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biblio now ordered alpha in enumerated list per iPres email

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\begin{thebibliography}{10} \begin{thebibliography}{10}
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{Council on Library and Information Resources}.
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{Stewardship} {Residency} {Programs}.
\newblock
\url{http://web.archive.org/web/20160313223145/http://www.digitalpreservation.gov/documents/2015NationalAgenda.pdf},
September 2015.
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{Library of Congress}.
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{n.d.}
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\url{http://web.archive.org/web/20160304200942/http://www.ala.org/educationcareers/sites/ala.org.educationcareers/files/content/careers/corecomp/corecompetences/finalcorecompstat09.pdf}, \url{http://web.archive.org/web/20160304200942/http://www.ala.org/educationcareers/sites/ala.org.educationcareers/files/content/careers/corecomp/corecompetences/finalcorecompstat09.pdf},
2009. 2009.
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{American Library Association}. {\sc {American Library Association}}.
\newblock Knowledge and competencies statements developed by relevant \newblock Knowledge and competencies statements developed by relevant
professional organizations. professional organizations.
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\url{http://web.archive.org/web/20150830202610/http://www.ala.org/educationcareers/careers/corecomp/corecompspecial/knowledgecompetencies}, \url{http://web.archive.org/web/20150830202610/http://www.ala.org/educationcareers/careers/corecomp/corecompspecial/knowledgecompetencies},
2015. 2015.
\bibitem{6}
W.M. Duff, A.~Marshall, C.~Limkilde, and M.~van Ballegooie.
\newblock Digital {Preservation} {Education}: {Educating} or {Networking}?
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\bibitem{7}
H.R. Tibbo.
\newblock So much to learn, so little time to learn it: {North} {American}
archival education programs in the information age and the role for
certificate programs.
\newblock {\em Archival Science}, 6:231--245, 2006.
\bibitem{8}
C.~Thomas and S.I. Patel.
\newblock Competency-based training: a viable strategy for an evolving
workforce?
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49(4):298--309, 2008.
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Y.~Choi and E.~Rasmussen.
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current practice and staffing patterns in academic and research libraries.
\newblock {\em D-Lib Magazine}, 12(9), 2006.
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Cal Lee and Helen Tibbo.
\newblock Closing the {Digital} {Curation} {Gap} {Focus} {Groups} {Report},
June 2011.
\bibitem{11}
G.~Pryor and M.~Donnelly.
\newblock Skilling up to data: {Whose} role, whose responsibility, whose
career.
\newblock {\em International Journal of Digital Curation}, 2(4):158--170, 2009.
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Ragnar~Andreas Audunson and Nafiz~Zaman Shuva. {\sc Audunson, R.~A., and Shuva, N.~Z.}
\newblock Digital {Library} {Education} in {Europe}. \newblock Digital {Library} {Education} in {Europe}.
\newblock {\em SAGE Open}, 6(1):2158244015622538, January 2016. \newblock {\em SAGE Open 6}, 1 (Jan. 2016), 2158244015622538.
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M.~Madrid. {\sc Bowen, G.}
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\newblock {\em International Information \& Library Review}, 45(3-4):149--156, \newblock {\em Qualitative Research Journal 9}, 2 (2009), 27--40.
2013.
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Cal Lee.
\newblock Matrix of {Digital} {Curation} {Knowledge} and {Competencies}.
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\url{http://web.archive.org/web/20150929215051/http://www.ils.unc.edu/digccurr/digccurr-matrix.html},
2009.
\bibitem{15}
B.~Fulton, P.~Botticelli, and J.~Bradley.
\newblock {DigIn}: a hands-on approach to a digital curation curriculum for
professional development.
\newblock {\em Journal of Education for Library and Information Science},
52(2):95--109, 2011.
\bibitem{16}
{Digital Preservation Outreach and Education (DPOE)}.
\newblock {DPOE} training needs assessment survey, 2010.
\newblock http://web.archive.org/web/20160323170209.
\bibitem{17}
H.R. Tibbo.
\newblock Presidential {Address}: {On} the occasion of {SAA}'s diamond jubilee:
{A} professional coming of age in the digital era.
\newblock {\em American Archivist}, 75:17--34, 2012.
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{Society of American Archivists}.
\newblock {DAS} {Curriculum} {Structure}.
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\url{http://web.archive.org/web/20150828210835/http://www2.archivists.org/prof-education/das/curriculum-structure},
August 2015.
\bibitem{19}
J.~Kim, E.~Warga, and W.~Moen.
\newblock Digital curation in the academic library job market.
\newblock {\em Proceedings of the American Society for Information Science and
Technology}, 49(1):1--4, 2012.
\bibitem{20} \bibitem{20}
P.~Chan. {\sc Chan, P.}
\newblock What {Does} it {Take} to {Be} a {Well}-rounded {Digital} {Archivist}? \newblock What {Does} it {Take} to {Be} a {Well}-rounded {Digital} {Archivist}?
{\textbar} {The} {Signal}: {Digital} {Preservation}. {\textbar} {The} {Signal}: {Digital} {Preservation}.
\newblock \newblock
\url{http://web.archive.org/web/20160301155958/http://blogs.loc.gov/digitalpreservation/2014/10/what-does-it-take-to-be-a-well-rounded-digital-archivist/}, \url{http://web.archive.org/web/20160301155958/http://blogs.loc.gov/digitalpreservation/2014/10/what-does-it-take-to-be-a-well-rounded-digital-archivist/},
October 2014. Oct. 2014.
\bibitem{28}
{\sc Charmaz, K.}
\newblock {\em Constructing {Grounded} {Theory}}.
\newblock SAGE Publications Inc, London, 2014.
\bibitem{9}
{\sc Choi, Y., and Rasmussen, E.}
\newblock What is needed to educate future digital librarians: a study of
current practice and staffing patterns in academic and research libraries.
\newblock {\em D-Lib Magazine 12}, 9 (2006).
\bibitem{2}
{\sc {Council on Library and Information Resources}}.
\newblock {CLIR} {Receives} {IMLS} {Grant} to {Assess} {National} {Digital}
{Stewardship} {Residency} {Programs}.
\newblock
\url{http://web.archive.org/web/20160313223145/http://www.digitalpreservation.gov/documents/2015NationalAgenda.pdf},
Sept. 2015.
\bibitem{31}
{\sc Denscombe, M.}
\newblock {\em The good research guide: for small-scale social research
projects}, 5. ed~ed.
\newblock Open University Press, Maidenhead, 2014.
\bibitem{16}
{\sc {Digital Preservation Outreach and Education (DPOE)}}.
\newblock {DPOE} training needs assessment survey, 2010.
\newblock http://web.archive.org/web/20160323170209.
\bibitem{21} \bibitem{21}
J.~Dooley. {\sc Dooley, J.}
\newblock What's in a digital archivist's skill set? \newblock What's in a digital archivist's skill set?
\newblock \newblock
\url{http://web.archive.org/web/20150925105555/http://hangingtogether.org/?p=3912}, \url{http://web.archive.org/web/20150925105555/http://hangingtogether.org/?p=3912},
June 2014. June 2014.
\bibitem{22} \bibitem{6}
G.A. Bowen. {\sc Duff, W., Marshall, A., Limkilde, C., and van Ballegooie, M.}
\newblock Document analysis as a qualitative research method. \newblock Digital {Preservation} {Education}: {Educating} or {Networking}?
\newblock {\em Qualitative Research Journal}, 9(2):27--40, 2009. \newblock {\em The American Archivist 69}, 1 (2006), 188--212.
\bibitem{23} \bibitem{33}
{NDSR-NY}. {\sc Fowler, F.~J.}
\newblock The {National} {Digital} {Stewardship} {Residency} in {New} {York}. \newblock {\em Survey research methods}, fifth edition~ed.
\newblock \url{http://ndsr.nycdigital.org/}, 2015. \newblock Applied social research methods series. SAGE, Los Angeles, 2014.
\bibitem{24} \bibitem{15}
{NDSR-Boston}. {\sc Fulton, B., Botticelli, P., and Bradley, J.}
\newblock The {National} {Digital} {Stewardship} {Residency} {Boston}, \newblock {DigIn}: a hands-on approach to a digital curation curriculum for
{Massachusetts}. professional development.
\newblock \url{http://projects.iq.harvard.edu/ndsr_boston/home}, 2016. \newblock {\em Journal of Education for Library and Information Science 52}, 2
(2011), 95--109.
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{NDSR}. {\sc Kim, J., Warga, E., and Moen, W.}
\newblock The {National} {Digital} {Stewardship} {Residency}. \newblock Digital curation in the academic library job market.
\newblock \url{http://www.digitalpreservation.gov/ndsr/index.html}, 2015. \newblock {\em Proceedings of the American Society for Information Science and
Technology 49}, 1 (2012), 1--4.
\bibitem{14}
{\sc Lee, C.}
\newblock Matrix of {Digital} {Curation} {Knowledge} and {Competencies}.
\newblock
\url{http://web.archive.org/web/20150929215051/http://www.ils.unc.edu/digccurr/digccurr-matrix.html},
2009.
\bibitem{10}
{\sc Lee, C., and Tibbo, H.}
\newblock Closing the {Digital} {Curation} {Gap} {Focus} {Groups} {Report},
June 2011.
\bibitem{3}
{\sc {Library of Congress}}.
\newblock National {Digital} {Stewardship} {Residency}.
\newblock
\url{http://web.archive.org/web/20160404223713/http://www.digitalpreservation.gov/ndsr/},
2013.
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{\sc Madrid, M.}
\newblock A study of digital curator competences: a survey of experts.
\newblock {\em International Information \& Library Review 45}, 3-4 (2013),
149--156.
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{\sc {National Digital Stewardship Alliance}}.
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{NDSR}. {\sc {NDSR}}.
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\url{http://web.archive.org/web/20140801145633/http://www.digitalpreservation.gov/ndsr/index.html}, \url{http://web.archive.org/web/20140801145633/http://www.digitalpreservation.gov/ndsr/index.html},
2014. 2014.
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{NDSR-Boston}. {\sc {NDSR-Boston}}.
\newblock The {National} {Digital} {Stewardship} {Residency} {Boston}, \newblock The {National} {Digital} {Stewardship} {Residency} {Boston},
{Massachusetts}. {Massachusetts}.
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\url{http://web.archive.org/web/20150320184022/http://projects.iq.harvard.edu/ndsr_boston/home}, \url{http://web.archive.org/web/20150320184022/http://projects.iq.harvard.edu/ndsr_boston/home},
2015. 2015.
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K.~Charmaz. {\sc {NDSR-Boston}}.
\newblock {\em Constructing {Grounded} {Theory}}. \newblock The {National} {Digital} {Stewardship} {Residency} {Boston},
\newblock SAGE Publications Inc, London, 2014. {Massachusetts}.
\newblock \url{http://projects.iq.harvard.edu/ndsr_boston/home}, 2016.
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S.~Sarker, F.~Lau, and S.~Sahay. {\sc {NDSR-NY}}.
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building about virtual team development. \newblock \url{http://ndsr.nycdigital.org/}, 2015.
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\newblock {\em The good research guide: for small-scale social research \newblock Skilling up to data: {Whose} role, whose responsibility, whose
projects}. career.
\newblock Open University Press, Maidenhead, 5. ed edition, 2014. \newblock {\em International Journal of Digital Curation 2}, 4 (2009),
158--170.
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{\sc Sarker, S., Lau, F., and Sahay, S.}
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building about virtual team development.
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38--56.
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F.~J. Fowler. {\sc {Society of American Archivists}}.
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\newblock Applied social research methods series. SAGE, Los Angeles, fifth \newblock
edition edition, 2014. \url{http://web.archive.org/web/20150828210835/http://www2.archivists.org/prof-education/das/curriculum-structure},
Aug. 2015.
\bibitem{8}
{\sc Thomas, C., and Patel, S.}
\newblock Competency-based training: a viable strategy for an evolving
workforce?
\newblock {\em Journal of Education for Library and Information Science 49}, 4
(2008), 298--309.
\bibitem{7}
{\sc Tibbo, H.}
\newblock So much to learn, so little time to learn it: {North} {American}
archival education programs in the information age and the role for
certificate programs.
\newblock {\em Archival Science 6\/} (2006), 231--245.
\bibitem{17}
{\sc Tibbo, H.}
\newblock Presidential {Address}: {On} the occasion of {SAA}'s diamond jubilee:
{A} professional coming of age in the digital era.
\newblock {\em American Archivist 75\/} (2012), 17--34.
\end{thebibliography} \end{thebibliography}

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Digital stewardship is the active and long-term management of digital objects towards their preservation for and unencumbered access by future generations. Although the field is rapidly maturing, it still lacks a comprehensive competency profile for practitioners. This is due in part to the relative youth of the field, and to the fact that being an effective steward of digital materials requires highly specialized training that is best acquired through hands-on work. Given the key role that competency profiles play in the design of curricula and job postings, the lack of one hinders the training and education of professionals for these positions. This paper provides a profile of the skills, responsibilities, and knowledge areas that define competency in digital stewardship, based on a close study of the projects undertaken in the National Digital Stewardship Residency program (NDSR). The authors use a triangulated research methodology in order to define the scope of the profile, qualitatively analyze the competencies articulated among NDSR project descriptions, and quantitatively evaluate those competencies' importance to professional success. The profile that results from this research has implications for current and future digital stewards: training designed with this profile as its basis will focus on the skills most needed to be an effective digital steward, and therefore can guide both graduate and professional development curricula alike. Digital stewardship is the active and long-term management of digital objects towards their preservation for and unencumbered access by future generations. Although the field is rapidly maturing, it still lacks a comprehensive competency profile for practitioners. This is due in part to the relative youth of the field, and to the fact that being an effective steward of digital materials requires highly specialized training that is best acquired through hands-on work. Given the key role that competency profiles play in the design of curricula and job postings, the lack of one hinders the training and education of professionals for these positions. This paper provides a profile of the skills, responsibilities, and knowledge areas that define competency in digital stewardship, based on a close study of the projects undertaken in the National Digital Stewardship Residency program (NDSR). The authors use a triangulated research methodology in order to define the scope of the profile, qualitatively analyze the competencies articulated among NDSR project descriptions, and quantitatively evaluate those competencies' importance to professional success. The profile that results from this research has implications for current and future digital stewards: training designed with this profile as its basis will focus on the skills most needed to be an effective digital steward, and therefore can guide both graduate and professional development curricula alike.
\end{abstract} \end{abstract}
% A category with the (minimum) three required fields
\category{H.4}{Information Systems}{General}
\category{K.3.2}{Computer and Information Science Education}{Information systems education}
\keywords{digital stewardship, National Digital Stewardship Residency, NDSR, education, training, digital preservation} % NOT required for Proceedings \keywords{digital stewardship, National Digital Stewardship Residency, NDSR, education, training, digital preservation} % NOT required for Proceedings
\section{Introduction} \section{Introduction}
@ -116,6 +112,7 @@ Less rigorous, more impromptu investigations\cite{20, 21} also mine the corpus o
The literature review reveals an opportunity to provide digital stewards with an overarching competency profile and statement that span various specializations within the field, but which also articulate requirements concretely enough to guide graduate and professional education and training goals. The literature review reveals an opportunity to provide digital stewards with an overarching competency profile and statement that span various specializations within the field, but which also articulate requirements concretely enough to guide graduate and professional education and training goals.
\begin{table*}[t!] \begin{table*}[t!]
\caption{Code categories, their frequencies and sub-codes from the document analysis.}
\begin{tabular}{lll} \begin{tabular}{lll}
\textbf{Code category} & \textbf{Frequency} & \textbf{Sub-Codes} \\ \textbf{Code category} & \textbf{Frequency} & \textbf{Sub-Codes} \\
Technical skills & 397 & Format migration/transcoding \\ Technical skills & 397 & Format migration/transcoding \\
@ -151,7 +148,6 @@ Personality requirements & 30 & Attention to detail \\
& & Flexible \\ & & Flexible \\
& & Enthusiastic & & Enthusiastic
\end{tabular} \end{tabular}
\caption{Code categories, their frequencies and sub-codes from the document analysis.}
\label{my-label} \label{my-label}
\end{table*} \end{table*}
@ -204,6 +200,7 @@ Due in part to their extensive range of skills, \textit{Technical skills} has th
\begin{table*}[t!] \begin{table*}[t!]
\centering \centering
\caption{Responses per sub-code with descriptive statistics.}
\resizebox{\textwidth}{!}{% \resizebox{\textwidth}{!}{%
\begin{tabular}{llllllll} \begin{tabular}{llllllll}
& & \multicolumn{5}{l}{\textbf{Response Counts}} & \\ & & \multicolumn{5}{l}{\textbf{Response Counts}} & \\
@ -240,7 +237,7 @@ Knowledge of standards and best practices & Metadata & 1 & 5 & 5 & 14 & 8 & 4 \\
& Repository management (TRAC, TRD, OAIS, etc.) & 1 & 7 & 9 & 7 & 9 & 3,5 & Repository management (TRAC, TRD, OAIS, etc.) & 1 & 7 & 9 & 7 & 9 & 3,5
\end{tabular}% \end{tabular}%
} }
\caption{Responses per sub-code with descriptive statistics.}
\label{my-label} \label{my-label}
\end{table*} \end{table*}
The survey was open from March 14 to April 1, 2016. Each of the six code categories had one required question, which took the form of a rating matrix (see Supplementary Materials). Each sub-code (see Table 1) represented a row of the matrix, and participants were asked to rank competencies on a five-point Likert scale from "Not at all important" (1) to "Essential" (5) (matrix columns). The survey had a 94\% response rate, having received 33 participant responses out of a total group of 35. The authors analyzed the frequency of responses in each code block in order to determine what the most impactful categories and individual competencies were to achieving residency goals. The survey was open from March 14 to April 1, 2016. Each of the six code categories had one required question, which took the form of a rating matrix (see Supplementary Materials). Each sub-code (see Table 1) represented a row of the matrix, and participants were asked to rank competencies on a five-point Likert scale from "Not at all important" (1) to "Essential" (5) (matrix columns). The survey had a 94\% response rate, having received 33 participant responses out of a total group of 35. The authors analyzed the frequency of responses in each code block in order to determine what the most impactful categories and individual competencies were to achieving residency goals.
@ -298,9 +295,9 @@ Finally, it is worth noting the fact that all residencies took place in the U.S.
This research has implications for current and future digital stewards alike: The resulting profile can be used to guide graduate and professional development curricula, and training designed with this profile as its basis will focus on the skills most needed to be an effective digital steward. For instance, this study suggests that although specific technical skills are viewed as highly important in different settings, a much larger majority of projects required skills less bound to a particular technology or media, like documentation creation and workflow analysis. The high level of agreement regarding the importance of writing reports and communicating internally also bolster a need for digital stewards to not only possess a deep understanding of their field, but to effectively disseminate their work to others. This new profile illustrates the fundamental competencies that must be cultivated by digital stewards in order to succeed in the profession. This research has implications for current and future digital stewards alike: The resulting profile can be used to guide graduate and professional development curricula, and training designed with this profile as its basis will focus on the skills most needed to be an effective digital steward. For instance, this study suggests that although specific technical skills are viewed as highly important in different settings, a much larger majority of projects required skills less bound to a particular technology or media, like documentation creation and workflow analysis. The high level of agreement regarding the importance of writing reports and communicating internally also bolster a need for digital stewards to not only possess a deep understanding of their field, but to effectively disseminate their work to others. This new profile illustrates the fundamental competencies that must be cultivated by digital stewards in order to succeed in the profession.
\section{Supplementary Materials} \section{Supplementary Materials}
The authors welcome and encourage others to extend and reproduce their study, and have made all research materials, including the survey instrument and data, freely available at the following: \url{https://osf.io/xfc26}", The authors welcome and encourage others to extend and reproduce their study, and have made all research materials, including the survey instrument and data, freely available at the following: \url{https://osf.io/xfc26}
\bibliographystyle{unsrt} \bibliographystyle{acm}
\bibliography{2016-10-03_iPRES_NDSRLongPaperBiblio} \bibliography{2016-10-03_iPRES_NDSRLongPaperBiblio}
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@ -24,7 +24,7 @@
urldate = {2016-04-23}, urldate = {2016-04-23},
journal = {Digital Preservation}, journal = {Digital Preservation},
author = {{Library of Congress}}, author = {{Library of Congress}},
year = {{n.d.}}, year = {2013},
file = {NDSR - Digital Preservation (Library of Congress):/home/vicky/.zotero/zotero/ryt3s4a6.default/zotero/storage/5BV6HERZ/ndsr.html:text/html} file = {NDSR - Digital Preservation (Library of Congress):/home/vicky/.zotero/zotero/ryt3s4a6.default/zotero/storage/5BV6HERZ/ndsr.html:text/html}
} }
@ -141,7 +141,7 @@
howpublished = "\url{http://web.archive.org/web/20150929215051/http://www.ils.unc.edu/digccurr/digccurr-matrix.html}", howpublished = "\url{http://web.archive.org/web/20150929215051/http://www.ils.unc.edu/digccurr/digccurr-matrix.html}",
urldate = {2016-04-23}, urldate = {2016-04-23},
journal = {DigCCurr}, journal = {DigCCurr},
author = {Lee, Cal}, author = {Lee, C.},
year = {2009}, year = {2009},
file = {Matrix of Digital Curation Knowledge and Competencies (Overview) - DigCCurr Project:/home/vicky/.zotero/zotero/ryt3s4a6.default/zotero/storage/GIICUMRA/digccurr-matrix.html:text/html} file = {Matrix of Digital Curation Knowledge and Competencies (Overview) - DigCCurr Project:/home/vicky/.zotero/zotero/ryt3s4a6.default/zotero/storage/GIICUMRA/digccurr-matrix.html:text/html}
} }