View from across the Pond:Opportunities, Gaps, and Challenges inDigital Curation Lifelong LearningHelen R. TibboSchool of ...
Thank you!* The Institute for Museum and Library Services (IMLS) fortheir generous support of numerous Digital CurationEdu...
Sample Programs3
Digital Preservation ManagementWorkshops: Some ObservationsSlides from Nancy Y. McGovern,Closing the Digital Curation Gap ...
DPM WorkshopsFirst NEH grant awarded in 2002 (+ 2004, 2007, 2012)First workshop presented in August 2003More than 40 works...
(what?)(how?) (how much?)DPM Three-Legged Stoolholistic development of sustainableprograms
Five Stages of Program Development1. Acknowledge: aware of digital preservation as a localconcern2. Act: initiate digital ...
CurriculumDesired outcomesCommon outcomes across cohortsEncourage managers to build sustainable programsAudienceBuilt for ...
This is Nancy McGovern’s programHard to see this continuing without Nancy…9Is This Sustainable?
LOC Digital Preservation Outreach& Education Program (DPOE)10
Train the Trainer MissionThe LIBRARY of CONGRESSTo foster national outreach and education aboutdigital preservation by bui...
Distribute Training through aNational Network12
…for an Industry Ready CurriculumIdentify - what digital content do you have?Select - what portion of that content will be...
Targeted at Each Layer of the WorkforceThe LIBRARY of CONGRESS14
Planned Locally and Promoted Nationally15
Institutional homeInstructors not paidSo far, many instructors have beeneager to help out!16Is This Sustainable?
DigCCurr I & IISchool of Information and Library ScienceUniversity of North Carolina at Chapel Hill17
DigCCurr Isay: seekerPreserving Access to Our Digital Future: Building anInternational Digital Curation Curriculum.http://...
DigCCurr I ComponentsCurriculum:To prepare students for digital curation with wide variety of organizations,contexts & typ...
DigCCurr Matrix of Digital CurationKnowledge & Competencies Tool for thinking about, planning for, identifying &organizin...
Six Matrix DimensionsMandates, values & principles.Professional, disciplinary or institutional/organizationalcontext.Trans...
DigCCurr II“Extending an International Digital CurationCurriculum to Doctoral Students and Practitioners.”http://www.ils.u...
DigCCurr II Key ActivitiesPhD Fellowships - 6Digital Curation Exchange (DCE)http://digitalcurationexchange.org/Summer Inst...
http://digitalcurationexchange.org/24
SILS Digital Curation ProgramsMaster’s of Science in Library or InformationScience.Concentration in Archives and Records M...
Drs. Helen Tibbo & Christopher Lee are the drivingforces behind the DigCCurr Professional InstituteWe are not being paid f...
SAA’s Digital Archives Specialist(DAS) Curriculum &Certificate27
DASWas conceptualized in 2011 while I was SAA PresidentIs developed and refreshed by experts in the field ofdigital archiv...
DAS Designed to:Provide education and training to ensure thatarchivists adopt appropriate practices for appraising,capturi...
Four Tiers of StudyFoundational Courses focus on the essential skills that archivistsneed to manage digital archives. They...
Four tiers of studyTools and Services Courses focus on specific tools and services thatarchivists need to use for their wo...
Key audiencesThe Archivist Practitioner is a hands-on, front-line archivistwho manages or will manage electronic records p...
7 digital competencies#1: Understand the nature of records in electronic form,including the functions of various storage m...
7 digital competencies#4: Integrate technologies, tools, software, and mediawithin existing functions for appraising, capt...
Run by a professional society, not individualsNot dependent on grant fundingSAA has made this a revenue stream upon which ...
Challenges for ProfessionalEducation in Digital Curation36
How long/extensive should training be?Where should training be held?How should training be supported/funded?How much shoul...
Patchwork quilt of course offeringsFormat of offeringsFace-to-faceWebinarLength of offerings1-2 hours½ day1 day2-3 days1 w...
College/university – participants come to teachersHave workshop will travelOne’s computer (webinar)A series in one placeA ...
Grant-funded projectsIncome stream for professionalorganizationsContinuing education programs inuniversitiesCommercial fir...
Integrated programs that address technical andprofessional knowledge and skills across the digitalasset lifecycle.Capacity...
Pedagogical Issues42
What to Teach?Curriculum just being developed and following ablend of archival, information, business, and ethicalprincipl...
How to Teach?Face-to-face vs. remote.Lecture/discussion vs. hands-on, what’s the right mixture?What is the role of field e...
Audience Level* At what audience(s) should digital curation education beaimed?* How do we articulate the range of audience...
Audience FocusHow do teaching methods and content change basedon the focus of the audience?Do we provide different content...
Programmatic DurationHow long?How do pedagogical goals relate to length ofinstruction?What can we teach in 2 hours? 2 days...
Programmatic Sustainability• Who is going to pay for all this?• What is the business model for continuing education?• Who ...
Where Are We?Everything above is exploratory and experimental –even the formal looking concentrations andcertificates.Ther...
Educational NeedsDigital curation educators need to work together,across national boundaries and across levels, scope,and ...
Next StepsAnalogous to needs in digital curation as a whole, weneed to:Move from hand-crafted approaches to wide-spread an...
52THANK YOUQuestions?Please visit the Digital Curation Exchangeat digitalcurationexchange.orgFeedback…tibbo@email.unc.edu
ASIST 2008, Columbus, OH 53DigCCurr Professional Institute:Curation Practices for the Digital Object LifecycleMay 12-17, 2...
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View from across the Pond: Opportunities, Gaps, and Challenges in Digital Curation Lifelong Learning

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Presentation by Helen Tibbo, School of Information & Library Science, University of North Carolina at the DigCurV International Conference; Framing the digital curation curriculum

6- 7 May, 2013
Florence, Rome

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View from across the Pond: Opportunities, Gaps, and Challenges in Digital Curation Lifelong Learning

  1. 1. View from across the Pond:Opportunities, Gaps, and Challenges inDigital Curation Lifelong LearningHelen R. TibboSchool of Information & Library ScienceUniversity of North Carolina at Chapel HillDigCurV International ConferenceFraming the Digital Curation CurriculumMay 6, 20131
  2. 2. Thank you!* The Institute for Museum and Library Services (IMLS) fortheir generous support of numerous Digital CurationEducation initiatives in the US and especially for supportof the “DigCCurr II: Extending an International DigitalCuration Curriculum to Doctoral Students andPractitioners” (#RE-05-08-0060-08).* The DigCurV team for all their hard work on this projectand the solid framework they have developed.* The European Commission that funded DigCurV throughtheir Leonardo da Vinci programme.2
  3. 3. Sample Programs3
  4. 4. Digital Preservation ManagementWorkshops: Some ObservationsSlides from Nancy Y. McGovern,Closing the Digital Curation Gap Symposium4
  5. 5. DPM WorkshopsFirst NEH grant awarded in 2002 (+ 2004, 2007, 2012)First workshop presented in August 2003More than 40 workshops in various formats1400+ attendees, 350+ orgs (from 35+ countries, 6 continents)Developed at Cornell, hosted by ICPSR, now at MITWorkshop website: dpworkshop.orgFaculty evolves over timeCurriculum evolves: core concepts and frameworkNew grant: evaluate outcomes, recommend next steps5
  6. 6. (what?)(how?) (how much?)DPM Three-Legged Stoolholistic development of sustainableprograms
  7. 7. Five Stages of Program Development1. Acknowledge: aware of digital preservation as a localconcern2. Act: initiate digital preservation projects3. Consolidate: segue from project to program4. Institutionalize: rationalize program, aware ofcommunity5. Externalize: embrace inter-institutional collaboration,dependency7
  8. 8. CurriculumDesired outcomesCommon outcomes across cohortsEncourage managers to build sustainable programsAudienceBuilt for managers of digital contentStress audience for each workshopExtensionsAdvanced topicsModels and examplesContributions to other programsUS: DigCCurr, e-science Institute, DPOE, & SAA’s DASUK: DPTP, AIDA, CARDIO8
  9. 9. This is Nancy McGovern’s programHard to see this continuing without Nancy…9Is This Sustainable?
  10. 10. LOC Digital Preservation Outreach& Education Program (DPOE)10
  11. 11. Train the Trainer MissionThe LIBRARY of CONGRESSTo foster national outreach and education aboutdigital preservation by building a collaborativenetwork of instructors and partners to providetraining to individuals and organizations seeking topreserve their digital content.Train the Trainer Mission11Slides from George Coulbourne, Office of Strategic Initiatives, Library of Congress
  12. 12. Distribute Training through aNational Network12
  13. 13. …for an Industry Ready CurriculumIdentify - what digital content do you have?Select - what portion of that content will be preserved?Store - what issues are there for long term storage?Protect - what steps are needed to protect your digitalcontent?Manage - what provisions are needed for long-termmanagement?Provide - what considerations are there for long-termaccess?The LIBRARY of CONGRESS13
  14. 14. Targeted at Each Layer of the WorkforceThe LIBRARY of CONGRESS14
  15. 15. Planned Locally and Promoted Nationally15
  16. 16. Institutional homeInstructors not paidSo far, many instructors have beeneager to help out!16Is This Sustainable?
  17. 17. DigCCurr I & IISchool of Information and Library ScienceUniversity of North Carolina at Chapel Hill17
  18. 18. DigCCurr Isay: seekerPreserving Access to Our Digital Future: Building anInternational Digital Curation Curriculum.http://www.ils.unc.edu/digccurr.IMLS Grant # RE-05-06-0044Collaboration of School of Information & Library Science(SILS), University of North Carolina at Chapel Hill (UNC-CH)& U.S. National Archives & Records Administration (NARA)Ran July 1, 2006 – December 31, 200918
  19. 19. DigCCurr I ComponentsCurriculum:To prepare students for digital curation with wide variety of organizations,contexts & types of resources:Graduate-level (master’s) curricular frameworkCourse modulesCourse developmentExperiential componentsInternational guest speakersTwo International Symposia:DigCCurr2007: April 18-20, 2007 in Chapel Hill -http://ils.unc.edu/digccurr2007/DigCCurr2009: Practice, Promise and Prospects: April 1-3, 2009 inChapel Hill - http://ils.unc.edu/digccurr2009Carolina Digital Curation Fellowship program (master’s students)19
  20. 20. DigCCurr Matrix of Digital CurationKnowledge & Competencies Tool for thinking about, planning for, identifying &organizing material to cover in curriculum. Each unit of curriculum content can address one ormore dimensions. Helping us to address a fundamental issue: Alldigital curation students should all get someaspects of the curriculum, but other aspects willonly be necessary for students planning to work inparticular types of places or jobs (i.e. balancingcore vs. specialized knowledge).20
  21. 21. Six Matrix DimensionsMandates, values & principles.Professional, disciplinary or institutional/organizationalcontext.Transition point in information continuum/lifecycle.Type of resource.Function or skill.Prerequisite knowledge.http://ils.unc.edu/digccurr/digccurr-matrix.html21
  22. 22. DigCCurr II“Extending an International Digital CurationCurriculum to Doctoral Students and Practitioners.”http://www.ils.unc.edu/digccurr.This project is funded through IMLS Laura Bush funds.A collaboration of the School of Information andLibrary Science (SILS) at the University of NorthCarolina at Chapel Hill (UNC-CH) and the U.S. NationalArchives and Records Administration (NARA) andUniv. of Toronto through Seamus Ross.Project to run August 1, 2008 – July 31, 2013.22
  23. 23. DigCCurr II Key ActivitiesPhD Fellowships - 6Digital Curation Exchange (DCE)http://digitalcurationexchange.org/Summer InstitutesWeek-long summer workshop for practitioners.Follow-up session held approximately six monthslater. http://www.ils.unc.edu/digccurr/institute.htmlFifth to be held May 12-17, 2013Public Symposia - Third held January 9, 2013CurateGearPh.D. Seminar Series, 2012-2013AERI Workshop, July 2012“Curate Thyself,” March 17, 201323
  24. 24. http://digitalcurationexchange.org/24
  25. 25. SILS Digital Curation ProgramsMaster’s of Science in Library or InformationScience.Concentration in Archives and Records Management.Certificate in Digital Curation.Dual MSIS/MSLS – MPA program with UNC School ofGovernment.10+ Ph.D. students in digital curation presently.DigCCurr Professional Institute and other life-longprofessional education & support.25
  26. 26. Drs. Helen Tibbo & Christopher Lee are the drivingforces behind the DigCCurr Professional InstituteWe are not being paid for conducting the Institute…How long will be do it???DigCCurr hopefully will live on in the Matrix and thoseit has educatedThe SILS Certificate (30 credit degree) in DataCuration is expensive…26Is This Sustainable?
  27. 27. SAA’s Digital Archives Specialist(DAS) Curriculum &Certificate27
  28. 28. DASWas conceptualized in 2011 while I was SAA PresidentIs developed and refreshed by experts in the field ofdigital archivesIs structured in tiers of studyIs offered face-to-face around the country or viawebinars28
  29. 29. DAS Designed to:Provide education and training to ensure thatarchivists adopt appropriate practices for appraising,capturing, preserving, and providing access toelectronic records.Provide archivists with the information and tools theyneed to manage the demands of born-digital records.29
  30. 30. Four Tiers of StudyFoundational Courses focus on the essential skills that archivistsneed to manage digital archives. They focus primarily, but notexclusively, on the needs of practitioners—archivists who are or willbe working directly with electronic records. These courses presentinformation that an archivist might implement in the next year.Tactical and Strategic Courses focus on the skills that archivistsneed to make significant changes in their organizations so that theycan develop a digital archives and work seriously on managingelectronic records. They focus primarily, but not exclusively, on theneeds of managers—those archivists who manage otherprofessionals and who oversee programmatic operations. Thesecourses present information that an archivist might implement inthe next five years.30
  31. 31. Four tiers of studyTools and Services Courses focus on specific tools and services thatarchivists need to use for their work with digital archives. They arepractical courses focused on specific software products and othertools and they focus primarily, but not exclusively, on the needs ofpractitioner archivists. These courses present information that anarchivist could implement immediately.Transformational Courses focus on the skills that archivists need tochange their working lives dramatically and transform theirinstitutions into full-fledged digital archives. They focus primarily,but not exclusively, on the needs of administrators—thosearchivists with oversight over the entire archival enterprise of aninstitution. These courses present information that an archivistmight implement over the course of the next ten years.31
  32. 32. Key audiencesThe Archivist Practitioner is a hands-on, front-line archivistwho manages or will manage electronic records personally.The Archivist Manager is an archivist who has oversightover the work of other professional archivists and whomay or may not manage electronic records directly.The Archivist Administrator is an archivist who works in alarge archives, who oversees archivist managers, who isresponsible for organizational planning, and who does notmanage electronic records directly but must ensure theorganization’s capacity to do so.32
  33. 33. 7 digital competencies#1: Understand the nature of records in electronic form,including the functions of various storage media, thenature of system dependence, and the effect on integrityof records over time.#2: Communicate and define requirements, roles, andresponsibilities related to digital archives to a variety ofpartners and audiences.#3: Formulate strategies and tactics for appraising,describing, managing, organizing, and preserving digitalarchives.33
  34. 34. 7 digital competencies#4: Integrate technologies, tools, software, and mediawithin existing functions for appraising, capturing,preserving, and providing access to digital collections.#5: Plan for the integration of new tools or successivegenerations of emerging technologies, software, andmedia.#6: Curate, store, and retrieve original masters and accesscopies of digital archives.#7: Provide dependable organization and service todesignated communities across networks.34
  35. 35. Run by a professional society, not individualsNot dependent on grant fundingSAA has made this a revenue stream upon which theydependWide range and supply of instructors (who do get paid,albeit a small amount)A community effort – archivists training other archivistsDAS appears to have the greatest chance of sustainabilityof the continuing education programs presented here35Is This Sustainable?
  36. 36. Challenges for ProfessionalEducation in Digital Curation36
  37. 37. How long/extensive should training be?Where should training be held?How should training be supported/funded?How much should training cost?“Everything should be 5 cents!”What types of credentialing are appropriate?Who should do the instruction?Should instruction be broad or specific?What should be the content?What prerequisite knowledge is necessary?Open Questions for ProfessionalEducation in Digital Curation37
  38. 38. Patchwork quilt of course offeringsFormat of offeringsFace-to-faceWebinarLength of offerings1-2 hours½ day1 day2-3 days1 week1 week +Multi –workshops over time5 course certificates10 course certificateCurrent Professional EducationLandscape in Digital Curation38
  39. 39. College/university – participants come to teachersHave workshop will travelOne’s computer (webinar)A series in one placeA series in multiple placesVenues for Professional Education inDigital Curation39
  40. 40. Grant-funded projectsIncome stream for professionalorganizationsContinuing education programs inuniversitiesCommercial firmsConducting and charging forprogramsPASIG – OracleSources for Professional Education inDigital Curation40
  41. 41. Integrated programs that address technical andprofessional knowledge and skills across the digitalasset lifecycle.Capacity to specialize in various functions,environments, and material types.Programs that address specific digital environments &resource types.Gaps to Fill41
  42. 42. Pedagogical Issues42
  43. 43. What to Teach?Curriculum just being developed and following ablend of archival, information, business, and ethicalprinciples along with cutting edge technical andprocess developments.Core content unclear; range of content is unclear.What is core vs. extended/specialized content?Uncertainty at all educational levels.43
  44. 44. How to Teach?Face-to-face vs. remote.Lecture/discussion vs. hands-on, what’s the right mixture?What is the role of field experiences/internships/residencyprograms?How do we sustain internships when grant money runs out?44
  45. 45. Audience Level* At what audience(s) should digital curation education beaimed?* How do we articulate the range of audiences?* What are the implications for pre-requisite knowledge?* What can we expect various audiences to know inadvance?* What can we teach based on what an audience knows?* How do we best deal with mixed-level audiences?45
  46. 46. Audience FocusHow do teaching methods and content change basedon the focus of the audience?Do we provide different content/methods for scientistswho need to manage data vs. humanists vs. the generalpublic?How do we best teach data curation and informationmanagement to content specialists (individual curators)vs. professional curators?How do we best segment the marketplace?46
  47. 47. Programmatic DurationHow long?How do pedagogical goals relate to length ofinstruction?What can we teach in 2 hours? 2 days? 2 weeks? 2months? 2 years?How do you get a core of information managementand curation to specialized audiences who have alimited attention span for learning about digitalcuration?47
  48. 48. Programmatic Sustainability• Who is going to pay for all this?• What is the business model for continuing education?• Who is going to take this on?• How is the academy going to be rewarded for working inthis arena beyond formal graduate and undergraduateeducation?• How can we reach such a large audience (everyone needs toknow about digital curation!)?• Can I-Schools provide the digital curation teaching capacitythat the government, military, corporate, scientific,academic, and public sectors will require?48
  49. 49. Where Are We?Everything above is exploratory and experimental –even the formal looking concentrations andcertificates.There is only an emerging canon for the field of digitalcuration.Research and development is rapid but not easilytranslated into workflows of existing professionals.We are working this out.49
  50. 50. Educational NeedsDigital curation educators need to work together,across national boundaries and across levels, scope,and instructional purpose.We need to share materials and discuss approachesand emerging good practice.We need to ramp-up the educational workforce.We need to ramp-up educational efforts.50
  51. 51. Next StepsAnalogous to needs in digital curation as a whole, weneed to:Move from hand-crafted approaches to wide-spread andeasily replicable solutions.Produce more educators who can train the trainer?Be able to certify learning.51
  52. 52. 52THANK YOUQuestions?Please visit the Digital Curation Exchangeat digitalcurationexchange.orgFeedback…tibbo@email.unc.edu
  53. 53. ASIST 2008, Columbus, OH 53DigCCurr Professional Institute:Curation Practices for the Digital Object LifecycleMay 12-17, 2013 & January 6-7, 2014Chapel Hill, NC, USAhttp://www.ils.unc.edu/digccurr/institute.html53

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