View from across the Pond: Opportunities, Gaps, and Challenges in Digital Curation Lifelong Learning Helen R. Tibbo School of Information & Library Science

View from across the Pond: Opportunities, Gaps, and Challenges in Digital Curation Lifelong Learning Helen R. Tibbo School of Information & Library Science University of North Carolina at Chapel Hill DigCurV International Conference Framing the Digital Curation Curriculum May 6, 2013 1

Thank you! *The Institute for Museum and Library Services (IMLS) for their generous support of numerous Digital Curation Education initiatives in the US and especially for support of the DigCCurr II: Extending an International Digital Curation Curriculum to Doctoral Students and Practitioners (#RE-05-08-0060-08). *The DigCurV team for all their hard work on this project and the solid framework they have developed. *The European Commission that funded DigCurV through their Leonardo da Vinci programme. 2

Sample Programs 3

Digital Preservation Management Workshops: Some Observations Slides from Nancy Y. McGovern, Closing the Digital Curation Gap Symposium 4

DPM Workshops First NEH grant awarded in 2002 (+ 2004, 2007, 2012) First workshop presented in August 2003 More than 40 workshops in various formats 1400+ attendees, 350+ orgs (from 35+ countries, 6 continents) Developed at Cornell, hosted by ICPSR, now at MIT Workshop website: dpworkshop.org Faculty evolves over time Curriculum evolves: core concepts and framework New grant: evaluate outcomes, recommend next steps 5

(what?) (how?) (how much?) DPM Three-Legged Stool holistic development of sustainable programs

Five Stages of Program Development 1.Acknowledge: aware of digital preservation as a local concern 2.Act: initiate digital preservation projects 3.Consolidate: segue from project to program 4.Institutionalize: rationalize program, aware of community 5.Externalize: embrace inter-institutional collaboration, dependency 7

Curriculum Desired outcomes Common outcomes across cohorts Encourage managers to build sustainable programs Audience Built for managers of digital content Stress audience for each workshop Extensions Advanced topics Models and examples Contributions to other programs US: DigCCurr, e-science Institute, DPOE, & SAAs DAS UK: DPTP, AIDA, CARDIO 8

This is Nancy McGoverns program Hard to see this continuing without Nancy 9 Is This Sustainable?

LOC Digital Preservation Outreach & Education Program (DPOE) 10

Train the Trainer Mission The LIBRARY of CONGRESS To foster national outreach and education about digital preservation by building a collaborative network of instructors and partners to provide training to individuals and organizations seeking to preserve their digital content. Train the Trainer Mission 11 Slides from George Coulbourne, Office of Strategic Initiatives, Library of Congress

Distribute Training through a National Network 12

for an Industry Ready Curriculum Identify - 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 digital content? Manage - what provisions are needed for long-term management? Provide - what considerations are there for long-term access? The LIBRARY of CONGRESS 13

Targeted at Each Layer of the Workforce The LIBRARY of CONGRESS 14

Planned Locally and Promoted Nationally 15

Institutional home Instructors not paid So far, many instructors have been eager to help out! 16 Is This Sustainable?

DigCCurr I & II School of Information and Library Science University of North Carolina at Chapel Hill 17

DigCCurr I say: seeker Preserving Access to Our Digital Future: Building an International Digital Curation Curriculum. http://www.ils.unc.edu/digccurr. http://www.ils.unc.edu/digccurr IMLS Grant # RE-05-06-0044 Collaboration 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, 2009 18

DigCCurr I Components Curriculum: To prepare students for digital curation with wide variety of organizations, contexts & types of resources: Graduate-level (masters) curricular framework Course modules Course development Experiential components International guest speakers Two International Symposia: DigCCurr2007: April 18-20, 2007 in Chapel Hill - http://ils.unc.edu/digccurr2007/ http://ils.unc.edu/digccurr2007/ DigCCurr2009: Practice, Promise and Prospects: April 1-3, 2009 in Chapel Hill - http://ils.unc.edu/digccurr2009http://ils.unc.edu/digccurr2009 Carolina Digital Curation Fellowship program (masters students) 19

DigCCurr Matrix of Digital Curation Knowledge & Competencies Tool for thinking about, planning for, identifying & organizing material to cover in curriculum. Each unit of curriculum content can address one or more dimensions. Helping us to address a fundamental issue: All digital curation students should all get some aspects of the curriculum, but other aspects will only be necessary for students planning to work in particular types of places or jobs (i.e. balancing core vs. specialized knowledge). 20

Six Matrix Dimensions Mandates, values & principles. Professional, disciplinary or institutional/organizational context. Transition point in information continuum/lifecycle. Type of resource. Function or skill. Prerequisite knowledge. http://ils.unc.edu/digccurr/digccurr-matrix.html 21

DigCCurr II Extending an International Digital Curation Curriculum to Doctoral Students and Practitioners. http://www.ils.unc.edu/digccurr. http://www.ils.unc.edu/digccurr This project is funded through IMLS Laura Bush funds. A collaboration of the School of Information and Library Science (SILS) at the University of North Carolina at Chapel Hill (UNC-CH) and the U.S. National Archives and Records Administration (NARA) and Univ. of Toronto through Seamus Ross. Project to run August 1, 2008 July 31, 2013. 22

DigCCurr II Key Activities PhD Fellowships - 6 Digital Curation Exchange (DCE) http://digitalcurationexchange.org/ http://digitalcurationexchange.org/ Summer Institutes Week-long summer workshop for practitioners. Follow-up session held approximately six months later. http://www.ils.unc.edu/digccurr/institute.htmlhttp://www.ils.unc.edu/digccurr/institute.html Fifth to be held May 12-17, 2013 Public Symposia - Third held January 9, 2013 CurateGear Ph.D. Seminar Series, 2012-2013 AERI Workshop, July 2012 Curate Thyself, March 17, 2013 23

http://digitalcurationexchange.org/ 24

SILS Digital Curation Programs Masters of Science in Library or Information Science. Concentration in Archives and Records Management. Certificate in Digital Curation. Dual MSIS/MSLS MPA program with UNC School of Government. 10+ Ph.D. students in digital curation presently. DigCCurr Professional Institute and other life-long professional education & support. 25

Drs. Helen Tibbo & Christopher Lee are the driving forces behind the DigCCurr Professional Institute We are not being paid for conducting the Institute How long will be do it??? DigCCurr hopefully will live on in the Matrix and those it has educated The SILS Certificate (30 credit degree) in Data Curation is expensive 26 Is This Sustainable?

SAAs Digital Archives Specialist (DAS) Curriculum & Certificate 27

DAS Was conceptualized in 2011 while I was SAA President Is developed and refreshed by experts in the field of digital archives Is structured in tiers of study Is offered face-to-face around the country or via webinars 28

DAS Designed to: Provide education and training to ensure that archivists adopt appropriate practices for appraising, capturing, preserving, and providing access to electronic records. Provide archivists with the information and tools they need to manage the demands of born-digital records. 29

Four Tiers of Study Foundational Courses focus on the essential skills that archivists need to manage digital archives. They focus primarily, but not exclusively, on the needs of practitionersarchivists who are or will be working directly with electronic records. These courses present information that an archivist might implement in the next year. Tactical and Strategic Courses focus on the skills that archivists need to make significant changes in their organizations so that they can develop a digital archives and work seriously on managing electronic records. They focus primarily, but not exclusively, on the needs of managersthose archivists who manage other professionals and who oversee programmatic operations. These courses present information that an archivist might implement in the next five years. 30

Four tiers of study Tools and Services Courses focus on specific tools and services that archivists need to use for their work with digital archives. They are practical courses focused on specific software products and other tools and they focus primarily, but not exclusively, on the needs of practitioner archivists. These courses present information that an archivist could implement immediately. Transformational Courses focus on the skills that archivists need to change their working lives dramatically and transform their institutions into full-fledged digital archives. They focus primarily, but not exclusively, on the needs of administratorsthose archivists with oversight over the entire archival enterprise of an institution. These courses present information that an archivist might implement over the course of the next ten years. 31

Key audiences The Archivist Practitioner is a hands-on, front-line archivist who manages or will manage electronic records personally. The Archivist Manager is an archivist who has oversight over the work of other professional archivists and who may or may not manage electronic records directly. The Archivist Administrator is an archivist who works in a large archives, who oversees archivist managers, who is responsible for organizational planning, and who does not manage electronic records directly but must ensure the organizations capacity to do so. 32

7 digital competencies #1: Understand the nature of records in electronic form, including the functions of various storage media, the nature of system dependence, and the effect on integrity of records over time. #2: Communicate and define requirements, roles, and responsibilities related to digital archives to a variety of partners and audiences. #3: Formulate strategies and tactics for appraising, describing, managing, organizing, and preserving digital archives. 33

7 digital competencies #4: Integrate technologies, tools, software, and media within existing functions for appraising, capturing, preserving, and providing access to digital collections. #5: Plan for the integration of new tools or successive generations of emerging technologies, software, and media. #6: Curate, store, and retrieve original masters and access copies of digital archives. #7: Provide dependable organization and service to designated communities across networks. 34

Run by a professional society, not individuals Not dependent on grant funding SAA has made this a revenue stream upon which they depend Wide range and supply of instructors (who do get paid, albeit a small amount) A community effort archivists training other archivists DAS appears to have the greatest chance of sustainability of the continuing education programs presented here 35 Is This Sustainable?

Challenges for Professional Education in Digital Curation 36

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 Professional Education in Digital Curation 37

Patchwork quilt of course offerings Format of offerings Face-to-face Webinar Length of offerings 1-2 hours day 1 day 2-3 days 1 week 1 week + Multi workshops over time 5 course certificates 10 course certificate Current Professional Education Landscape in Digital Curation 38

College/university participants come to teachers Have workshop will travel Ones computer (webinar) A series in one place A series in multiple places Venues for Professional Education in Digital Curation 39

Grant-funded projects Income stream for professional organizations Continuing education programs in universities Commercial firms Conducting and charging for programs PASIG Oracle Sources for Professional Education in Digital Curation 40

Integrated programs that address technical and professional knowledge and skills across the digital asset lifecycle. Capacity to specialize in various functions, environments, and material types. Programs that address specific digital environments & resource types. Gaps to Fill 41

Pedagogical Issues 42

What to Teach? Curriculum just being developed and following a blend of archival, information, business, and ethical principles along with cutting edge technical and process developments. Core content unclear; range of content is unclear. What is core vs. extended/specialized content? Uncertainty at all educational levels. 43

How to Teach? Face-to-face vs. remote. Lecture/discussion vs. hands-on, whats the right mixture? What is the role of field experiences/internships/residency programs? How do we sustain internships when grant money runs out? 44

Audience Level *At what audience(s) should digital curation education be aimed? *How do we articulate the range of audiences? *What are the implications for pre-requisite knowledge? *What can we expect various audiences to know in advance? *What can we teach based on what an audience knows? *How do we best deal with mixed-level audiences? 45

Audience Focus How do teaching methods and content change based on the focus of the audience? Do we provide different content/methods for scientists who need to manage data vs. humanists vs. the general public? How do we best teach data curation and information management to content specialists (individual curators) vs. professional curators? How do we best segment the marketplace? 46

Programmatic Duration How long? How do pedagogical goals relate to length of instruction? What can we teach in 2 hours? 2 days? 2 weeks? 2 months? 2 years? How do you get a core of information management and curation to specialized audiences who have a limited attention span for learning about digital curation? 47

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 in this arena beyond formal graduate and undergraduate education? How can we reach such a large audience (everyone needs to know about digital curation!)? Can I-Schools provide the digital curation teaching capacity that the government, military, corporate, scientific, academic, and public sectors will require? 48

Where Are We? Everything above is exploratory and experimental even the formal looking concentrations and certificates. There is only an emerging canon for the field of digital curation. Research and development is rapid but not easily translated into workflows of existing professionals. We are working this out. 49

Educational Needs Digital curation educators need to work together, across national boundaries and across levels, scope, and instructional purpose. We need to share materials and discuss approaches and emerging good practice. We need to ramp-up the educational workforce. We need to ramp-up educational efforts. 50

Next Steps Analogous to needs in digital curation as a whole, we need to: Move from hand-crafted approaches to wide-spread and easily replicable solutions. Produce more educators who can train the trainer? Be able to certify learning. 51

52 THANK YOU Questions? Please visit the Digital Curation Exchange at digitalcurationexchange.org Feedback [email protected]

ASIST 2008, Columbus, OH53 DigCCurr Professional Institute: Curation Practices for the Digital Object Lifecycle May 12-17, 2013 & January 6-7, 2014 Chapel Hill, NC, USA http://www.ils.unc.edu/digccurr/institute.html 53

Documents

View from across the Pond: Opportunities, Gaps, and Challenges in Digital Curation Lifelong Learning Helen R. Tibbo School of Information & Library Science