL benefits of engaging in and with an M-CoP for the mentor, the relationship between CPDL benefits and CoP dimensions and the development of M-CoPs in the given socio-cultural, historical and economic context of Ireland’s teacher education system and those of similar contexts.

In response to concerns about fake news (Allcott et al., 2019) and polarization (Wollebaek et al., 2019), youth media literacy interventions have emerged to teach strategies for assessing credibility of online news (McGrew et al., 2018) and producing media to mobilize others for civic goals (Kahne et al., 2016). However, in light of evidence that practices learned in classroom contexts do not reliably translate to the context of sharing social media (Middaugh, 2018), this study aims to provide a better understanding of youth social media practices needed to design meaningful and relevant educational experiences.

Semistructured interviews with a think-aloud component were conducted with a diverse sample of 18 California youth (15–24) to learn about factors that guide behavior as they access, endorse, share, comment and produce civic media.

Findings suggest a shift toward reliance on incidental exposure and noninstitutional sources when accessing information and a tendency toward endorsement and circulation of posts (vs producing original posts) when engaging with civic issues on social media. As participants engaged in these practices, they not only applied judgments of credibility and civic impact but also concerned for personal relevance, relational considerations and fit with internet culture.

The authors recommend moving beyond models that reflect linear processes of effortful search, credibility analysis and production. Instead, the authors propose a new dynamic model of civic media literacy in which youth apply judgments of credibility, relational considerations, relevance to lived experience, civic impact and fit with internet culture as they receive, endorse, share, comment on and produce media in a nonlinear fashion.

The purpose of this paper is to report on the prioritisation of different corporate social identities (CSIs) by the banking sectors in India to endorse the corporate branding process. To substantiate the effect of corporate social responsibility (CSR) on banks’ profitability, the paper establishes a causal relationship between CSI scores and banks’ profitability. The study defines the CSI scores as measures of different CSR initiatives available on the websites and annual reports of leading public and private schedule commercial banks in India.

The study discusses the key role that CSR plays in building the corporate personality of a firm, which is a key ingredient of a corporate brand. Therefore, the main dimensions and sub-dimensions of CSR are analysed by using content analysis method. The data undergo multiple experiments such as “Percentage of Agreement”, “Scott’s π”, “Cohen’s κ”, and “Krippendorff’s α” to check the validity and the inter-coder reliability of the content. Furthermore, the quartile approach of statistical data analysis, weighted average method of prioritisation and simple linear regression methods are used to examine and discuss the study objectives.

There were three major outcomes from this study. First, Indian banks institutionalise their credibility of corporate personality by maintaining the CSR principles and goals as the core elements of their corporate statements. Second, the CSI scores of different CSR initiatives indicate variations in the stakeholder prioritisation among different banks. The result shows that the public sector banks give the highest priority to the community-related CSR initiatives followed by environment and customer among others, whereas the private sector banks emphasise on customers as their top priority followed by environment and community. The overall score depicts the environment-related initiatives to be the highest priority, which follows customer, employees, community and suppliers. Third, the research indicates that the relationship between CSI disclosures and profitability is significant in India.

The social aspect of building corporate identity will help in the decision-making process for developing a strong social image through their websites. However, the results suggest that the banking sector should adopt a global standard of CSR reporting and strategic positioning of the social identities among the stakeholders in the value chain. The results are limited to only the Indian banking sector and can be validated and applied to other industries and cross-cultural contexts.

This study is one of the pioneering attempts to focus on the role of CSR in the stakeholder-company relationship through the mean-end approach in the development of CSI.

The purpose of this paper is to explore teachers' behaviours in completing an internet survey using decision trees. Furthermore, to reduce the complexity of the decision trees, a statistical technique was used to decrease the number of input variables in the decision trees.

A dataset of 47,647 samples was used to build the decision trees. These samples were collected from an internet survey of teachers in Taiwan. The output of the decision trees was the answering time (the time taken to complete the internet questionnaire). Eight variables were selected as the inputs for the decision trees. Two techniques were employed to build the decision trees – the exhaustive chi‐squared automatic interaction detector (ECHAID) and classification and regression tree (CRT) analysis. To reduce the complexity of the decision models, factor analysis technique was used to decrease the data dimensions (number of input variables) and to obtain a simplified decision model. One‐way ANOVA was used to validate the effects of the dimension reduction.

From the results of the factor analysis, a simplified decision tree is recommended using four input variables – teaching years, school level, sex and area. The classification accuracy of the simplified model is statistically equivalent to that of the original one, which used eight input variables.

The complexity of decision trees theoretically depends on the number of input variables. This study used a statistical technique to decrease the number of input variables and thereby reduce the complexity of the decision trees. A statistical technique was employed to validate that the classification accuracy is not statistically different between the original decision model and the simplified one. The decision models proposed in this paper can be applied in estimating the answering time for completing a questionnaire during an internet survey.