Seminar in Archives and Records Management
Topic: Digital Curation
Spring 2014 Greensheet
D2L Login and Tutorials
D2L Information: This course will be available beginning January 20, 2014. You will be enrolled into the site automatically.
This course will provide an introduction to issues involved with appraisal, selection, retention, collection building, documentary strategy, and collection development in archival, library and museum materials. Students will gain a sense of digital curation context through readings, research, and discussion.
- Threaded Discussion Forums: 60 points (6 units / discussions x 10 points per unit) There will be 6 forum discussions, and each student will be responsible for posting to the board at least twice (getting 5 points per post): either starting a discussion or by providing a substantive response to someone else’s discussion.
- Posting to the Class Blog: 40 Points (6 blog posts / 5 points each; 5 comments on other students’ blog posts / 2 points each). We will set up a class blog, where students will post blog entries, and other students will comment on those entries.
- Participation is a chance for students to discuss the unit’s readings with their peers (in the case of the threaded forum discussions); and to digest their learning by finding relevant materials and projects on the web (in the case of blogging). Dependent on the readings / students: This will support all SLOs (1 – 7) and all Core Copetencies (F, H, N)
- Data Management Plan Assessment: Write an assessment of an existing data management plan (750 – 1250 words).
- Group Project – Case Study: Conduct a case study of digital curation / data infrastructure project in a discipline or research field. Select a Scientific, Social Science, or Humanities project, and write a case study that describes the data characteristics, practices, and data management for that discipline or community. What makes the “community?” (That is, who are the researchers, teachers or students that work with or use this data?) What are known data curation / preservation problems? What are key data use practices? Find one or two basic or review articles that describe the current state of the art in the field (discipline or sub discipline). What are the main research foci for that data? What kinds of technology or informatics are involved? Are there standard data management practices? You might also find related information in discipline-specific articles, informatics articles, or grey literature and conference materials.
|1||Course Introduction, Syllabus / Expectations / Technology||Optional:
Disc #0: Introductions / Questions about syllabus
Blog Entry #0: Test blog post
Intro to Concepts
|2||Intro to Digital Preservation & Curation||Unit #1 Forum Discussion|
|3||Conceptual Models in Digital Curation and Preservation||Blog #1: Topics in Digital Curation|
Data Management I: Creation & Collection
|4||Intro to Data Management Plans||Unit #2 Forum Discussion|
|5||Artifact Creation||Blog #2: Topics in Digital Curation|
|6||Appraisal / Collection Development||Post Data Management Assessment Choice to Discussion Forum for Instructor Approval|
Data Management II: Repositories & Access
|7||Digital Repository Infrastructure I||Unit #3 Forum Discussion|
|8||Digital Repository Infrastructure II||Blog #3: Topics in Digital Curation|
Data Management III: Representation<
|9||Metadata Models||Unit #4 Forum Discussion
Form Groups for Case Study Project
|10||Context and Representation||Blog #4: Topics in Digital Curation|
Data Management IV: Preservation
|11||Preservation Strategies & Solutions I||Unit #5 Forum Discussion|
|12||Preservation Strategies & Solutions II||Blog #5: Topics in Digital Curation
Data Management Plan Assessment DUE
|3||Data Use & Re-Use||Unit #6 Forum Discussion|
|14||Scholarly Communication||Blog #6: Topics in Digital Curation|
|5||Wrap Up / Finish||Case Study Paper DUE|
|16||Turn in Final Project||Case Study Presentation DUE|
There are 300 possible points in this class.
- A = 282 – 300 points
- A- = 270 – 282 points
- B+ = 261 – 269 points
- B = 252 – 260 points
- B- = 240 – 251 points
- C = 210 – 239 points
- F = Below 210 points
- Class Participation (100 points: 33%)
- Data Management Plan – Review (75 points: 25%)
- Digital Preservation / Digitization / Digital Curation Project Case Study (125 points: 42%)
Course Workload Expectations
Success in this course is based on the expectation that students will spend, for each unit of credit, a minimum of forty-five hours over the length of the course (normally 3 hours per unit per week with 1 of the hours used for lecture) for instruction or preparation/studying or course related activities including but not limited to internships, labs, clinical practica. Other course structures will have equivalent workload expectations as described in the syllabus.
Instructional time may include but is not limited to:
Working on posted modules or lessons prepared by the instructor; discussion forum interactions with the instructor and/or other students; making presentations and getting feedback from the instructor; attending office hours or other synchronous sessions with the instructor.
Student time outside of class:
In any seven-day period, a student is expected to be academically engaged through submitting an academic assignment; taking an exam or an interactive tutorial, or computer-assisted instruction; building websites, blogs, databases, social media presentations; attending a study group;contributing to an academic online discussion; writing papers; reading articles; conducting research; engaging in small group work.
LIBR 200, LIBR 202, LIBR 204, Other prerequisites may be added depending on content.
Student Learning Outcomes
Upon successful completion of the course, students will be able to:
- Identify and explain preservation concerns for many common types of photographic (print and negative) processes.
- Apply archival rules of appraisal, arrangement, and description to complex visual archives.
- Identify the complex issues relating to photograph digitization and born digital images, including management, access, metadata, and long-term preservation.
- Implement cold storage solutions for photographic materials
- Describe and discuss the nature of electronic records and the impact that technology has on recordkeeping in contemporary environments.
- Analyze how national and regional laws and regulations impact electronic records management.
- Identify appropriate metadata standards for the control and retrieval of electronic records.
- Create and develop policies, standards, and practices governing the creation, management, and use of electronic records.
- Discuss the challenges associated with preserving electronic records over time, and identify the methods and strategies being advocated by experts in the field to ensure that electronic records remain understandable, accessible, and usable.
- Define general requirements for compliant organizations and accountable electronic recordkeeping systems based on industry models and standards.
- Analyze a variety of problems related to electronic records, and propose solutions that are appropriate in particular contexts.
- Identify future Web 2.0 trends and practices in the creation of information in electronic form.
- Discuss major academic electronic records research projects proposed or undertaken by various organizations and institutions.
Core Competencies (Program Learning Outcomes)
LIBR 284 supports the following core competencies:
- F Use the basic concepts and principles related to the selection, evaluation, organization, and preservation of physical and digital items and collections.
- G Demonstrate understanding of basic principles and standards involved in organizing information, including classification, cataloging, metadata, or other systems.
- H Demonstrate proficiency in identifying, using, and evaluating current and emerging information and communication technologies.
- Harvey, R. (2010). Digital Curation: A How-To-Do-It Manual. New York: Neal-Schuman . Available through Amazon: 1555706940.
The standard SJSU School of Information Grading Scale is utilized for all iSchool courses:
|97 to 100||A|
|94 to 96||A minus|
|91 to 93||B plus|
|88 to 90||B|
|85 to 87||B minus|
|82 to 84||C plus|
|79 to 81||C|
|76 to 78||C minus|
|73 to 75||D plus|
|70 to 72||D|
|67 to 69||D minus|
In order to provide consistent guidelines for assessment for graduate level work in the School, these terms are applied to letter grades:
- C represents Adequate work; a grade of "C" counts for credit for the course;
- B represents Good work; a grade of "B" clearly meets the standards for graduate level work;
For core courses in the MLIS program (not MARA) — INFO 200, INFO 202, INFO 204 — the iSchool requires that students earn a B in the course. If the grade is less than B (B- or lower) after the first attempt you will be placed on administrative probation. You must repeat the class the following semester. If -on the second attempt- you do not pass the class with a grade of B or better (not B- but B) you will be disqualified.
- A represents Exceptional work; a grade of "A" will be assigned for outstanding work only.
Students are advised that it is their responsibility to maintain a 3.0 Grade Point Average (GPA).
General Expectations, Rights and Responsibilities of the Student
As members of the academic community, students accept both the rights and responsibilities incumbent upon all members of the institution. Students are encouraged to familiarize themselves with SJSU's policies and practices pertaining to the procedures to follow if and when questions or concerns about a class arises. See University Policy S90-5 at http://www.sjsu.edu/senate/docs/S90-5.pdf. More detailed information on a variety of related topics is available in the SJSU catalog at http://info.sjsu.edu/web-dbgen/catalog/departments/LIS.html. In general, it is recommended that students begin by seeking clarification or discussing concerns with their instructor. If such conversation is not possible, or if it does not serve to address the issue, it is recommended that the student contact the Department Chair as a next step.
Dropping and Adding
Students are responsible for understanding the policies and procedures about add/drop, grade forgiveness, etc. Refer to the current semester's Catalog Policies section at http://info.sjsu.edu/static/catalog/policies.html. Add/drop deadlines can be found on the current academic year calendars document on the Academic Calendars webpage at http://www.sjsu.edu/provost/services/academic_calendars/. The Late Drop Policy is available at http://www.sjsu.edu/aars/policies/latedrops/policy/. Students should be aware of the current deadlines and penalties for dropping classes.
Information about the latest changes and news is available at the Advising Hub at http://www.sjsu.edu/advising/.
Consent for Recording of Class and Public Sharing of Instructor Material
University Policy S12-7, http://www.sjsu.edu/senate/docs/S12-7.pdf, requires students to obtain instructor's permission to record the course and the following items to be included in the syllabus:
- "Common courtesy and professional behavior dictate that you notify someone when you are recording him/her. You must obtain the instructor's permission to make audio or video recordings in this class. Such permission allows the recordings to be used for your private, study purposes only. The recordings are the intellectual property of the instructor; you have not been given any rights to reproduce or distribute the material."
- It is suggested that the syllabus include the instructor's process for granting permission, whether in writing or orally and whether for the whole semester or on a class by class basis.
- In classes where active participation of students or guests may be on the recording, permission of those students or guests should be obtained as well.
- "Course material developed by the instructor is the intellectual property of the instructor and cannot be shared publicly without his/her approval. You may not publicly share or upload instructor generated material for this course such as exam questions, lecture notes, or homework solutions without instructor consent."
Your commitment, as a student, to learning is evidenced by your enrollment at San Jose State University. The University Academic Integrity Policy F15-7 at http://www.sjsu.edu/senate/docs/F15-7.pdf requires you to be honest in all your academic course work. Faculty members are required to report all infractions to the office of Student Conduct and Ethical Development. The Student Conduct and Ethical Development website is available at http://www.sjsu.edu/studentconduct/.
Campus Policy in Compliance with the American Disabilities Act
If you need course adaptations or accommodations because of a disability, or if you need to make special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible, or see me during office hours. Presidential Directive 97-03 at http://www.sjsu.edu/president/docs/directives/PD_1997-03.pdf requires that students with disabilities requesting accommodations must register with the Accessible Education Center (AEC) at http://www.sjsu.edu/aec to establish a record of their disability.
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