The document discusses the Information Culture Framework (ICF) as a tool for digital curators to understand the context in which digital information is created and used. It presents the ICF as a three-level model analyzing an organization's values regarding information, information-related competencies and skills, and IT governance structures. The ICF aims to raise awareness among digital curators of the various social and technological factors that influence how digital objects are created, used, and preserved. It is intended to complement other curation tools and be applied using ethnographic research methods.
Extending the Reach of Digital Preservation PracticeDigCurV
Presentation by Mary Molinaro, University of Kentucky Libraries at the DigCurV International Conference; Framing the digital curation curriculum
6- 7 May , 2013
Florence, Rome
Transforming The Academic Library Services For Generation Y Using Knowledge M...tulipbiru64
Paper presented by Sharifah Fahimah Saiyed Yeop at the 4th PERPUN International Conference 2015: Information Revolution, 11-12th August 2015 at Avillion Legacy Hotel, Melaka.
The document discusses digital curation and open educational resources (OER) in three key areas:
1) It outlines how OER can promote social justice through affordable and accessible education for all.
2) It explains that digital curation involves collecting, preserving, and providing access to digital information and research data throughout its lifecycle at the individual, institutional, and societal levels.
3) It argues that teaching digital literacy skills, such as critical thinking, collaboration, and cultural understanding, is important for effective use of OER and digital curation.
Wayne State University, School of Library and Information ScienceWSU-SLIS
A general introduction to the School of Library and Information Science.
Degrees and Certificate programs reviewed include:
Master of Library and Information Science (On-campus and Online)
Joint MLIS and MA in History Degree Program
School Library Media Specialist Endorsement
Graduate Certificate in Archival Administration
Graduate Certificate in Information Management (online)
Graduate Certificate in Public Library Services to Children and Young Adults (online)
Specialist Certificate in Library and Information Science
Knowledge management is a concept that has emerged explosively in the business community starting from the 60s and has been discussed extensively in the literature. The essential part of KM is, of course, knowledge. To determine what KM is, it is necessary to distinguish some definitions and concepts.
Extending the Reach of Digital Preservation PracticeDigCurV
Presentation by Mary Molinaro, University of Kentucky Libraries at the DigCurV International Conference; Framing the digital curation curriculum
6- 7 May , 2013
Florence, Rome
Transforming The Academic Library Services For Generation Y Using Knowledge M...tulipbiru64
Paper presented by Sharifah Fahimah Saiyed Yeop at the 4th PERPUN International Conference 2015: Information Revolution, 11-12th August 2015 at Avillion Legacy Hotel, Melaka.
The document discusses digital curation and open educational resources (OER) in three key areas:
1) It outlines how OER can promote social justice through affordable and accessible education for all.
2) It explains that digital curation involves collecting, preserving, and providing access to digital information and research data throughout its lifecycle at the individual, institutional, and societal levels.
3) It argues that teaching digital literacy skills, such as critical thinking, collaboration, and cultural understanding, is important for effective use of OER and digital curation.
Wayne State University, School of Library and Information ScienceWSU-SLIS
A general introduction to the School of Library and Information Science.
Degrees and Certificate programs reviewed include:
Master of Library and Information Science (On-campus and Online)
Joint MLIS and MA in History Degree Program
School Library Media Specialist Endorsement
Graduate Certificate in Archival Administration
Graduate Certificate in Information Management (online)
Graduate Certificate in Public Library Services to Children and Young Adults (online)
Specialist Certificate in Library and Information Science
Knowledge management is a concept that has emerged explosively in the business community starting from the 60s and has been discussed extensively in the literature. The essential part of KM is, of course, knowledge. To determine what KM is, it is necessary to distinguish some definitions and concepts.
How can information contribute to innovative learning processes?IAALD Community
The document discusses how information can contribute to innovative learning processes through the example of a Farmer University in Brazil. It argues that while there is a huge amount of available information, actors need to have the capacity and opportunity to mobilize information in a way that is relevant and useful to their context. The Farmer University aims to do this through a problem-based learning approach where students conduct research on local issues and collaboratively construct knowledge to develop their own projects. This experience demonstrates that when information is adapted to the local context through an exchange and co-construction of knowledge, actors are better able to mobilize information and generate new knowledge.
Library as a knowledge management centrePrasanna Iyer
1) The document discusses how a library can serve as a knowledge management center by facilitating the sharing of information from various internal and external resources on topics like diabetes treatment.
2) It proposes ways for the library to leverage relationships and social capital, such as by facilitating networking, validating ideas through cross-pollination, and eliciting information through groups and events.
3) The library is well-suited to serve as a knowledge management center because it already collects, indexes, and provides access to documents; knows many experts and organizations; and can customize services to meet user needs.
Developing a Community Capability Model Framework for data-intensive researchMichael Day
This document outlines the development of a Community Capability Model Framework (CCMF) for data-intensive research. It describes the contexts of data-intensive research and existing capability models. It then provides a brief outline of the CCMF, which defines 8 capability factors covering human, technical, and environmental aspects. Within each factor, characteristics are identified to help judge a community's capability for data-intensive research. The goal of the CCMF is to provide a tool for evaluating and improving a community's readiness to perform data-intensive research.
Knowledge management and knowledge workers in the digital era challenges and...Kishor Satpathy
This document discusses knowledge management and knowledge workers in the digital era. It outlines how knowledge has become a key resource for organizations facing competition. Knowledge management is defined as coordinating activities to acquire, create, store, share, develop and deploy knowledge towards organizational goals. The challenges include multiple information formats, changing user needs, and the impact of rapidly evolving information and communication technologies. Knowledge workers must now analyze, filter and synthesize large amounts of information. The role of librarians is shifting to include facilitating communities of practice and knowledge networks.
This document discusses the role of libraries in knowledge management. It begins by defining information, knowledge, knowledge management, and the differences between information management and knowledge management. It then examines how the rise of knowledge management has increased questions for librarians about their role. The document proposes that librarians and libraries should take a leadership role in knowledge management by developing knowledge resources, facilitating knowledge sharing and networking, leveraging information technology, and improving user services to support knowledge creation and access.
Information Services: Breaking down Departmental SilosAlbert Simard
Describes elemental social networking concepts on a base of content management and knowledge services, focusing on interactions among government agencies.
This document provides an overview of a presentation on knowledge management concepts and methods for delivering knowledge in the digital age. It discusses key concepts of knowledge management including explicit and tacit knowledge, data, information and knowledge. It also explores knowledge management programs in businesses and post-secondary education, and identifies some controversies around knowledge management. Examples of knowledge management initiatives at Red River College are also summarized.
Knowledge management consists of initiatives and systems that support the storage, dissemination, assessment, application, refinement and creation of relevant knowledge, according to one definition. Another defines it as strategies and practices used in an organization to identify, create, represent, distribute, and enable adoption of insights and experiences, including knowledge embodied in individuals or embedded in organizations. The document discusses the knowledge process chain of gathering, organizing, refining, and disseminating knowledge, as well as the history and conceptualization of knowledge management in information science.
Describes Knowledge Markets as a circular value chain of knowledge services (2006): Background, knowledgemarkets, knowledge services system, application; publication available
Pre igf13 Collaborative Leadership Exchange Bali Workshop-Meeting Design+Mode...Ruud Janssen, DES, CMM
Background:
Capacity Building has become one of the essential requirements in order to foster meaningful participation in Internet Governance processes. The multistakeholder model for Internet development means that all relevant stakeholders - including governments, the private sector, civil society, and the academic and technical communities - have respective roles to play in shaping key Internet governance issues, such as access, privacy, security and many others.
Performing such a role requires, however, a deep understanding of the multidimensional facets of Internet-related issues, often spanning across policy, technical, social and economic underpinnings. Fostering cross-disciplinary knowledge and cross-sector cooperation through capacity building is therefore paramount to ensure that the next generation of Internet leaders is empowered with the necessary tools to address future challenges, whether at the national, regional or international levels.
In the past few years, a wealth of capacity building and fellowship programs have emerged to address these new requirements, engaging individuals from all regions in capacity development and exposing them to key Internet Governance fora, including the Internet Governance Forum.
Objective:
The objective of the Collaboration Leadership Exchange on Capacity Building is to bring together the staff and participants in the different sponsored programmes to the IGF to network, build relationships, exchange ideas, discuss key local / regional issues on Capacity Building and IG, and explore applicable solutions.
It is envisioned that this one-day session will contribute to building and fostering capacity building communities, and create a multiplier effect on the Capacity Building track throughout the IGF week, and beyond. All IGF participants interested in this topic will be welcome to attend.
The Collaborative Leadership Exchange will take the format of an unconference, with equal parts of peer-to-peer style learning and engagement, networking and relationship building, interactive discussions and promotion of increased collaboration between capacity building programmes in the Internet ecosystem (DiploFoundation, Freedom House, ISOC, IFLA, dotASIA, SSIG, APC, etc.).
Once the event has started, activities are determined and led by the persons in attendance. Instead of passive listening, all attendees are encouraged to become active participants, with the moderator providing structure for attendees.
Preliminary activities are designed to stimulate debate.
Attendees pick themes for the fishbowl sessions and within the group.
Meeting Design by Ruud Janssen wwwTNOC.ch for #Internet Governance Forum 2013 Bali - Indonesia
The Digital Repository of Ireland (DRI) provides several benefits to its members, including access to expertise and collaboration through its member network. Members can contribute to the development of DRI's services and influence its advocacy efforts. DRI also offers training and professional development opportunities such as workshops and publications. It provides long-term digital preservation of collections. Members can publish collections online through DRI and have their collections shared to increase discoverability.
A joint presentation by Ernesto Priani and Ernesto Priego for the International Conference on Latin American Cybercultural Studies, oresight Centre, University ofLiverpool, UK
19 May 2011, 3PM
http://latamcyber.wordpress.com/
Images on the first and last slide are excerpts from The Infinite Library, an ongoing project by Daniel Gustav Cramer and Haris Epaminonda.
http://www.theinfinitelibrary.com/
This presentation by Ernesto Priego and Ernesto Priani is shared under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
http://creativecommons.org/licenses/by-nc-sa/3.0/
1) Knowledge is the greatest asset a firm can have, and firms that fail to generate new knowledge will cease to exist.
2) Organizations must adapt to the knowledge-based economy by creating and sharing knowledge in order to stay relevant.
3) The rate of technological change is accelerating, with the half-life of knowledge approaching zero by 2035, so organizations must constantly generate new knowledge to keep up.
This document discusses leveraging NGO resources through knowledge management. It covers how knowledge structures relate to social, business, and technology structures. It defines knowledge management and knowledge work, and outlines a knowledge infrastructure including people, content, tools, processes, and governance. The document then discusses how knowledge management relates to knowledge assets, sharing, collaboration, resources, and stakeholders. It provides examples of understanding, managing, and storing content, as well as retrieving and sharing explicit and collaborative content. The document concludes with the main messages that managing knowledge assets leverages an NGO's capacity, social interaction includes sharing, collaboration, negotiation and competition, and knowledge work involves both technical and social aspects.
Managing Knowledge in a Network EnvironmentAlbert Simard
The document discusses knowledge management and networks. It begins by outlining the evolution of knowledge management from the 1st generation focused on technology and explicit knowledge to the 3rd generation centered around networks and tacit knowledge sharing. It then discusses why managing knowledge is important for government organizations and outlines different approaches including organizing knowledge, collaboration, and networks. The rest of the document provides more details on these topics, including defining different types of partnerships and cooperation, using examples like social media networks to illustrate knowledge sharing in networks.
Digital literacies presentation for uploadLisa Donaldson
This document discusses a blended learning M.Sc. program that aims to provide students with lifelong digital literacy skills. It defines digital literacy as the capabilities needed to live, learn and work in a digital society. The program aims to develop students' abilities in areas like adopting and using digital devices and services, critically reading and producing academic communications in various media, participating in digital networks for learning and research, managing their online identity and digital reputation, studying effectively in technology-rich environments, and participating in emerging academic practices that rely on digital systems. The document examines whether the program enables these digital literacy skills and if the skills learned can be applied to students' further learning and practice.
DWF WP2 BIREME WHO Lowcostlaptop 20080604Ron Burger
The document summarizes a presentation given by Mrs. Marcia Ymanaka Barretto on the challenges of low cost laptops and e-health in developing countries. It discusses the 10-year history of the Virtual Health Library (VHL), which was created to improve access to health information. It outlines the VHL's three dimensions of social networks, content networks, and learning/informed environment networks. It also discusses challenges in increasing coverage, empowering health workers, and advancing appropriate technologies.
This document discusses technologies for knowledge management. It outlines that technology is a key pillar for enabling KM strategies and operations. The main role of technology in KM is to help people share knowledge through common storage to achieve economic reuse of knowledge. Web 2.0 technologies can speed up KM by allowing users to do more than just retrieve information, such as sharing what they have learned or collaborating. A KM technology framework includes tools that can publish ideas, inform others, improve documents collaboratively, meet new people, ask for help, and see what others think.
Getting Data Creators On Board with the Digital Curation AgendaDigCurV
Lessons Learned in Developing Training for Researchers
Presentation by Merel Patrick, DaMaRO Project at the DigCurV International Conference; Framing the digital curation curriculum
6-7 May, 2013
Florence, Rome
A survey-based analysis on training opportunitiesDigCurV
Presentation by Jūratė Kuprienė, Vilnius University at the DigCurV International Conference; Framing the digital curation curriculum
6-7 May, 2013
Florence, Rome
How can information contribute to innovative learning processes?IAALD Community
The document discusses how information can contribute to innovative learning processes through the example of a Farmer University in Brazil. It argues that while there is a huge amount of available information, actors need to have the capacity and opportunity to mobilize information in a way that is relevant and useful to their context. The Farmer University aims to do this through a problem-based learning approach where students conduct research on local issues and collaboratively construct knowledge to develop their own projects. This experience demonstrates that when information is adapted to the local context through an exchange and co-construction of knowledge, actors are better able to mobilize information and generate new knowledge.
Library as a knowledge management centrePrasanna Iyer
1) The document discusses how a library can serve as a knowledge management center by facilitating the sharing of information from various internal and external resources on topics like diabetes treatment.
2) It proposes ways for the library to leverage relationships and social capital, such as by facilitating networking, validating ideas through cross-pollination, and eliciting information through groups and events.
3) The library is well-suited to serve as a knowledge management center because it already collects, indexes, and provides access to documents; knows many experts and organizations; and can customize services to meet user needs.
Developing a Community Capability Model Framework for data-intensive researchMichael Day
This document outlines the development of a Community Capability Model Framework (CCMF) for data-intensive research. It describes the contexts of data-intensive research and existing capability models. It then provides a brief outline of the CCMF, which defines 8 capability factors covering human, technical, and environmental aspects. Within each factor, characteristics are identified to help judge a community's capability for data-intensive research. The goal of the CCMF is to provide a tool for evaluating and improving a community's readiness to perform data-intensive research.
Knowledge management and knowledge workers in the digital era challenges and...Kishor Satpathy
This document discusses knowledge management and knowledge workers in the digital era. It outlines how knowledge has become a key resource for organizations facing competition. Knowledge management is defined as coordinating activities to acquire, create, store, share, develop and deploy knowledge towards organizational goals. The challenges include multiple information formats, changing user needs, and the impact of rapidly evolving information and communication technologies. Knowledge workers must now analyze, filter and synthesize large amounts of information. The role of librarians is shifting to include facilitating communities of practice and knowledge networks.
This document discusses the role of libraries in knowledge management. It begins by defining information, knowledge, knowledge management, and the differences between information management and knowledge management. It then examines how the rise of knowledge management has increased questions for librarians about their role. The document proposes that librarians and libraries should take a leadership role in knowledge management by developing knowledge resources, facilitating knowledge sharing and networking, leveraging information technology, and improving user services to support knowledge creation and access.
Information Services: Breaking down Departmental SilosAlbert Simard
Describes elemental social networking concepts on a base of content management and knowledge services, focusing on interactions among government agencies.
This document provides an overview of a presentation on knowledge management concepts and methods for delivering knowledge in the digital age. It discusses key concepts of knowledge management including explicit and tacit knowledge, data, information and knowledge. It also explores knowledge management programs in businesses and post-secondary education, and identifies some controversies around knowledge management. Examples of knowledge management initiatives at Red River College are also summarized.
Knowledge management consists of initiatives and systems that support the storage, dissemination, assessment, application, refinement and creation of relevant knowledge, according to one definition. Another defines it as strategies and practices used in an organization to identify, create, represent, distribute, and enable adoption of insights and experiences, including knowledge embodied in individuals or embedded in organizations. The document discusses the knowledge process chain of gathering, organizing, refining, and disseminating knowledge, as well as the history and conceptualization of knowledge management in information science.
Describes Knowledge Markets as a circular value chain of knowledge services (2006): Background, knowledgemarkets, knowledge services system, application; publication available
Pre igf13 Collaborative Leadership Exchange Bali Workshop-Meeting Design+Mode...Ruud Janssen, DES, CMM
Background:
Capacity Building has become one of the essential requirements in order to foster meaningful participation in Internet Governance processes. The multistakeholder model for Internet development means that all relevant stakeholders - including governments, the private sector, civil society, and the academic and technical communities - have respective roles to play in shaping key Internet governance issues, such as access, privacy, security and many others.
Performing such a role requires, however, a deep understanding of the multidimensional facets of Internet-related issues, often spanning across policy, technical, social and economic underpinnings. Fostering cross-disciplinary knowledge and cross-sector cooperation through capacity building is therefore paramount to ensure that the next generation of Internet leaders is empowered with the necessary tools to address future challenges, whether at the national, regional or international levels.
In the past few years, a wealth of capacity building and fellowship programs have emerged to address these new requirements, engaging individuals from all regions in capacity development and exposing them to key Internet Governance fora, including the Internet Governance Forum.
Objective:
The objective of the Collaboration Leadership Exchange on Capacity Building is to bring together the staff and participants in the different sponsored programmes to the IGF to network, build relationships, exchange ideas, discuss key local / regional issues on Capacity Building and IG, and explore applicable solutions.
It is envisioned that this one-day session will contribute to building and fostering capacity building communities, and create a multiplier effect on the Capacity Building track throughout the IGF week, and beyond. All IGF participants interested in this topic will be welcome to attend.
The Collaborative Leadership Exchange will take the format of an unconference, with equal parts of peer-to-peer style learning and engagement, networking and relationship building, interactive discussions and promotion of increased collaboration between capacity building programmes in the Internet ecosystem (DiploFoundation, Freedom House, ISOC, IFLA, dotASIA, SSIG, APC, etc.).
Once the event has started, activities are determined and led by the persons in attendance. Instead of passive listening, all attendees are encouraged to become active participants, with the moderator providing structure for attendees.
Preliminary activities are designed to stimulate debate.
Attendees pick themes for the fishbowl sessions and within the group.
Meeting Design by Ruud Janssen wwwTNOC.ch for #Internet Governance Forum 2013 Bali - Indonesia
The Digital Repository of Ireland (DRI) provides several benefits to its members, including access to expertise and collaboration through its member network. Members can contribute to the development of DRI's services and influence its advocacy efforts. DRI also offers training and professional development opportunities such as workshops and publications. It provides long-term digital preservation of collections. Members can publish collections online through DRI and have their collections shared to increase discoverability.
A joint presentation by Ernesto Priani and Ernesto Priego for the International Conference on Latin American Cybercultural Studies, oresight Centre, University ofLiverpool, UK
19 May 2011, 3PM
http://latamcyber.wordpress.com/
Images on the first and last slide are excerpts from The Infinite Library, an ongoing project by Daniel Gustav Cramer and Haris Epaminonda.
http://www.theinfinitelibrary.com/
This presentation by Ernesto Priego and Ernesto Priani is shared under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
http://creativecommons.org/licenses/by-nc-sa/3.0/
1) Knowledge is the greatest asset a firm can have, and firms that fail to generate new knowledge will cease to exist.
2) Organizations must adapt to the knowledge-based economy by creating and sharing knowledge in order to stay relevant.
3) The rate of technological change is accelerating, with the half-life of knowledge approaching zero by 2035, so organizations must constantly generate new knowledge to keep up.
This document discusses leveraging NGO resources through knowledge management. It covers how knowledge structures relate to social, business, and technology structures. It defines knowledge management and knowledge work, and outlines a knowledge infrastructure including people, content, tools, processes, and governance. The document then discusses how knowledge management relates to knowledge assets, sharing, collaboration, resources, and stakeholders. It provides examples of understanding, managing, and storing content, as well as retrieving and sharing explicit and collaborative content. The document concludes with the main messages that managing knowledge assets leverages an NGO's capacity, social interaction includes sharing, collaboration, negotiation and competition, and knowledge work involves both technical and social aspects.
Managing Knowledge in a Network EnvironmentAlbert Simard
The document discusses knowledge management and networks. It begins by outlining the evolution of knowledge management from the 1st generation focused on technology and explicit knowledge to the 3rd generation centered around networks and tacit knowledge sharing. It then discusses why managing knowledge is important for government organizations and outlines different approaches including organizing knowledge, collaboration, and networks. The rest of the document provides more details on these topics, including defining different types of partnerships and cooperation, using examples like social media networks to illustrate knowledge sharing in networks.
Digital literacies presentation for uploadLisa Donaldson
This document discusses a blended learning M.Sc. program that aims to provide students with lifelong digital literacy skills. It defines digital literacy as the capabilities needed to live, learn and work in a digital society. The program aims to develop students' abilities in areas like adopting and using digital devices and services, critically reading and producing academic communications in various media, participating in digital networks for learning and research, managing their online identity and digital reputation, studying effectively in technology-rich environments, and participating in emerging academic practices that rely on digital systems. The document examines whether the program enables these digital literacy skills and if the skills learned can be applied to students' further learning and practice.
DWF WP2 BIREME WHO Lowcostlaptop 20080604Ron Burger
The document summarizes a presentation given by Mrs. Marcia Ymanaka Barretto on the challenges of low cost laptops and e-health in developing countries. It discusses the 10-year history of the Virtual Health Library (VHL), which was created to improve access to health information. It outlines the VHL's three dimensions of social networks, content networks, and learning/informed environment networks. It also discusses challenges in increasing coverage, empowering health workers, and advancing appropriate technologies.
This document discusses technologies for knowledge management. It outlines that technology is a key pillar for enabling KM strategies and operations. The main role of technology in KM is to help people share knowledge through common storage to achieve economic reuse of knowledge. Web 2.0 technologies can speed up KM by allowing users to do more than just retrieve information, such as sharing what they have learned or collaborating. A KM technology framework includes tools that can publish ideas, inform others, improve documents collaboratively, meet new people, ask for help, and see what others think.
Getting Data Creators On Board with the Digital Curation AgendaDigCurV
Lessons Learned in Developing Training for Researchers
Presentation by Merel Patrick, DaMaRO Project at the DigCurV International Conference; Framing the digital curation curriculum
6-7 May, 2013
Florence, Rome
A survey-based analysis on training opportunitiesDigCurV
Presentation by Jūratė Kuprienė, Vilnius University at the DigCurV International Conference; Framing the digital curation curriculum
6-7 May, 2013
Florence, Rome
Bridging By Design: The Curation and Management of Digital Assets Specializa...DigCurV
Presentation by Katie Shilton, Michael Kurtz, Bruce Ambacher, Erik Mitchell, Douglas Oard, and Ann Weeks, University of Maryland at the DigCurV International Conference; Framing the digital curation curriculum
6-7 May, 2013
Florence, Rome
Integrating Digital Curation in a Digital Library curriculum: the Internatio...DigCurV
Presentation by Anna Maria Tammaro University of Parma, Florence at the DigCurV International Conference; Framing the digital curation curriculum
6-7 May, 2013
Florence, Rome
Skills for the Future: educational opportunities for digital curation profess...DigCurV
Presentation by Achim Osswald, Cologne University of Applied Sciences
Institute of Information Science at the DigCurV International Conference; Framing the digital curation curriculum
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
Creating a Future for Digital Preservation TrainingDigCurV
Presentation by Sharon McMeekin (DPC), William Kilbride (DPC) and Chiara Cirinna (FRD) at the DigCurV International Conference; Framing the digital curation curriculum
6-7 May, 2013
Florence, Rome
View from across the Pond: Opportunities, Gaps, and Challenges in Digital Cur...DigCurV
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
An Applied Approach to Data Curation Training at the Inter-university Consort...DigCurV
The document summarizes ICPSR, an organization that archives social science data and provides training in data curation. ICPSR was established in 1962 to share election studies data and now partners with 21 universities to archive over 8,000 data collections that are available for download and analysis. ICPSR acquires, archives, distributes, and preserves data for researchers, and provides training in quantitative methods and data curation. The document then describes a data curation workshop that ICPSR offers to teach participants how to prepare well-documented data collections that will be complete and self-explanatory for future users.
The digital curator between continuity and changeDigCurV
Developing a training course at the University of Turin
Presentation by Maurizio Vivarelli, Maria Cassella and Federico Valacchi, University of Turin at the DigCurV International Conference; Framing the digital curation curriculum
Data-Intelligence Training for Library StaffDigCurV
Presentation by Ellen Verbakel, 3TU.Datacentrum at the DigCurV International Conference; Framing the digital curation curriculum
May 6-7
Florence, Rome
Learning Hands-on and by Trial & Error with Data Curation ProfilesDigCurV
Presentation by D Scott Brandt, Purdue Libraries, USA at the DigCurV International Conference; Framing the digital curation curriculum
6-7 May, 2013
Florence, Rome
Presentation by Karolina Badzmierowska and Vicky Garnett, Trinity College Dublin at the DigCurV International Conference; Framing the digital curation curriculum
6-7 May, 2013
Florence, Rome
Digital Curation in Architecture Curricula and vocational training for Archit...DigCurV
This document outlines a framework called DEDICATE for incorporating digital curation training into architectural education curricula. It discusses issues like architects' lack of digital data management skills, emerging regulations around building information modeling, and professional opportunities in digital design fields. The framework addresses these challenges by designing a digital curation module that teaches both management tasks and technical skills for preserving, storing, and providing access to digital architectural assets over time in accordance with legal and professional standards. The goals are to enhance architects' control over digital design products, improve their use of CAD technologies, and facilitate career renewal in digital cultural markets.
This document discusses mainstreaming digital curation training and education for archives and records management professionals. It outlines approaches taken by University College London and the Section for Archives and Technology (SAT) to provide both theoretical and practical digital curation education. SAT works with the Archives and Records Association to develop training and competencies in digital curation from basic awareness to advanced technical problem solving and business planning for digital preservation. The goal is to help professionals develop skills from being "digital aware" to "digital ready".
DIY’ Research Data Management Training Kit for LibrariansDigCurV
Presentation by Stuart Macdonald, EDINA & Data Library, University of Edinburgh at the DigCurV International Conference; Framing the digital curation curriculum
6-7 May, 2013
Florence, Rome
Infusing Digital Curation Competencies into the SLIS CurriculumDigCurV
Presentation by Patricia C, Franks, School of Library & Information Science, San Jose State University at the DigCurV International Conference; Framing the digital curation curriculum
6-7 May, 2013
Florence, Rome
Balancing the Books – the Economics of Digital Curation Training & EducationDigCurV
Jisc has funded several projects focused on training for digital curation. There is high demand for training from organizations taking on responsibility for digital assets, but current supply does not meet this demand. Economic theory suggests organizations are reluctant to fund general training that employees could use elsewhere. However, studies show younger and more educated employees participate more in training due to feelings of reciprocity with their employers. To better address the supply and demand imbalance for digital curation training, more research is needed on the origin of demand and effective course design at basic, intermediate, and advanced levels focused on productivity gains. Fostering trust and reciprocity between organizations and employees could also encourage greater uptake of available training opportunities.
The Commission addresses implications of the 4th Industrial Revolution for basic education in South Africa. Key points include:
- Skills need to focus on lifelong learning, self-agency, using diverse tools/resources, interacting with others/the world, and multi-literacy.
- Teachers require digital skills training and curriculum needs review to incorporate coding, robotics, entrepreneurship, and decolonized knowledge.
- Assessment policies should align with competence-based approaches and active pedagogies like projects.
- Partnerships with industry and integrating indigenous knowledge can help address skills gaps and promote social justice in education.
The Commission recommends adopting flexible frameworks, deepening digitization through grants, and focusing
The Commission addresses implications of the 4th Industrial Revolution for basic education in South Africa. Key points include:
- Skills need to focus on lifelong learning, self-agency, using diverse tools/resources, interacting with others/the world, and multi-literacy.
- Teachers require digital skills training and curriculum needs review to incorporate coding, robotics, entrepreneurship, and decolonized knowledge.
- Emerging technologies will disrupt jobs but opportunities exist if education leverages tools like AI, virtual learning, and data analytics for personalized teaching.
- A competence-based approach focusing on skills like critical thinking is recommended to prepare learners for changing work environments while upholding principles of social justice.
The Commission makes several recommendations in response to the implications of the 4th Industrial Revolution for the basic education sector in South Africa:
1. Adopt an updated competency framework that incorporates 21st century skills while remaining responsive to South Africa's context of social justice and decolonization.
2. Leverage technology opportunities through expanded digitization, partnerships for innovation, and integrating themes of social justice, decolonization and entrepreneurship across the curriculum.
3. Refocus teaching and learning around competence-based and project-based approaches to develop skills like critical thinking, creativity, and digital literacy among both students and teachers.
4. Integrate relevant technical and vocational pathways and subjects throughout the education system
The document discusses information literacy as an emerging discipline. It outlines six elements that characterize a discipline: 1) a community of scholars, 2) communication networks, 3) ethical concerns, 4) a tradition and history of inquiry, 5) specific modes of inquiry, and 6) a body of knowledge and curricula. The document argues that recognizing information literacy as a discipline could strengthen the field by facilitating shared vocabulary, integration into curricula, and dialogue about its transdisciplinary nature. Recognizing it as a discipline may also allow for more credit courses and opportunities to discuss related literacies.
International perspective on information literacy: national frameworksSheila Webber
This presentation was given by Sheila Webber at the meeting held to plan for an Information Literacy Strategy for Wales, on 30 November 2009 at Gregynogg Hall in Wales. In it she identifies point’s from Woody Horton’s Information Literacy “primer”, gives her own perspective on the 4 areas identified in the UNESCO-sponsored discussions (governance/ citizenship; Education; Health; Business) and talks about visions for information literacy.
The Future of Higher Education, the Future of Learningicdeslides
Presentation given at Higher Education Leadership Forum
Dubai, 12 – 13 November 2013 by Gard Titlestad, Secretary General, International Council For Open and Distance Education, ICDE
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Everyday information literacy: CILIP Public & Mobile Library Group conferen...Pamela McKinney
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Introducing the Information Culture Framework as a Component of the Digital Curator’s Toolkit
1. The Information Culture
Framework as a Component
of the Digital Curator‟s Toolkit
Fiorella Foscarini
Faculty of Information
University of Toronto
Canada
Gillian Oliver
School of Information
Management
Victoria University of Wellington
New Zealand
DigCurV Conference, Florence, 6-7 May 2013
2. Presentation Overview
Understanding the context of digital
information creation and use
Concepts of organizational culture and
information culture
Information Culture Framework (ICF)
Teaching implications
3. Understanding Context
Limitations of existing models, methods
and strategies
OAIS; DCMI; DIRKS; IP COP; MoReq2010;
etc.
Notion of „human activity system‟
“People, processes and [structures] are
inextricably linked…
People issues are predominant, fundamental
and challenging as they concern culture,
philosophical attitudes, awareness of
[information management] issues, preferences,
knowledge and skills…”
(McLeod et al., AC+erm Project. Final Report, 2010, p. 17)
4. Organizational Culture
“A pattern of shared basic assumptions
invented, discovered, or developed by a
given group as it learns to cope with its
problems of external adaptation and
internal integration, that have worked well
enough to be considered valid and
therefore to be taught to new members
...” (Schein, 1985)
ASSUMPTIONS
ESPOUSED VALUES
ARTEFACTS & BEHAVIOURS
5. Information Culture
Information culture vs. Culture of
information
“Information cultures… [are] the
manifestations of organizational
culture that portray values and
attitudes towards information in
organizations” (Oliver, 2011)
11. Teaching Implications
ICF purpose:
◦ To raise future digital curators‟ awareness
of the social, cultural, ethical, economic,
political, and technological influences that
constrain and enable creators, users, and
preservers of digital objects
To be applied in conjunction with other
tools
Ethnographic methodology
The purpose of this presentation is to introduce the ICF, an assessment tool that Gillian and I have recently developed and that is the core of a book that is in progress and will be published at the end of the year. However, more than presenting the ICF, this talk wants to promote the notion of information culture as an integral component of the education for digital curation professionals. Gillian and I have been working on this topic for the last two years and have given presentations (lately at the UNESCO Conference the Memory of the World in the Digital Age” and IPRES 2012) and written papers on it.
I will start with highlighting what the PROBLEM is: Understanding the context in which digital artefacts are created and used. We all know that this is essential for themeaning of such objects to be knowable, communicable, and preservable over time.I will briefly mention the limitations of existing conceptualizations of the context and will then discuss the ideas of organizational culture and information culture, the latter referring to human agents’ attitudes towards information and the values they attach to it. These are generally unexplored aspects of context.Finally, the Information Culture Framework (ICF) will be presented. Its purpose is to help organizations assess the ‘soft’ factors that enable and constrain their information-related practices.We believe that by applying the ICF, digital curators will be able to shed light on the information culture underlying the objects under their purview, to explain how and why such objects are as they are, and to enhance understanding of what they meant to their creators and users.
Capturing the context in which information objects are created and used, that is, understanding why those objects look as they look, what their purpose was and how they have been used in specific circumstances, is of paramount importance to information professionals. The archival and records management discipline has traditionally been concerned with identifying and maintaining trace not just of individual records but also of the relationships among them and between each recorded piece of information and the activity generating it. Today, preserving contextual information has become a top priority more than ever before, as digital objects, being “physically fragmented and only kept together by a logical boundary,” would simply be inaccessible and meaningless without appropriate sets of metadata attached to them.The models, methods and strategies that have been devised by national and international bodies and research projects interested in the survival of our individual and collective memories in digital form have primarily focused on widely applicable conceptual frameworks (Open Archival Information System (OAIS) Model), domain-agnostic standards (Dublin Core Metadata Initiative (DCMI)), high-level system development methodologies (Design and Implementation of Recordkeeping Systems (DIRKS)), and rule-based representations of the life of information objects (InterPARES 2 Chain of Preservation Model; MoReq2010). All these initiatives have enriched our understanding of the digital domain and have provided ‘solutions’ that are in turn used to define requirements for specific applications (e.g., EDRMS).However, due to their abstract and prescriptive nature, these ‘solutions’ have also contributed to remove us from the ‘problem,’ the actual situation that our optimal models only partly and distantly portray. The notably missing piece of the puzzle is the ‘human’ component of every human activity system, where there are “human beings in social roles trying to take purposeful actions” through the information they create. People, processes, and structures are all part of human activity systems, and are inextricably linked one another. However, the first element is often ignored or misrepresented in the literature we have referred to, as well as in the education provided to information specialists, despite the recognition of the centrality of the human factor in recent studies.Adapted from Julie McLeod et al. (2011): Accelerating Positive Change in Electronic Records Management (AC+ erm) Project.‘Hard’ approaches to information management, that is, approaches that focus on simplified notions of the ‘problem situation’ because their primary objective is to achieve sustainable, replicable ‘solution’ rather than an understanding of what the actual ‘problem’ is, have contributed to build an interpretive framework that excludes or idealizes the human agents that are responsible for constructing our social and organizational worlds. When socio-cultural aspects emerge in those studies, they are usually seen as a barrier to the implementation of the envisaged solution (whether it is a classification tool or a digital recordkeeping system). How to eliminate or mitigate the effects of human participation in information-related endeavours seems to be an explicit or implicit goal of much research in this area.We believe that it is time to start delving into the messy and complex reality that shapes and is shaped by our information objects and systems (RM and IC: tackling the people problem is the title of our forthcoming book). The concepts of organizational culture and information culture can assist us explore the tacit assumptions, espoused values and material artefacts and practices that reveal who we are as culturally and historically situated human beings collectively engaged in the creation and dissemination of knowledge.
There is no consensus on the definition of organizational or corporate culture. We adopted Edgar Schein’s definition (one of the most quoted). Base on their different visibility to the observer, Schein distinguishes assumptions (“deeply embedded, taken-for-granted behaviours which are usually unconscious”) from an organization’s espoused values (i.e., “its stated values and rules of behaviour, such as, official strategies and philosophies, explicit goals and objectives”) from artefacts and behaviours (i.e., “tangible, visible elements in a culture, which can be recognized by people not part of the culture, such as, architecture, furniture, dress code, procedures, records”).The idea that organizations either have cultures or are cultures emerged as a dominant theme of management literature in the 1980s, when special issues devoted to it appeared inseveral organization and management research journals. One of the key drivers for this interest in organizational culture appeared to be its association with organizational success; excellence was equated with a ‘good’ or ‘strong’ culture.In the archival discipline, culture is mostly viewed as a variable property, something that can be objectively measured and manipulated. Studying organizational culture in this context means to identify those attitudes to information that are in conflict with ideal recordkeeping practices, in order to neutralize them, or to minimize their impact, so as to facilitate the implementation of the ‘right’ (preservation) strategies. Our study considers records and information as socio-historical phenomena whose creation, use, and preservation reflects specific culturally shaped values and practices, and do not attempt to alter them.
Ideas about cultural influences on information-related practices in organizations have been discussed and explored since the 1980s. Interpretations of information culture are at least as varied as those of organizational culture. Some authors look at it as ‘culture of information’ and suggest that organizations that have an information culture are more likely to achieve success in their business performance. We maintain there is no organization without an information culture, whether the latter is perceived as being effective or not.Following Oliver’s definition of information culture (i.e., “the manifestations of organizational culture that portray values and attitudes to information in organizations”), we embarked on a research project to identify its components. The first stages of the project involved an analysis of the websites of multinational organizations and the design of a global survey. The ICF builds on the outcomes of such preliminary research and on observations of information and records management practices conducted by the authors in different organizations. Subsequent stages of the project will involve fieldwork studies with the aim of refining initial findings by means of qualitative, ethnographic methods.
Information culture manifests at each of this levels, or sub-cultures. Each distinct layer embeds assumptions, values, and behaviours/practices in different ways. These various cultural layers interact dynamically and permanently to form an individual and an organization’s culture and to shape behaviour.
The ICF takes into consideration all possible factors that appear to affect the attitudes towards information and the values accorded to it in relation to the various cultural layers one may distinguish within an organization.Some components of information culture are more amenable to change than others. This is an important insight, as organizations often try to (and need to) influence people’s behaviour with regard to the way they share information, how they use existing systems and technologies, and other information-related practices. By applying the ICF as an assessment tool, organizations will realize what factors impinge on the achievement of their objectives, and might eventually be able to come up with more appropriate and effective policies and strategies, targeted at specific aspects of their local information culture(s).
In the ICF, the factors involved in the information culture construct are categorized into three levels according to their degree of malleability:Fundamental influences – It is the bottom layer of the pyramid and represents those factors which are so deeply rooted in human beings and their social institutions that they are extremely hard to change. Supranational (e.g., regional, ethnic, religious, linguistic), national and corporate cultural influences are especially involved. Level one factors have been identified as follows:•Values accorded to information. In relation to organizational functions that involve public accountability, awareness of the need to manage certain information as evidence will for instance manifest in several forms of respect for the records and the recordkeeping policies and systems in place. This critical feature can be further extended as appropriate (for example, awareness of the need to actively manage research data).•Information preferences. This factor accounts for variations in relation to preferences for explicit or implicit forms of communication (words vs. pictures), synchronous or asynchronous media, formal or informal sources of information. It also refers to information sharing behaviours and relevant levels of granularity (e.g., with colleagues in the same workgroup) and perceptions of information ownership.Language considerations. The terminology used by different groups to name their artefacts and to talk about their activities determines the way they see the world; and the way the world appears to them shapes their language. What happens when multiple technical languages (e.g., IT and archives) are used in the same place? What happens when one language (e.g., English) becomes dominant in some sectors of society?•Regional technological infrastructure. This factor refers to technological constraints and enablers that are outside of the organization’s control (e.g., Internet availability).
Information management knowledge and skills that can be acquired and/or extended in the workplace – This layer is placed in the middle of the pyramid because it builds on the fundamental influences at the bottom. Professional education and on-site training play a major role in shaping information culture at the occupational and organizational level. The skills, knowledge and expertise involved can be divided into two broad categories:•Information-related competencies. It includes information and digital literacy as essential prerequisites for the development of a diffuse information culture in organizations.•Awareness of environmental requirements. This factor measures how employees are familiar with, understand and apply the legal, societal, and organisational requirements that frame information management in their organization or a unit within it (e.g., laws concerning access to information, recordkeeping policies).
Information infrastructure and trust – At the tip of the pyramid are two organizational aspects that are highly significant to successful information management and are the most susceptible to change:•IT governance model in place in the organization. The choice of specific information architecture, security features, and other technical options (e.g., using or not using cloud computing) are not neutral and always reflect cultural assumptions. It is critical to be aware of decision-making relating to corporate IT governance and its implications for the creation and use of digital materials, in order to understand some of their characteristics and to take appropriate measures for their preservation.•Trust in information management systems. It is not about establishing the trustworthiness of the systems and processes adopted by an organization to manage its information, as much as it is about finding out what people think about those systems and processes.
With regard to vocational education for digital curation, we believe that introducing the ICF would enhance existing teaching modules. The framework would primarily serve the purpose of raising future digital curators’ awareness of the social, ethical, economic, political, technological – in one word, cultural – influences that constrain and enable the creation and use of the artefacts they are interested in, as well as their own actions as socially and culturally embedded information professionals.The ICF should be presented as one component in the digital curator’s toolkit, to be applied in conjunction with other tools such as the Community Capability Model Framework and techniques (for example, data curation profiling). Assessment techniques and practical guidance on how to apply the ICF in order to identify the factors affecting an organization’s information culture, particularly in relation to the management of corporate records, are included in our book. The records management environment explored in the book is also characterised by a plethora of existing tools, including audits and maturity models. The ICF is not simply another measurement tool, but a way of providing a holistic view of the information environment. By identifying cultural characteristics that, rather than changed, have to be taken into account, it provides a means to address ‘how’ and ‘why’ questions.The assessment techniques that are appropriate (including surveys, interviews, documentary analyses, observations) rely on ethnography as an overarching methodology (or at least attitude). In practice, we recommend the information professional who is interested in understanding what is going on in his/her organization in relation to perceived ‘information problems’ to become an ethnographer of his/her own ‘tribe.’ Thus, training in ethnographic methods will be part of learning about the ICF.Further development work will be necessary in order to build standardised case studies and templates to be used to inform digital curation practice. One way to contribute to achieving this would be to incorporate ICF perspectives in the design of student assessment work, where relevant techniques could be applied to either scenarios or real life situations, as appropriate.If the human component of digital curation activities is not fully acknowledged, then we are at great risk of developing systems and solutions that are ultimately ineffective. Incorporating ICF perspectives in teaching future digital curators will contribute to enhancing understanding of the very real complexity of working environments. Introducing the ICF in conjunction with more traditional maturity model type tools will assist students in developing the range of skills needed to achieve digital curation objectives.