Manzuch Digital Curators Lida

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  • 1. Towards a framework for education and training of digital curators Zinaida Manžuch Institute of Library and Information Science, Vilnius University LIDA 2008, Dubrovnik, 4 June
  • 2. Aims and outline
    • Urgent demand for educating digital curators
    • Aim: to determine the main priorities for education and training of digital curators (DC)
    • Topics discussed:
      • Digital curation concept & current landscape
      • Structure and teaching priorities in DC education
      • Conceptual model of DC education and training
    • Based on:
      • DigitalPreservationEurope findings (see http:// www.digitalpreservationeurope.eu / )
      • Experience in LIS Education in Europe
  • 3. Digital curation concept
    • Digital curation – extending life-cycle of digital documents – born-digital and digitised
    • Changes:
      • Dependency on technology obsolescence, complex and dynamic structure of digital documents
      • Covers all cycle of resource management activities (curation)
      • Preservation of accessibility
  • 4. Digital curation landscape
  • 5. Structuring the content of DC education & training
    • The need for unifying principle: danger of fragmentation
    • Proper mix of social, cultural, organizational and technological aspects of DC
    • Integration of DC into broader context of archival, library and museum (ALM) activities
    • Interchange of knowledge in ALM sector
  • 6. Some pre-requisites for DC structuring priorities
    • The scope of current DC training events
  • 7. Teaching priorities for DC education and training
    • Learning objectives - educating professional capable:
      • to work in fluid environments
      • to cope with ambiguous situations
    • New vision for competency
    • Balance between research and practice
  • 8. Conceptual model of DC education & training Higher Education Vocational training Conceptual knowledge Operational knowledge Technical skills
  • 9. Conclusions
    • Digital curators – educators and consultants of diverse communities
    • DC should rely on knowledge base of archivistics, LIS and museology
    • DC is a reflective professional
    • DC education provides a proper mix of “know how” and “know why”
    • DC is oriented to problem-based learning
  • 10. Thank you for attention!
    • Zinaida Manžuch
    • [email_address]
    • Institute of Library and Information Science
    • Faculty of Communication
    • Vilnius University