DigCurV: The Curriculum Framework (CF)


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Presentation by Laura Molloy and Ann Gow from (HATII) University of Glasgow at the DigCurV International Conference; Framing the digital curation curriculum

6-7 May, 2013
Florence, Rome

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DigCurV: The Curriculum Framework (CF)

  1. 1. Digital Curator VocationalEducation Europe (DigCurV):curriculum frameworkLaura Molloy and Ann GowHATII, University of GlasgowThis project has been funded with support from the European Commission
  2. 2. Some basic facts• Network funded under the EC Leonardo da VinciLifelong Learning programme• Aims: support and extend vocational training fordigital curators in libraries, archives and museums• 1 January 2011 – 30 June 2013 (30 months)http://www.digcur-education.org/
  3. 3. Initial European partners• Fondazione Rinascimento Digitale (FRD)• Georg-August-Universität Göttingen Stiftung Öffentlichen Recht,Goettingen State and University Library (UGOE)• Humanities Advanced Technology Institute (HATII) at University ofGlasgow• MDR Partners (Consulting) Ltd (MDR)• Trinity College Dublin (TFTCD)• Vilniaus Universiteto Biblioteka (VUL)Associates and partners from other countries• Faculty of Information at the University of Toronto• University of North Carolina, Chapel Hill• nestor• Digital Preservation Coalition• Institute of Museum and Library ServicesFounding partnershttp://www.digcur-education.org/
  4. 4. Wider networkWider networkhttp://www.digcur-education.org/
  5. 5. • Identify and analyse existing training opportunities andmethodologies• Training registry• Survey training needs• Identify key skills and competences• Focus groups, job adverts analysis• Create a curriculum framework• Test with communities• Promote the results for use within and across countriesMain activitieshttp://www.digcur-education.org/
  6. 6. Curriculum Frameworkhttp://www.digcur-education.org/
  7. 7. DPOE: Three audiences for trainingFrom: ‘Training Needs Assessment Survey’ (2010). Digital Preservation Outreach andEducation (DPOE). Washington DC, US Library of Congress. dpoe@loc.govhttp://www.digcur-education.org/
  8. 8. Draft curriculum framework• Portfolio of three ‘lenses’ to reflect careerprogression: ‘Practitioner’, ‘Manager’ and ‘Executive’• Indicate digital curation skills and competences, andpathways of skills progression• Framework: i.e. will NOT specify a particular trainingcurriculumhttp://www.digcur-education.org/
  9. 9. Draft curriculum frameworkFramework: i.e. will NOT specify a particular trainingcurriculum.Simon Grant, JISC CETIS:“… a place to visit should not be confused with an itinerary for thatplace. Any real place has an unlimited number of possible itineraries forit. An itinerary for a city may include a museum; an itinerary for amuseum may include a painting; there may sometimes even be guidesto a painting that direct the viewer to particular features of that painting.The guide to the painting is not the painting; the guide to the museumis not the museum; the guide to the city is not the city.”Simon Grant, ‘The logic of tourism as an analogy for competence’. Published online 1 May, 2012 athttp://blogs.cetis.ac.uk/asimong/2012/05/01/tourism-analogy/http://www.digcur-education.org/
  10. 10. ‘Practitioner’ lenshttp://www.digcur-education.org/
  11. 11. ‘Manager’ lenshttp://www.digcur-education.org/
  12. 12. ‘Executive’ lenshttp://www.digcur-education.org/
  13. 13. Audiences for trainingPractitioners need to be able toperform a wide variety of technicaland people-oriented tasks. Theymust also understand many diverseissues relating to both their area ofcultural heritage and to digitalcuration. Managers needunderstanding of these areas tosuccessfully ensure projects are ontrack and to advise their teams.Executives need a strategic view ofdigital curation to understand theemerging challenges in digitalcuration for the cultural heritagesector, and to make appropriatefunding decisions to meet thesechallenges.The DigCurV curriculum frameworkprovides a version or ‘lens’ for eachof these three audiences.BackgroundDigCurV has undertaken multi-national research to understand theskills currently used by thoseworking in digital curation in thecultural heritage sector, as well asthe skills sought by employers in thissector.Using the frameworkThe framework provides three lenses - one each for practitioners, managers and executives. Eachlens can be used in the following ways:To build or develop trainingThe framework aims to be useful to those building new training courses. Depending on the user’saims, the framework can assist in providing a structure for a generic training programme for the roleof digital curator, or it can suggest which subjects should be covered in shorter, more specialisedcourses addressing one particular area of professional digital curation practice. The framework mayalso supply a common language to allow those building and developing training to meaningfullydescribe the value of their training offerings.To compare existing coursesThe framework provides a benchmark against which to compare existing training and also a way tomap various training offerings against each other. The professional who is considering undertakingtraining may wish to compare available training programmes to help identify which is mostappropriate for their needs. The framework can also be used by staff training providers to compareexisting courses and assess suitability for their own institution’s requirements.How to use the Curriculum Frameworkfor Digital CurationTo plan professional developmentThe framework suggests the broad range of skills and knowledge needed by professionals of variouslevels to successfully deliver digital curation in the cultural heritage sector. Individuals eitherintending to enter or already working in digital curation in the cultural heritage sector may find ituseful to map their own strengths against the framework as well as use the framework to identifyand describe areas in which they would find further training useful.Further information about the DigCurV project is available at http://www.digcur-education.org/
  14. 14. Use is keyThree main intended uses of each lens:•To build or develop training•To compare existing courses•To plan professional developmenthttp://www.digcur-education.org/
  15. 15. Access the curriculum framework:www.digcur-education.org/eng/ResourcesMore information and join the network at:www.digcur-education.org