Manzuch Digital Curators Lida

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Manzuch Digital Curators Lida

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

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