small changes, fixed typos, revert biblio
This commit is contained in:
Vicky Steeves
parent
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\newlabel{Figure 4.}{{\caption@xref {Figure 4.}{ on input line 253}}{\thepage }{Technical Skills}{figure.caption.8}{}}
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\@writefile{lof}{\contentsline {figure}{\numberline {3}{\ignorespaces Breakdown of technical skills code category\relax }}{\thepage }{figure.caption.8}}
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\@writefile{toc}{\contentsline {section}{\numberline {6}Conclusions}{\thepage }{section.6}}
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\bibstyle{acm}
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\bibstyle{unsrt}
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\bibdata{2016-10-03_iPRES_NDSRLongPaperBiblio}
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\bibcite{4}{1}
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\bibcite{5}{2}
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\bibcite{12}{3}
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\bibcite{22}{4}
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\bibcite{20}{5}
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\bibcite{28}{6}
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\bibcite{9}{7}
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\bibcite{1}{1}
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\bibcite{2}{2}
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\bibcite{3}{3}
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\bibcite{4}{4}
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\bibcite{5}{5}
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\@writefile{toc}{\contentsline {section}{\numberline {7}Implications and Future Work}{\thepage }{section.7}}
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\@writefile{toc}{\contentsline {section}{\numberline {8}Supplementary Materials}{\thepage }{section.8}}
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\@writefile{toc}{\contentsline {section}{\numberline {9}References}{\thepage }{section.9}}
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\bibcite{2}{8}
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\bibcite{31}{9}
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\bibcite{16}{10}
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\bibcite{21}{11}
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\bibcite{6}{12}
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\bibcite{33}{13}
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\bibcite{15}{14}
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\bibcite{19}{15}
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\bibcite{14}{16}
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\bibcite{10}{17}
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\bibcite{3}{18}
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\bibcite{13}{19}
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\bibcite{1}{20}
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\bibcite{26}{21}
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\bibcite{25}{22}
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\bibcite{27}{23}
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\bibcite{6}{6}
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\bibcite{7}{7}
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\bibcite{8}{8}
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\bibcite{9}{9}
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\bibcite{10}{10}
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\bibcite{11}{11}
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\bibcite{12}{12}
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\bibcite{13}{13}
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\bibcite{14}{14}
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\bibcite{15}{15}
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\bibcite{16}{16}
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\bibcite{17}{17}
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\bibcite{18}{18}
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\bibcite{19}{19}
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\bibcite{20}{20}
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\bibcite{21}{21}
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\bibcite{22}{22}
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\bibcite{23}{23}
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\bibcite{24}{24}
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\bibcite{23}{25}
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\bibcite{30}{26}
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\bibcite{11}{27}
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\bibcite{29}{28}
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\bibcite{32}{29}
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\bibcite{18}{30}
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\bibcite{8}{31}
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\bibcite{7}{32}
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\bibcite{17}{33}
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\bibcite{25}{25}
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\bibcite{26}{26}
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\bibcite{27}{27}
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\bibcite{28}{28}
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\bibcite{29}{29}
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\bibcite{30}{30}
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\bibcite{31}{31}
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\bibcite{32}{32}
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\bibcite{33}{33}
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@ -1,208 +1,209 @@
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\begin{thebibliography}{10}
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|
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\bibitem{1}
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{National Digital Stewardship Alliance}.
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\newblock {National} {Agenda} for {Digital} {Stewardship}.
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\newblock September 2015.
|
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|
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\bibitem{2}
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{Council on Library and Information Resources}.
|
||||
\newblock {CLIR} {Receives} {IMLS} {Grant} to {Assess} {National} {Digital}
|
||||
{Stewardship} {Residency} {Programs}.
|
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\newblock
|
||||
\url{http://web.archive.org/web/20160313223145/http://www.digitalpreservation.gov/documents/2015NationalAgenda.pdf},
|
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September 2015.
|
||||
|
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\bibitem{3}
|
||||
{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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\bibitem{4}
|
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{\sc {American Library Association}}.
|
||||
{American Library Association}.
|
||||
\newblock {ALA}'s {Core} {Competences} of {Librarianship}.
|
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\newblock
|
||||
\url{http://web.archive.org/web/20160304200942/http://www.ala.org/educationcareers/sites/ala.org.educationcareers/files/content/careers/corecomp/corecompetences/finalcorecompstat09.pdf},
|
||||
2009.
|
||||
|
||||
\bibitem{5}
|
||||
{\sc {American Library Association}}.
|
||||
{American Library Association}.
|
||||
\newblock Knowledge and competencies statements developed by relevant
|
||||
professional organizations.
|
||||
\newblock
|
||||
\url{http://web.archive.org/web/20150830202610/http://www.ala.org/educationcareers/careers/corecomp/corecompspecial/knowledgecompetencies},
|
||||
2015.
|
||||
|
||||
\bibitem{12}
|
||||
{\sc Audunson, R.~A., and Shuva, N.~Z.}
|
||||
\newblock Digital {Library} {Education} in {Europe}.
|
||||
\newblock {\em SAGE Open 6}, 1 (Jan. 2016), 2158244015622538.
|
||||
\bibitem{6}
|
||||
W.M. Duff, A.~Marshall, C.~Limkilde, and M.~van Ballegooie.
|
||||
\newblock Digital {Preservation} {Education}: {Educating} or {Networking}?
|
||||
\newblock {\em The American Archivist}, 69(1):188--212, 2006.
|
||||
|
||||
\bibitem{22}
|
||||
{\sc Bowen, G.}
|
||||
\newblock Document analysis as a qualitative research method.
|
||||
\newblock {\em Qualitative Research Journal 9}, 2 (2009), 27--40.
|
||||
\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{20}
|
||||
{\sc Chan, P.}
|
||||
\newblock What {Does} it {Take} to {Be} a {Well}-rounded {Digital} {Archivist}?
|
||||
{\textbar} {The} {Signal}: {Digital} {Preservation}.
|
||||
\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/},
|
||||
Oct. 2014.
|
||||
|
||||
\bibitem{28}
|
||||
{\sc Charmaz, K.}
|
||||
\newblock {\em Constructing {Grounded} {Theory}}.
|
||||
\newblock SAGE Publications Inc, London, 2014.
|
||||
\bibitem{8}
|
||||
C.~Thomas and S.I. Patel.
|
||||
\newblock Competency-based training: a viable strategy for an evolving
|
||||
workforce?
|
||||
\newblock {\em Journal of Education for Library and Information Science},
|
||||
49(4):298--309, 2008.
|
||||
|
||||
\bibitem{9}
|
||||
{\sc Choi, Y., and Rasmussen, E.}
|
||||
Y.~Choi and E.~Rasmussen.
|
||||
\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).
|
||||
\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{10}
|
||||
Cal Lee and Helen Tibbo.
|
||||
\newblock Closing the {Digital} {Curation} {Gap} {Focus} {Groups} {Report},
|
||||
June 2011.
|
||||
|
||||
\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{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.
|
||||
|
||||
\bibitem{16}
|
||||
{\sc {Digital Preservation Outreach and Education (DPOE)}}.
|
||||
\newblock {DPOE} training needs assessment survey, 2010.
|
||||
\newblock http://web.archive.org/web/20160323170209.
|
||||
\bibitem{12}
|
||||
Ragnar~Andreas Audunson and Nafiz~Zaman Shuva.
|
||||
\newblock Digital {Library} {Education} in {Europe}.
|
||||
\newblock {\em SAGE Open}, 6(1):2158244015622538, January 2016.
|
||||
|
||||
\bibitem{21}
|
||||
{\sc Dooley, J.}
|
||||
\newblock What's in a digital archivist's skill set?
|
||||
\newblock
|
||||
\url{http://web.archive.org/web/20150925105555/http://hangingtogether.org/?p=3912},
|
||||
June 2014.
|
||||
|
||||
\bibitem{6}
|
||||
{\sc Duff, W., Marshall, A., Limkilde, C., and van Ballegooie, M.}
|
||||
\newblock Digital {Preservation} {Education}: {Educating} or {Networking}?
|
||||
\newblock {\em The American Archivist 69}, 1 (2006), 188--212.
|
||||
|
||||
\bibitem{33}
|
||||
{\sc Fowler, F.~J.}
|
||||
\newblock {\em Survey research methods}, fifth edition~ed.
|
||||
\newblock Applied social research methods series. SAGE, Los Angeles, 2014.
|
||||
|
||||
\bibitem{15}
|
||||
{\sc Fulton, B., Botticelli, P., and Bradley, J.}
|
||||
\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
|
||||
(2011), 95--109.
|
||||
|
||||
\bibitem{19}
|
||||
{\sc Kim, J., Warga, E., and Moen, W.}
|
||||
\newblock Digital curation in the academic library job market.
|
||||
\newblock {\em Proceedings of the American Society for Information Science and
|
||||
Technology 49}, 1 (2012), 1--4.
|
||||
\bibitem{13}
|
||||
M.~Madrid.
|
||||
\newblock A study of digital curator competences: a survey of experts.
|
||||
\newblock {\em International Information \& Library Review}, 45(3-4):149--156,
|
||||
2013.
|
||||
|
||||
\bibitem{14}
|
||||
{\sc Lee, C.}
|
||||
C.~Lee.
|
||||
\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{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{3}
|
||||
{\sc {Library of Congress}}.
|
||||
\newblock National {Digital} {Stewardship} {Residency}.
|
||||
\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.
|
||||
|
||||
\bibitem{18}
|
||||
{Society of American Archivists}.
|
||||
\newblock {DAS} {Curriculum} {Structure}.
|
||||
\newblock
|
||||
\url{http://web.archive.org/web/20160404223713/http://www.digitalpreservation.gov/ndsr/},
|
||||
2013.
|
||||
\url{http://web.archive.org/web/20150828210835/http://www2.archivists.org/prof-education/das/curriculum-structure},
|
||||
August 2015.
|
||||
|
||||
\bibitem{13}
|
||||
{\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.
|
||||
\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{1}
|
||||
{\sc {National Digital Stewardship Alliance}}.
|
||||
\newblock {National} {Agenda} for {Digital} {Stewardship}.
|
||||
\bibitem{20}
|
||||
P.~Chan.
|
||||
\newblock What {Does} it {Take} to {Be} a {Well}-rounded {Digital} {Archivist}?
|
||||
{\textbar} {The} {Signal}: {Digital} {Preservation}.
|
||||
\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/},
|
||||
October 2014.
|
||||
|
||||
\bibitem{21}
|
||||
J.~Dooley.
|
||||
\newblock What's in a digital archivist's skill set?
|
||||
\newblock
|
||||
\url{http://web.archive.org/web/20150925105555/http://hangingtogether.org/?p=3912},
|
||||
June 2014.
|
||||
|
||||
\bibitem{22}
|
||||
G.A. Bowen.
|
||||
\newblock Document analysis as a qualitative research method.
|
||||
\newblock {\em Qualitative Research Journal}, 9(2):27--40, 2009.
|
||||
|
||||
\bibitem{23}
|
||||
{NDSR-NY}.
|
||||
\newblock The {National} {Digital} {Stewardship} {Residency} in {New} {York}.
|
||||
\newblock \url{http://ndsr.nycdigital.org/}, 2015.
|
||||
|
||||
\bibitem{24}
|
||||
{NDSR-Boston}.
|
||||
\newblock The {National} {Digital} {Stewardship} {Residency} {Boston},
|
||||
{Massachusetts}.
|
||||
\newblock \url{http://projects.iq.harvard.edu/ndsr_boston/home}, 2016.
|
||||
|
||||
\bibitem{25}
|
||||
{NDSR}.
|
||||
\newblock The {National} {Digital} {Stewardship} {Residency}.
|
||||
\newblock \url{http://www.digitalpreservation.gov/ndsr/index.html}, 2015.
|
||||
|
||||
\bibitem{26}
|
||||
{\sc {NDSR}}.
|
||||
{NDSR}.
|
||||
\newblock The {National} {Digital} {Stewardship} {Residency}.
|
||||
\newblock
|
||||
\url{http://web.archive.org/web/20140801145633/http://www.digitalpreservation.gov/ndsr/index.html},
|
||||
2014.
|
||||
|
||||
\bibitem{25}
|
||||
{\sc {NDSR}}.
|
||||
\newblock The {National} {Digital} {Stewardship} {Residency}.
|
||||
\newblock \url{http://www.digitalpreservation.gov/ndsr/index.html}, 2015.
|
||||
|
||||
\bibitem{27}
|
||||
{\sc {NDSR-Boston}}.
|
||||
{NDSR-Boston}.
|
||||
\newblock The {National} {Digital} {Stewardship} {Residency} {Boston},
|
||||
{Massachusetts}.
|
||||
\newblock
|
||||
\url{http://web.archive.org/web/20150320184022/http://projects.iq.harvard.edu/ndsr_boston/home},
|
||||
2015.
|
||||
|
||||
\bibitem{24}
|
||||
{\sc {NDSR-Boston}}.
|
||||
\newblock The {National} {Digital} {Stewardship} {Residency} {Boston},
|
||||
{Massachusetts}.
|
||||
\newblock \url{http://projects.iq.harvard.edu/ndsr_boston/home}, 2016.
|
||||
|
||||
\bibitem{23}
|
||||
{\sc {NDSR-NY}}.
|
||||
\newblock The {National} {Digital} {Stewardship} {Residency} in {New} {York}.
|
||||
\newblock \url{http://ndsr.nycdigital.org/}, 2015.
|
||||
|
||||
\bibitem{30}
|
||||
{\sc Orton, J.}
|
||||
\newblock From inductive to iterative grounded theory: {Zipping} the gap
|
||||
between process theory and process data.
|
||||
\newblock {\em Scandinavian Journal of Management 13}, 4 (1997), 413--438.
|
||||
|
||||
\bibitem{11}
|
||||
{\sc Pryor, G., and Donnelly, M.}
|
||||
\newblock Skilling up to data: {Whose} role, whose responsibility, whose
|
||||
career.
|
||||
\newblock {\em International Journal of Digital Curation 2}, 4 (2009),
|
||||
158--170.
|
||||
\bibitem{28}
|
||||
K.~Charmaz.
|
||||
\newblock {\em Constructing {Grounded} {Theory}}.
|
||||
\newblock SAGE Publications Inc, London, 2014.
|
||||
|
||||
\bibitem{29}
|
||||
{\sc Sarker, S., Lau, F., and Sahay, S.}
|
||||
S.~Sarker, F.~Lau, and S.~Sahay.
|
||||
\newblock Using an adapted grounded theory approach for inductive theory
|
||||
building about virtual team development.
|
||||
\newblock {\em Database for Advances in Information Systems 32}, 1 (2001),
|
||||
38--56.
|
||||
\newblock {\em Database for Advances in Information Systems}, 32(1):38--56,
|
||||
2001.
|
||||
|
||||
\bibitem{30}
|
||||
J.D. Orton.
|
||||
\newblock From inductive to iterative grounded theory: {Zipping} the gap
|
||||
between process theory and process data.
|
||||
\newblock {\em Scandinavian Journal of Management}, 13(4):413--438, 1997.
|
||||
|
||||
\bibitem{31}
|
||||
M.~Denscombe.
|
||||
\newblock {\em The good research guide: for small-scale social research
|
||||
projects}.
|
||||
\newblock Open University Press, Maidenhead, 5. ed edition, 2014.
|
||||
|
||||
\bibitem{32}
|
||||
{\sc Sirkin, M.~R.}
|
||||
\newblock {\em Statistics for the social sciences}, 3rd ed~ed.
|
||||
\newblock Sage Publications, Thousand Oaks, Calif, 2006.
|
||||
M.~R. Sirkin.
|
||||
\newblock {\em Statistics for the social sciences}.
|
||||
\newblock Sage Publications, Thousand Oaks, Calif, 3rd ed edition, 2006.
|
||||
|
||||
\bibitem{18}
|
||||
{\sc {Society of American Archivists}}.
|
||||
\newblock {DAS} {Curriculum} {Structure}.
|
||||
\newblock
|
||||
\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
|
||||
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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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\subtitle{A competency profile based on the National Digital Stewardship Residencies}
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\title{What Makes A Digital Steward:}
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\subtitle{A Competency Profile Based On The National Digital Stewardship Residencies}
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\author{
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\begin{tabular}{c}
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@ -89,21 +89,21 @@ What, then, makes a digital steward? Despite the acknowledgment that stewards mu
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The lack of any cogent competency profile for this field is significant because competency profiles are used in the creation of job ads and curriculum development, which in turn affects how the field and its practitioners succeed in and improve their profession. In spite of this, the Agenda singles out the National Digital Stewardship Residency (NDSR hereafter) as an especially successful training model due to the fact that it allows recent graduates to gain practical, hands-on experience in the field managing digital stewardship projects. Although measuring the long-term impact of this program on the field at large would be premature\footnote{Although it is not a longitudinal analysis, the Council on Library and Information Resources (CLIR) is at the time of writing conducting a cross-cohort assessment of the entire NDSR program in order to evaluate the significance of the residency experience for the residents and their host institutions, and to identify common success factors across the various residencies.\cite{2}}, the project descriptions created by host institutions for both current and former residents yield valuable information. Both the wide variety of projects and activities covered as well as the fact that they explicitly outline goals and responsibilities for each individual resident and project makes them ideal for determining the skillset and expertise required to successfully perform the professional duties of a digital steward.
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The authors developed a competency profile for digital stewards by using a three-pronged approach: 1) reviewing literature on the topics of emerging digital stewardship roles, responsibilities, expected practices, and training needs; 2) qualitatively analyzing current and completed NDSR project descriptions; and 3) quantitatively analyzing the results from a survey conducted of former and current Residents that identified the range and types of competencies required to successfully complete each project. The result is a profile of the skills, responsibilities, and knowledge areas that define competency in digital stewardship, which will create a clearer understanding of the on-the-job skills required of digital stewardship professionals in the hopes of informing future professional and curricula development in the field.
|
||||
The authors developed a competency profile for digital stewards by using a three-pronged approach: 1) reviewing literature on the topics of emerging digital stewardship roles, responsibilities, expected practices, and training needs; 2) qualitatively analysing current and completed NDSR project descriptions, which outline project tasks and deliverables; and 3) quantitatively analyzing the results from a survey conducted of former and current Residents that identified the range and types of competencies required to successfully complete each project. The result is a profile of the skills, responsibilities, and knowledge areas that define competency in digital stewardship, which will create a clearer understanding of the on-the-job skills required of digital stewardship professionals in the hopes of informing future professional and curricula development in the field.
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\section{About NDSR}
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||||
NDSR was created by the Library of Congress, in partnership with the Institute of Museum and Library Services (IMLS), with the mission to "build a dedicated community of professionals who will advance our nation's capabilities in managing, preserving, and making accessible the digital record of human achievement."\cite{3} In its pilot year (2013-2014) NDSR matched ten recent graduates with mentors at ten cultural heritage institutions in order to develop, apply, and advance emerging digital stewardship practices and their own knowledge and skills in real-world settings. Since then, IMLS has granted funding to five additional NDSR programs among cultural heritage organizations throughout the country.
|
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||||
The program involves competitive selection processes for both host institutions and residents. Host institutions are selected on the basis of criteria such as their ability to provide higher-level support and mentorship to residents, as well as the significance of their proposed projects. These projects can be as broad in scope as institutional assessments and policy writing, or as narrow as documenting the particular application of a software within a larger workflow. Applicants must be U.S. citizens or able to work in the U.S., as well as recent graduates of post-baccalaureate degrees.
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||||
Although residents' salaries are paid through IMLS grant funds, they are regarded as regular employees by their host institutions and measures are taken to ensure that they are incorporated into the fabric of their institutions' workplaces. This is balanced by the fact that the residency is an apprenticeship program in which an important criteria for success is learning outcomes and job placement within the field after its completion. Each NDSR program supplements on-site support with workshops and trainings designed to foster professional growth. Residents are also strongly encouraged to publicize their projects through presentations and conference participation.
|
||||
Although residents' salaries are paid through IMLS grant funds, they are regarded as regular employees by their host institutions and measures are taken to ensure that they are incorporated into the fabric of their institutions' workplaces. This is balanced by the fact that the residency is an apprenticeship program in which an important criterion for success is learning outcomes and job placement within the field after its completion. Each NDSR program supplements on-site support with workshops and trainings designed to foster professional growth. Residents are also strongly encouraged to publicize their projects through presentations and conference participation.
|
||||
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||||
\section{Literature Review}
|
||||
Competency profiles are a common way for information management professions to express educational and/or professional benchmarks. These include foundational professional concepts, information resources, research standards, lifelong learning expectations, and management principles and ethics, among other things. The American Library Association's "Core Competencies of Librarianship," for instance, establishes a baseline for those things that every "person graduating from an ALA-accredited master's program in library and information studies should know and, where appropriate, be able to employ."\cite{4} At least 16 affiliated or closely related professional organizations have adopted similar statements. \cite{5}
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Studies of training needs and efficacy \cite{6, 7, 8} cite the lack of a commonly accepted profile for digital stewardship as confounding to efforts to design complementary curricula. Alternative approaches in the U.S.,\cite{9, 10}, U.K.\cite{11}, and internationally\cite{12, 13} survey professionals actively working in digital stewardship roles to identify their core competencies in order to broadly identify gaps and opportunities in the training and education of current and future professionals. Efforts continue to develop rigorous digital stewardship curricula among select ALA-accredited programs in library and information science. They range from exhaustively deductive matrices of technical proficiencies\cite{14} to inductive and fieldwork-based practicum programs.\cite{15}
|
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||||
Studies both external\cite{16} and internal\cite{17} to the Society of American Archivists (SAA) were instrumental to the creation of that organization's Digital Archives Specialist (DAS) Curriculum and its corresponding certification program, which at the time of writing provides the archival profession's most succinct, widely disseminated, and professionally supported profile of the "core competencies" for digital archivists\cite{18}. Digital stewards outside of the archives domain would benefit from similarly rigorous research and output.
|
||||
Studies both external\cite{16} and internal\cite{17} to the Society of American Archivists (SAA) were instrumental to the creation of that organization's Digital Archives Specialist (DAS) Curriculum and its corresponding certification program, which at the time of writing provides the archival profession's most succinct, widely disseminated, and professionally supported profile of the "core competencies" for digital archivists. These competencies are summarized in seven statements of ability, such as: "\#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." \cite{18} Digital stewards outside of the archives domain would benefit from similarly rigorous research and output.
|
||||
|
||||
The logic for identifying competency indicators differs across the above efforts, but the authors took especial interest in the methodology chosen for the \textit{Information: Curate, Archive, Manage, Preserve} (iCAMP) curriculum development project, which reduces the language of data management job advertisements to summaries of the job titles, experience requirements, and knowledge and skill expectations that they contain\cite{19}. The results are too specific to the data management domain and generalized in their language to answer this paper's questions regarding digital stewardship writ large. However, they provide a useful precedent for the application of qualitative data analysis tools to perform comparable document analysis on a corpus of residency project descriptions that the authors believe are both more broad in their professional scope and specific in their language.
|
||||
|
||||
|
|
@ -153,7 +153,7 @@ Personality requirements & 30 & Attention to detail \\
|
|||
|
||||
The authors used a triangulated approach to create a profile of digital stewardship competencies. The literature review provided an initial sample of commonly used summary terminology for skills, knowledge areas, and responsibilities typically applied in practice. This informed the authors' distillation of 35 NDSR project descriptions through document analysis\footnote{Document analysis is a systematic procedure for analyzing and interpreting data generated from documents; in qualitative research, document analysis is often used to corroborate findings from other data sources such as surveys, interviews, etc.\cite{22}}, the results of which provided the authors the precise terminology with which to construct a survey instrument.
|
||||
|
||||
Project descriptions for both New York residency cohorts\cite{23} and the most recent cohorts in both Boston\cite{24} and Washington, D.C.\cite{25} were retrieved from each cohort's official website. Project descriptions for the initial Boston\cite{26} and Washington, D.C.\cite{27} residency cohorts were retrieved from the archived instances of those cohorts' official websites made available through the Internet Archive's Wayback Machine.
|
||||
Project descriptions for both New York residency cohorts\cite{23} and the second of the two cohorts in both Boston\cite{24} and Washington, D.C.\cite{25} were retrieved from each cohort's official website. Project descriptions for the initial Boston\cite{26} and Washington, D.C.\cite{27} residency cohorts were retrieved from the archived instances of those cohorts' official websites made available through the Internet Archive's Wayback Machine.
|
||||
|
||||
\section{Research Methods}
|
||||
\begin{figure*}[!t]
|
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|
|
@ -178,7 +178,7 @@ The authors acknowledge several methodological issues with the data collection f
|
|||
|
||||
Another potential problem was the fact that fifteen of the participants took the survey before they completed their residencies. This introduced a possibility for survey bias \cite{33}. They might not have been able to answer the optional questions regarding 1) post-NDSR job functions, and 2) additional skills necessary to complete their residencies. However, since the current residents could answer all the required questions (they were more than halfway through their residencies during data collection), they were still included in the participant population.
|
||||
|
||||
The authors' final concern was with sending individual emails to participants. This demystified some of the initial anonymity afforded by using the Qualtrics mailer. Some participants replied to these individualized emails, indicating they had already taken the survey (some even providing the date), or that they had not taken part but would do so shortly. The authors promptly deleted these emails permanently, and no records remain. Given the already small sample size, the authors felt that having as close to a complete dataset as possible was so impactful to the results that the follow ups were necessary.
|
||||
The authors' final concern was with sending individual emails to participants. This demystified some of the initial anonymity afforded by using the Qualtrics mailer. Some participants replied to these individualized emails, indicating they had already taken the survey (some even providing the date), or that they had not taken part but would do so shortly. The authors promptly deleted these emails permanently, and no records remain. Given the already small sample size, the authors felt that having as close to a complete dataset as possible was so impactful to the results that the follow-ups were necessary.
|
||||
|
||||
\section{Results}
|
||||
This study had two main outputs: the results of the document analysis (qualitative), and the results of the survey (quantitative). Through examining both, the authors could create a matrix of the competency areas vital to the National Digital Stewardship Residencies.
|
||||
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@ -240,7 +240,7 @@ Knowledge of standards and best practices & Metadata & 1 & 5 & 5 & 14 & 8 & 4 \\
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\label{my-label}
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\end{table*}
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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.
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The survey was open from March 14 to April 1, 2016. After excluding \textit{Personality requirements}, 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.
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Respondents identified "Essential" competencies frequently throughout the code categories. In four of the six categories, more sub-codes were deemed "Essential" than they were deemed any other level of importance, and in each case by a margin of at least seven responses. \textit{Technical skills} had a higher combined frequency of responses for "Not at all important" and "Occasionally important" than it did for "Very important" and "Essential," which drove down its overall importance rating. Only three more respondents deemed \textit{Knowledge of standards and best practices} "Very important" than those who deemed it "Essential."
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@ -297,7 +297,7 @@ This research has implications for current and future digital stewards alike: Th
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\section{Supplementary Materials}
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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}
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\bibliographystyle{acm}
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\bibliographystyle{unsrt}
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\bibliography{2016-10-03_iPRES_NDSRLongPaperBiblio}
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%\balancecolumns
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Reference in New Issue