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This study furthers metadata quality research by providing complementary network-based metrics and insights to analyze metadata records and identify areas for improvement.

Metadata record graphs apply network analysis to metadata field values; this study evaluates the interconnectedness of subjects within each Hub aggregated into the Digital Public Library of America. It also reviews the effects of NACO normalization – simulating revision of values for consistency – and breaking up pre-coordinated subject headings – to simulate applying the Faceted Application of Subject Terminology to Library of Congress Subject Headings.

Network statistics complement count- or value-based metrics by providing context related to the number of records a user might actually find starting from one item and moving to others via shared subject values. Additionally, connectivity increases through the normalization of values to correct or adjust for formatting differences or by breaking pre-coordinated subject strings into separate topics.

This analysis focuses on exact-string matches, which is the lowest-common denominator for searching, although many search engines and digital library indexes may use less stringent matching methods. In terms of practical implications for evaluating or improving subjects in metadata, the normalization components demonstrate where resources may be most effectively allocated for these activities (depending on a collection).

Although the individual components of this research are not particularly novel, network analysis has not generally been applied to metadata analysis. This research furthers previous studies related to metadata quality analysis of aggregations and digital collections in general.

Building a digital language archive requires a number of steps to ensure collecting, describing, preserving and providing access to language data in effective and efficient ways. The purpose of this paper is to describe how the Computational Resource for South Asian Languages (CoRSAL) group has partnered with the University of North Texas (UNT) Digital Library to build a series of interconnected digital collections that leverage existing UNT technical and metadata infrastructure to provide access to data from and for various language communities.

This paper introduces the reader to the background of this project and discusses some of the areas important for representing language materials where both University of North Texas Libraries (UNTL) metadata and CoRSAL metadata practices were adapted to better fit the needs of intended audiences.

We discuss a workflow for standardized language representation (the Language field), defining roles for persons related to the item (Creator and Contributor fields) and including subject representation for language materials (Subjects and Keywords fields).

Although further work is needed to improve language data representation in the CoRSAL digital language archive, the model adopted by the team and lessons learned could benefit others in the language archiving community.

This paper is a significantly extended version of the presentation made at the 1st International Workshop on Digital Language Archives in 2021.

The purpose of this paper is to develop and evaluate a workflow for establishing name authority in uncontrolled collections.

The authors developed a workflow incorporating command-line tools and tested it in the electronic theses and dissertations (ETDs) collection. The authors narrowed the scope of the study to born-digital ETDs in the collection and to contributor names, including chairs and committee members.

This workflow can save staff time and allows for flexible implementation depending on staff numbers and skills as well as institutional needs.

This workflow could be used by other institutions with little or no modification, as it does not rely on specialized software or extensive expertise.

Social media is a product that is co-created by consumers and multinational enterprises, that partially manage the customer experience and that has garnered significant attention in the field of international marketing. However, international marketing scholars have yet to address the societal costs of the use of social media, even as academics in other disciplines and business leaders are raising alarm that social media has created a digital ecosystem that may harm individuals within the global market. The objective of this research is to examine the generalizability of the relationship between the use of social media and the prevalence of depression across countries.

Employing social cohesion theory and the social network approach of the strength of ties, this work examines the relationship between the use of social media and time spent on social media at the country level and the prevalence of depression. The authors examine this issue within a 28-country, eight-year, unbalanced panel dataset, accounting for cultural, economic and structural factors.

The authors find that as more people within a country use social media, the prevalence of depression in that country increases. However, the authors also find that as the average time spent on social media in a country increases the deleterious relationship between the use of social media and the prevalence of depression diminishes.

Answering the calls in the international marketing literature for a greater understanding of the externalities (i.e. consumer well-being effects) of marketing activities of multinational companies, this study demonstrates the varying relationships of the use of and time spent on social media and the prevalence of depression at the population level, across a wide variety of countries, thus also contributing to the effort to improving generalizations from multi-country comparisons in international research.

During the last decade, school districts throughout the United States have implemented inclusion programs utilizing a variety of models. A growing number of school districts are including all students with disabilities, even those with severe disabilities, into general education classrooms (Thousand & Villa, 1990). Although the term inclusion has no legal definition, and has been interpreted by educational professionals in a variety of ways, the concept has been in existence under the least restrictive environment (LRE) provision of PL 94-142, The Education for all Handicapped Children Act of 1975, PL 101-476, The Individuals with Disabilities Education Act (IDEA) of 1990 and most recently within PL 105-17, The Individuals with Disabilities Education Act Amendments (IDEA) of 1997. According to IDEA (1997), public education agencies are required to ensure that: to the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are nondisabled; and that special classes, separate schooling or other removal of children with disabilities from the regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily [Authority 20 U.S.C. 1412 (a) (5)].The concept of inclusion has been defined in various ways within the literature. Catlett and Osher (1994) reviewed policy statements of professional organizations and found at least seven different definitions for inclusion. Currently, in education, inclusion is the term used when students with disabilities are placed in general education classrooms for a portion of the school day (Falvey et al., 1995b). The term inclusion is differentiated from mainstreaming. Mainstreaming refers to the placement of students with disabilities in general education classrooms with appropriate instructional support (Meyen, 1990). When students are mainstreamed, they are usually prepared prior to placement into general education and are expected to “keep up” with the general classroom expectations (Rogers, 1993). Students with disabilities who are mainstreamed receive the same or nearly the same curriculum as general education students and are expected to “fit” into the general curriculum and classroom. On the other hand, within inclusive programs, the general education teacher is expected to make adaptations to provide a suitable environment for students with disabilities. Within the literature on inclusion, there are a variety of interpretations of the definition of inclusion (e.g. Gartner & Lipsky, 1987; Rogers, 1993; Stainback & Stainback, 1984). For the purposes of this chapter, inclusion is defined as programs in which students with disabilities (with the exception of gifted) are eligible for special education, have an individualized education program (IEP), and receive their education in general education classrooms using different, modified, and/or additional curricula from students without disabilities. This definition of inclusion is similar to “selective inclusion” as described by Zionts (1997). Selective inclusion refers to partial general education class placement of students with disabilities (Zionts). The assumption that this definition is based on is that general education is not always appropriate for every student; some students may benefit by receiving individualized services in addition to general education.

Purpose – To provide educators an overview of instructional practices in reading that are associated with improved learning outcomes with students K-8 who have a mild-to-moderate learning disability.Design/methodology/approach – The chapter provides a conceptual framework to view the process of reading, discusses foundational reading skills necessary to master word reading, presents two approaches to teaching comprehension, and highlights ways to effectively teach vocabulary.Findings – The content of this chapter presents empirical evidence as well as specific examples for clinical practice.Research limitations/implications – This chapter highlights key practices that have been extensively researched and found to be associated with improved learning outcomes for all students, including those with learning disabilities (LD).Practical implications – The chapter offers a wealth of information to help educators more effectively provide reading instruction for struggling readers K-8.Originality/value of chapter – The information compiled in this chapter will help teachers impact learning and reading outcomes for all of their students, particularly those who have a mild-to-moderate LD.