iPres styling edits, cropped images
This commit is contained in:
Vicky Steeves
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\BOOKMARK [1][-]{section.1}{Introduction}{}% 1
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\BOOKMARK [1][-]{section.2}{About NDSR}{}% 2
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\BOOKMARK [1][-]{section.3}{Literature Review}{}% 3
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\BOOKMARK [1][-]{section.4}{Research Methods}{}% 4
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\BOOKMARK [1][-]{section.5}{Results}{}% 5
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\BOOKMARK [2][-]{subsection.5.1}{Document Analysis}{section.5}% 6
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\BOOKMARK [2][-]{subsection.5.2}{Survey Responses}{section.5}% 7
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\BOOKMARK [3][-]{subsubsection.5.2.1}{Technical Skills}{subsection.5.2}% 8
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\BOOKMARK [2][-]{subsection.5.3}{Optional Questions}{section.5}% 9
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\BOOKMARK [3][-]{subsubsection.5.3.1}{Quantitative}{subsection.5.3}% 10
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\BOOKMARK [3][-]{subsubsection.5.3.2}{Qualitative}{subsection.5.3}% 11
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\BOOKMARK [1][-]{section.6}{Conclusions}{}% 12
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\BOOKMARK [1][-]{section.7}{Implications and Future Work}{}% 13
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\BOOKMARK [1][-]{section.8}{Supplementary Materials}{}% 14
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\BOOKMARK [1][-]{section.9}{References}{}% 15
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\usepackage{multirow}
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\usepackage{cite}
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\usepackage{url}
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\usepackage{hyperref}
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\begin{document}
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\title{What Makes A Digital Steward:}
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@ -74,13 +73,13 @@
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\date{25 April 2016}
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\maketitle
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\begin{abstract}
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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.
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\end{abstract}
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\keywords{digital stewardship, National Digital Stewardship Residency, NDSR, education, training, digital preservation} % NOT required for Proceedings
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\keywords{digital stewardship, National Digital Stewardship Residency, NDSR, education, training, digital preservation}
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\section{Introduction}
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Although digital preservation is a young field, there are now more scholarship, tools, and resources that address the long-term stewardship\footnote{For the purposes of this paper, "digital stewardship" is defined as the active and long-term management of digital objects towards their robust preservation for and unencumbered access by future generations, inclusive of all subfields of labor and expertise previously defined among professional surveys and studies as digital curation, data curation, data management, digital archiving, digital preservation, and digitization. Digital stewards include data librarians, digital asset managers, digital archivists, and all manner of administrators who seek to align disparate digitization and digital preservation efforts.} of digital material than ever before. In recent years there has been a notable expansion of educational and training resources in particular, including workshops, symposia, conferences, and professional development curricula. However, as the 2015 National Agenda for Digital Stewardship asserts, "[g]enuine interest and motivation to learn about a subject cannot be taught in a workshop or training session; similarly, knowledge about standards and practices in an evolving field is best gained through direct, practical experience."\cite{1} In short, being an effective steward of digital material requires more extensive and specialized training than can be acquired through traditional means.
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@ -112,7 +111,7 @@ Less rigorous, more impromptu investigations\cite{20, 21} also mine the corpus o
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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.
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\begin{table*}[t!]
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\caption{Code categories, their frequencies and sub-codes from the document analysis.}
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\caption{\textbf{Code categories, their frequencies and sub-codes from the document analysis.}}
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\begin{tabular}{lll}
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\textbf{Code category} & \textbf{Frequency} & \textbf{Sub-Codes} \\
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Technical skills & 397 & Format migration/transcoding \\
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@ -159,7 +158,7 @@ Project descriptions for both New York residency cohorts\cite{23} and the second
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\begin{figure*}[!t]
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\includegraphics[scale=0.5]{total_skills.png}
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\label{Figure 1.}
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\caption{Total distribution of frequency of responses over code categories}
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\caption{\textbf{Total distribution of frequency of responses over code categories.}}
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\end{figure*}
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The authors used a social science research methodology called grounded theory\cite{28} to analyze the qualitative data (project descriptions). Research using grounded theory begins with a collection of qualitative data that the researcher then reviews and re-reviews. During this process, the researcher tags specific quotes, words, or phrases as evidence, and assigns them "codes" that represent larger ideas.\cite{29} As data is iteratively reviewed, these codes can be grouped into concepts and ultimately categories, which become the basis for a new thesis or theory. This differs from traditional qualitative methodology because it creates its theoretical framework inductively, rather than relying upon an existing one.\cite{30}
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@ -195,12 +194,12 @@ Due in part to their extensive range of skills, \textit{Technical skills} has th
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\centering
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\includegraphics[keepaspectratio, scale=0.4]{modal_average.png}
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\label{Figure 3.}
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\caption{Modal average of code categories.}
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\caption{\textbf{Modal average of code categories.}}
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\end{figure}
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||||
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\begin{table*}[t!]
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\centering
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||||
\caption{Responses per sub-code with descriptive statistics.}
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\caption{\textbf{Responses per sub-code with descriptive statistics.}}
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\resizebox{\textwidth}{!}{%
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\begin{tabular}{llllllll}
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& & \multicolumn{5}{l}{\textbf{Response Counts}} & \\
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@ -251,7 +250,7 @@ The category of \textit{Technical skills} had the lowest average importance of t
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|||
\centering
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\includegraphics[keepaspectratio, scale=0.5]{tech_skills.png}
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\label{Figure 4.}
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\caption{Breakdown of technical skills code category}
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\caption{\textbf{Breakdown of technical skills code category.}}
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||||
\end{figure*}
|
||||
Perhaps the most striking aspect of the data was the \textit{Technical skills} category. \textit{Technical skills} had the most mixed results of any category in the survey, which could be due in part to the fact that it had the highest number of granular competency areas (sub-codes). The result was a clear disparity in the distribution of responses per importance level. The outlier in \textit{Technical skills} with the lowest importance rating was \textit{Web archiving}, which lowered the overall importance found in Figure 3. \textit{Workflow enhancement} was also an outlier; it was rated as the most essential technical skill by a margin of seven responses.
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