LIBR 284-12
Seminar in Archives and Records Management
Topic: Digital Curation
Spring 2015 Greensheet

Dr. M. Winget
E-mail
Office location: Online
Office Hours: By Appointment


Greensheet Links
Textbooks
SLOs
Competencies
Prerequisites
Resources
Canvas
iSchool eBookstore
 

Canvas Information: Courses will be available beginning January 22nd, 12:01am PST unless you are taking an intensive or a one unit or two unit class that starts on a different day. In that case the class will open at 12:01am PST on the first day that the class meets.

You will be enrolled into the Canvas site automatically.

Course Description

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.

Course Requirements

Assignments

  1. 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)
    1. 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.
    2. Posting to the Class Blog: 40 Points (4 blog posts / 5 points each; 4 comments on other students’ blog posts / 5 points each). I will set up a class blog, where students will post blog entries, and other students will comment on those entries.
  2. Data Management Plan Assessment:75 points. Write an assessment of an existing data management plan (750 – 1250 words).
    1. Supports SLOs 4, 5, 6
    2. Supports Core Competencies F, H, N
  3. Group Project – Case Study: 125 Points (paper, presentation & comments on other presentations). 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. Supports SLOs 1, 2, 3, 7
    2. Supports Core Competencies F, H, N

Course Calendar

Week Main Activity Assignment
1 Course Introduction, Syllabus / Expectations / Technology Optional:

Disc #0: Introductions / Questions about syllabus

Blog Entry #0: Test blog post
Unit 1
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
Unit 2:
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
Unit 3
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
Unit 4
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
Unit 5
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
Unit 6
Utility
13 Data Use & Re-Use Unit #6 Forum Discussion
14 Scholarly Communication Blog #6: Topics in Digital Curation
Unit 7
Wrap Up
15 Wrap Up / Finish Case Study Paper DUE
16 Turn in Final Project Case Study Presentation DUE

Grading
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

Breakdown:

  • Class Participation (100 points: 33%)
  • Data Management Plan – Review (75 points: 25%)
  • Digital Preservation / Digitization / Digital Curation Project Case Study (125 points: 42%)

Grading Policies:

  • Papers / Group Projects: All papers / group projects are due by 11:59PM (Pacific Time) on the due date specified in the syllabus.
  • Forum Discussion: Students may post questions / comments to the Unit Forum Discussion during the calendar period that material is being covered. Discussion forums typically open on the First Monday of the Unit at 12:01AM, and close on the last Sunday of the Unit at 11:59PM (Pacific)
  • Blogging: Students may get credit for only one blog post per week (that is, students can not wait until the last week to do all of the blog posts), but may comment on others’ posts whenever it’s relevant. Students will be responsible for tracking their progress on blog postings.

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.

Course Prerequisites

LIBR 200LIBR 202LIBR 204Other prerequisites may be added depending on content. 

Student Learning Outcomes

Upon successful completion of the course, students will be able to:

  1. Identify the decision making process behind selection for preservation.
  2. Describe the evolution of digital curation theory and practice.
  3. Summarize the causes of deterioration of various types of information objects.
  4. Identify key concepts and standards in digital preservation, including the OAIS model and repository development.
  5. Define the principles of a workable preservation policy in libraries, archives, and corporate DAM settings.
  6. Identify and apply disaster planning, prevention, response, and recovery strategies.
  7. Locate and evaluate tools, research and other resources on preservation.

Core Competencies (Program Learning Outcomes)

LIBR 284 supports the following core competencies:

  1. F Use the basic concepts and principles related to the selection, evaluation, organization, and preservation of physical and digital items and collections.
  2. H Demonstrate proficiency in identifying, using, and evaluating current and emerging information and communication technologies.
  3. N Evaluate programs and services based on measurable criteria.

Textbooks

Required Textbooks:

  • Harvey, R. (2010). Digital Curation: A How-To-Do-It Manual. New York: Neal-Schuman . Available through Amazon: 1555706940. arrow gif indicating link outside sjsu domain

Grading Scale

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
Below 67 F

 

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).

University Policies

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."

Academic integrity

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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