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DELIVERABLE


Project Acronym:                DigCurV
Project Number:                 510023
Project Title:                  Digital Curator Vocational Education Europe
Dissemination Level:            Public




     D2.1 Report on baseline survey and evaluation
                      framework
                       Section 2: Evaluation framework

Authors: Vilma Karvelyte, Nijole Klingaite, Jurate Kupriene (Vilnius University Library)
                    Laura Molloy, Kellie Snow, Ann Gow (HATII)
D2.1 Report on baseline survey and evaluation framework
                               Section 2: Evaluation framework




Contents
1.    DigCurV Evaluation Framework ....................................................................................... 3
      1.1. Background ................................................................................................................ 3
      1.2. Structure and usage .................................................................................................. 3
      1.3. Implementing the evaluation framework when designing a curriculum .................... 4
      Area 1: Knowledge and principles .................................................................................... 5
      Area 2: Skills and competences ....................................................................................... 8
      Area 3: Audience/profile types........................................................................................ 12
      Area 4: Part of digital curation lifecycle .......................................................................... 17
      Area 5: Teaching methods/training delivery ................................................................... 18
      Area 6: Professional context........................................................................................... 19




Revision History

      Revision Date                   Author                Organisation            Description
      1.0      30/01/12               V Karvelyte           VUL                     Final report
                                      N Klingaite
                                      L Molloy              HATII


       Statement of originality:

       This deliverable contains original unpublished work except where clearly indicated
       otherwise. Acknowledgement of previously published material and of the work of
       others has been made through appropriate citation, quotation or both.




http://www.digcur-education.org                                                                                                Page 2 of 19
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1.         DigCurV Evaluation Framework

1.1.       Background

The DigCurV Evaluation Framework builds on various pieces of previous work in digital
curation curriculum design and evaluation framework development. The layout is based on
the matrix format of the DigCCurr Matrix of Digital Curation Competencies and Knowledge
(Version 13, 17 June 20091). Other models drawn upon include the Digital Preservation
Outreach and Education initiative’s training audiences pyramid2, the Research Information
Network’s Researcher Development Framework – taxonomy for information literacy, Version
33, and the Digital Curation Centre lifecycle model4.

The structures of, and approaches to, the Evaluation Framework have been suggested by
these models. The content of the Evaluation Framework has been supplied by the findings
from the training opportunities survey (section 4 above) and a companion survey by DigCurV
of training needs. Together they show the various aspects that need to be considered for
each part of any digital curation curriculum which is being developed or being assessed.

The DigCurV project aims to develop a Curriculum for vocational training in digital curation
and this Evaluation Framework provides groundwork for this development. The DigCurV
Curriculum will indicate core digital curation competences and pathways of skills progression
through these. The Evaluation Framework described here will be of practical use in this
development work by being applicable to existing curricula, and by acting as a critical tool
applied to progressive iterations of the Core Curriculum, to aid its development.

1.2.       Structure and usage

The Evaluation Framework is intended to be helpful to those designing, providing or
assessing digital curation curricula (or individual pieces of training which may form part of a
curriculum). The Evaluation Framework provides a series of different ways to view and
evaluate a digital curation curriculum or piece of training. These different ways are described
as Areas and numbered from 1 to 6. Taking a structured approach to consideration of a
curriculum or piece of training can help those developing training to assess what is already
available, and to clarify which potential approaches, audiences and skills may need to be
addressed. For those assessing training, the Evaluation Framework provides a structure to
which training offerings can be mapped. This serves to clarify where provision is ample and
which approaches, audiences or skills are scarcely served in existing training. Mapping can
also provide a benchmark to allow comparison of different training offerings against each
other.




1
    http://www.ils.unc.edu/digccurr/digccurr-matrix.html
2
    http://www.digitalpreservation.gov/education/documents/DPOE_handout.pdf
3
    http://www.rin.ac.uk/system/files/attachments/RDF_taxonomy_for_IL_-_v3.pdf
4
    http://www.dcc.ac.uk/resources/curation-lifecycle-model
http://www.digcur-education.org                                                          Page 3 of 19
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                        Section 2: Evaluation framework


1.3.   Implementing the evaluation framework when designing a curriculum

To get the fullest benefit from the Evaluation Framework, those developing or assessing a
curriculum should consider each Area of the Evaluation Framework in turn, and check that at
least one category from each Area fits to each part of the curriculum they are examining.
This will ensure that each aspect of the curriculum has been carefully considered and can be
justified from a variety of viewpoints.

For example, a particular training module might be identified by the training provider or
assessor as corresponding to the following:

      Area 1: Knowledge and principles: Repositories/management systems
      Area 2: Skills and competences: Knowledge base, subject knowledge, practical level
      Area 3: Profile types: Library Manager, Data Manager
      Area 4: Part of lifecycle: Ingest
      Area 5: Teaching method(s): Lecture with one small group exercise
      Area 6: Disciplinary context: Digital art conservation; Institutional or organisational
       context: National library of art.

(Additional contextual information may be gathered, where relevant and available, in Area 6,
‘Professional context’.)

This analysis would allow training providers to group modules or parts of the curriculum
being examined into clear areas; this allows users of the curriculum to pick and choose
aspects relevant to them based on their requirements from each Area of the Framework.




http://www.digcur-education.org                                                         Page 4 of 19
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Area 1: Knowledge and principles

Area 1: Knowledge and principles
This area is taken from topics identified in the training opportunities registry and DigCurV survey work, and lists the knowledge and principles required
for digital curation, which could be reasonably expected by an employer recruiting to a post in this field. Clearly different job roles will require different
knowledge: the aim of this list is to establish the core knowledge and principles currently used in digital curation.
     Access and reuse. Examples include:
             o Providing controlled access to digital assets
             o Encouraging reuse of digital assets
     Audio/audiovisual material. Examples include:
             o Specific requirements and techniques for successful curation of digital audio and audiovisual objects
     Audit and certification. Examples include:
             o Trusted digital repositories
             o National and international standards
     Digital archives. Examples include:
             o Principles and planning for successful set-up and management of a digital archive
             o Digital collection/content management. Examples include:
             o Planning
             o Content management software selection
             o Preservation workflows
             o Collection policy
             o Ingest
             o Disposal
     Digital curation lifecycle. Examples include:
             o Digital curation centre lifecycle model
             o Applying a lifecycle model to the institution
     Digital images. Examples include:
             o Specific requirements and techniques for successful curation of digital images
     Digital preservation workflows.
     Digitisation. Examples include:
             o Management of digitisation projects


http://www.digcur-education.org                                                             Page 5 of 19
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           o Workflow
           o Significant properties and parameters
      Electronic records management. Examples include:
           o Legal requirements including freedom of information legislation
           o Providing controlled access to electronic records
           o Version control
      File formats. Examples include:
           o File format identification,
           o Characteristics and best use of various file formats,
           o File format selection for digital preservation
           o Identifying significant object properties
      Legal. Examples include:
           o Intellectual property rights
           o Licensing
           o Copyright
           o Freedom of Information
      Metadata. Examples include:
           o Standards
           o Use
           o OAIS model
      Policy. Examples include:
           o Institutional policy
           o Funder requirements
      Preservation approaches. Examples include:
           o Migration
           o Emulation
      Preservation planning.
      Project management for digital preservation. Examples include:
           o Fundraising
           o Planning
           o Monitoring
           o Evaluation
      Repositories/management systems. Examples include:



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          o Software system characteristics and selection
          o Best practice
          o Embedding in institution
      Research data management. Examples include:
          o Good research practice in data gathering and storage
          o Secure storage
          o Data sharing
          o Institutional policy
          o Funder requirements
          o Informed consent and rights management
      Risk management. Examples include:
          o Risks to longevity of digital holdings
          o Legal challenges to ownership / right of access
          o Disaster recovery planning
      Security. Examples include:
          o Secure storage and transit of digital assets
          o Controlled access to digital assets
      Tools of a project/organisation. Examples include:
          o DAF
          o AIDA
          o PLATO
          o Planets Testbed
          o DRAMBORA
      Web archiving. Examples include:
          o Workflow
          o Scoping
          o Storage
          o Legal issues




http://www.digcur-education.org                                                   Page 7 of 19
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                        Section 2: Evaluation framework


Area 2: Skills and competences

This area is based on the RIN Researcher Development Framework Information Literacy Taxonomy v3, published by RIN, May 2011, and populated
with results of training needs survey and focus group findings. The ‘Skills Area’ and ‘Descriptor’ columns are those in the RIN Taxonomy which are
applicable to digital curation. We are considering how practical, managerial and executive roles in digital curation map to each Descriptor. These
skills encompass not just technical knowledge and duties as covered in Area 1, but widen out to encompass personal attributes, attitudes and
behaviours, further helping to define the approaches that a curriculum should encourage in individuals to shape them for success in digital curation
professions.

Skills Area          Descriptor        Practical                              Managerial                               Executive
(domains, sub-       (RDF and RIN      (from DPOE audiences pyramid)          (from DPOE audiences pyramid)            (from DPOE audiences
domains based        taxonomy)                                                                                         pyramid)
on RDF
arrangement)
Knowledge base       Subject           Delivers firm knowledge of             Provides awareness of subjects in        Provides broad overview of
                     knowledge         subjects that data/information         which practitioner team are              subjects in which institutional
                                       relates to and awareness of new        currently working with data from.        data curation activity is
                                       developments in field.                 Covers main principles or features       currently involved.
                                                                              of these subjects. Raises                Raises awareness of main
                                                                              awareness of main sources of             sources of further information
                                                                              further information (people,             (people, institutions).
                                                                              institutions).
Cognitive            Evaluating        Teaches ability to evaluate if item    Delivers ability to prioritise           Supports ability to identify
abilities                              is required for preservation and to    collections in terms of their value to   institutional priorities for
                                       determine most appropriate             institution and the current level of     funding and select requests for
                                       curation actions to be performed.      risk facing them, to make case for       funding accordingly.
                                                                              funding of preservation activity.
Creativity           Inquiring mind    Encourages engagement with             Encourages awareness of, and             Engenders interest in new or
                                       developments in both                   appetite for, new or innovative          innovative processes or
                                       subject/domain and in digital          practices in subject/domain and in       practices employed elsewhere
                                       curation; supports continuously        digital curation practice that could     in the sector.
                                       seeking new developments in            improve efficiency of workflows.



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                                       both.
Creativity           Innovation        Stimulates willingness and ability     Stimulates willingness to find out     Confirms value of new
                                       to use new information to inform       more about new developments in         developments in sector and
                                       curation practice when available.      curation practice and consider their   encourages deployment when
                                                                              deployment.                            they can improve institutional
                                                                                                                     performance / profile.
Personal             Integrity      Teaches understanding of good             Encourages expectations of high        Encourages leadership in
qualities                           research practice and recognition         quality performance from               quality and transparency of
                                    of malpractice e.g. fraud or              practitioner team and responsibility   work and decision-making.
                                    plagiarism in datasets.                   for effectiveness and quality of
                                    Encourages setting and                    curation/preservation function.
                                    application of high standards to          Supports transparent decision-
                                    own work and attention to detail          making.
                                    when engaged in digital curation
                                    activity.
Self-                Responsiveness Encourages awareness of new /             Encourages finding out more about      Provides a sense of new
management           to change      emerging developments in field            new developments in curation           directions or moods in the field
                                    and their practical applications to       practice and considering their         or sector.
                                    digital curation practice; and            deployment.                            Encourages recognition of
                                    uptake of new methods where                                                      value of new developments in
                                    appropriate.                                                                     sector and willingness to
                                                                                                                     authorise deployment when
                                                                                                                     they can improve institutional
                                                                                                                     performance / profile.
Professional         Ethics,           Delivers understanding of need to      Provides understanding of need to      Presents ethical and
conduct              principles and    manage, share and curate               manage, share and curate               sustainable work practices as
                     sustainability    information/data ethically;            information/ data ethically.           central to business of
                                       awareness of rights of data            Ensures familiarity with ethical       institution. Supports ability to
                                       creators, depositors and any           practice. Delivers ability to          initiate/approve institutional
                                       named parties in curated data/         implement workflow to manage           policy development
                                       information.                           rights of those connected to           accordingly.
                                       Highlights importance of               data/information.                      Sets expectation to take public
                                       familiarisation with relevant          Supports contribution to useful and    responsibility for failures in
                                       institutional policies.                applicable institutional policy        these areas.


http://www.digcur-education.org                                                           Page 9 of 19
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                                                                              development informed by realistic
                                                                              view of practical implementation.
Professional         Legal             Provides understanding of              Provides understanding of             Clarifies organisational
conduct              requirements      obligations/ requirements from         obligations/ requirements from        responsibilities under relevant
                                       relevant legislation such as data      relevant legislation such as data     legislation and role of senior
                                       protection and freedom of              protection and freedom of             staff to ensure application in
                                       Information, and the concomitant       Information, and the concomitant      their areas of responsibility.
                                       actions to apply in practice.          actions to apply in practice.         Supports ability to
                                       Highlights importance of               Supports useful and applicable        initiate/approve sound
                                       familiarisation with relevant          institutional policy development      institutional policy
                                       institutional policies.                informed by realistic view of         development.
                                                                              practical implementation.             Sets expectation to take public
                                                                                                                    responsibility for failures in
                                                                                                                    these areas.
Professional         IPR and           Delivers understanding of              Delivers understanding of             Explains legal principles of
conduct              copyright         information/data ownership, and        information/data ownership, and by    information/data ownership,
                                       by extension the implications of       extension the implications of         and by extension the
                                       copyright and licensing. Provides      copyright and licensing.              implications of copyright and
                                       good practice in handling              Supports ability to contribute to     licensing. Supports ability to
                                       copyright throughout preservation      useful and applicable institutional   initiate/approve sound
                                       / curation activity to minimise        policy development informed by        institutional policy.
                                       unnecessary infringement.              realistic view of practical
                                       Highlights importance of               implementation.
                                       familiarisation with relevant
                                       institutional policies.
Professional         Attribution and   Explains relevance                     Supports leadership of practitioner   Supports ability to provide
conduct              co-authorship     of citation and bibliometrics, and     team in familiarity with importance   leadership in best practice in
                                       the importance of ensuring that,       of data /information being curated    this area.
                                       where possible, data / information     in such as way as to be findable,     Sets expectation to take public
                                       is findable, understandable and        understandable and citable.           responsibility for failures in
                                       citable.                               Supports development of curation /    these areas.
                                                                              preservation strategies and
                                                                              workflows to ensure such data
                                                                              remains findable, understandable


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                                                                                and citable.


Research             Project planning   Teaches planning for start of a         Teaches effective project               Supports ability to provide
management           and delivery       project re. how information/data        management through the setting of       definition of institutional
                                        will be managed. Delivers ability       team goals, intermediate                objectives, milestones and
                                        to identify and communicate data        milestones and prioritisation of        priorities.
                                        management requirements to              activities.
                                        other stakeholders. Teaches how
                                        to provide wider public access to
                                        and long-term preservation of
                                        data.
Research             Risk               Delivers ability to assess risk level   Delivers ability to assess risk level   Provides expertise on
management           management         currently faced by item and             currently faced by collections and      organisational risk capture and
                                        identify necessary steps to             prioritise curation/preservation        analysis, prioritisation and risk
                                        mitigate.                               action across collections.              management measures.
Communication                           Delivers ability to articulate extent   Engenders responsibility for            Supports consistent promotion
and                                     of knowledge both to peers and to       dissemination of curated/               of excellence in institutional
dissemination                           other staff groups.                     preserved information/data and          practice across the sector and
                                                                                collections.                            to other stakeholders.




http://www.digcur-education.org                                                            Page 11 of 19
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                        Section 2: Evaluation framework


Area 3: Audience/profile types

These are being identified by through the findings of the DigCurV survey of training needs, focus groups and by analysis of job descriptions that are
being collected by the project and, where appropriate, the findings from the JISC/RIN/DCC Data Management Skills Support Initiative (DaMSSI).

This Area lists the key duties of each identified Job Profile, and maps the roles to the DPOE audience levels. This is useful for assessment of
curricula as well as to help training developers ensure they are meeting the training needs of established and emerging roles in digital curation.


Job profile                       Knowledge, skills and competences                             DPOE audience level

CEO                                                                                             Executive
Library Manager                                                                                 Managerial
Data Manager                      Analysis                                                      Practical
                                  Collaboration
                                  Communication
                                  Computer literacy
                                  Current trends in field
                                  Influencing and persuading
                                  Organising
                                  Planning
                                  Project management
                                  Relevant legislation, e.g. IPR
                                  Selection
                                  Self motivation
                                  Service user liaison and support
                                  Service development
                                  Writing data management plans

Senior data manager               Analysis                                                      Practical
                                  Collaboration
                                  Communication



http://www.digcur-education.org                                                      Page 12 of 19
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                                  Computer literacy
                                  Current trends in field
                                  Construction and maintenance of data files
                                  Data checking and editing
                                  Data linkage checking and validating
                                  Provision of data to users
                                  Organising
                                  Planning
                                  Self motivation
                                  SPSS and/or STATA or programming experience
                                  Writing documentation of procedures
                                  Writing reports
                                  Relevant legislation, e.g. IPR




http://www.digcur-education.org                                                   Page 13 of 19
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Data director                     Advising on data collection, management, analysis and           Managerial
                                  protection
                                  Collaboration
                                  Communication
                                  Costing
                                  Current trends in field
                                  Directing management of large and complex datasets
                                  Influencing and persuading
                                  Organising
                                  Planning
                                  Project management
                                  Quality assurance
                                  Relevant legislation, e.g. IPR
                                  Resource planning
                                  Strategy and policy development
                                  Supervising team
                                  Writing funding proposals

Data librarian                    Cataloguing and metadata standards                              Practical, Managerial
                                  Collaboration
                                  Communication
                                  Current trends in field
                                  Digital curation knowledge – standards, systems, tools
                                  Data discovery and retrieval
                                  Metadata
                                  Organising
                                  Planning
                                  Project management
                                  Quality assurance
                                  Relationship building
                                  Service evaluation
                                  Service promotion and development
                                  Service user liaison and support


http://www.digcur-education.org                                                        Page 14 of 19
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                                    Supervising team
                                    Training others
                                    User requirements research
                                    Writing data management plans
                                    Writing service user guidance

Digital archivist                   Archival / information management experience                    Practical
                                    Budget monitoring
                                    Collaboration
                                    Communication
                                    Computer literacy
                                    Current trends in field
                                    Digital curation knowledge – standards, systems, tools
                                    Implement standards
                                    Organising
                                    Planning
                                    Project management
                                    Quality assurance
                                    Self motivation
                                    Service promotion and development
                                    Supervising team
                                    Writing reports

Digital curation officer            Collaboration
                                    Communication
                                    Service user liaison and support
                                    Training others
                                    User requirements research

Digital resources officer           Creativity
                                    Collaboration
                                    Communication
                                    Computer literacy
                                    Data checking and editing


http://www.digcur-education.org                                                          Page 15 of 19
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                                  Data discovery and retrieval
                                  Data ingest
                                  Database construction
                                  Librarian, archiving or information management experience
                                  Metadata
                                  Organising
                                  Self motivation
                                  Service development and promotion
                                  Service user liaison and support
                                  Training others
                                  User requirements research
                                  Webpage construction
                                  Writing documentation of data file content
                                  Writing service user guidance




http://www.digcur-education.org                                                      Page 16 of 19
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Area 4: Part of digital curation lifecycle

The      Digital      Curation       Centre       lifecycle     model       is     available        at
http://www.dcc.ac.uk/resources/curation-lifecycle-model.

Mapping to the digital curation lifecycle model is a useful way for many professionals working
in the digital curation professions to understand and conceptualise how and where different
training offerings fit together / intersect as this model is widely used in digital curation training
both in the UK and in various other regions including the USA. This is also helpful for
training developers to establish which areas of the digital curation lifecycle are currently
abundantly and poorly served by current training offerings.

               Conceptualise
               Create or receive
               Appraise and select
               Ingest
               Preservation Action (migration, emulation etc.)
               Store
               Access, use and reuse
               Transform
               Preservation planning
               Description or representation information




http://www.digcur-education.org                                                                Page 17 of 19
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Area 5: Teaching methods/training delivery

This Area helps training developers to make clear and appropriate decisions about the best
format or method for their training offering. This builds on research already published by
DPOE about effective training methods for different audiences and also draws on findings
from the DigCurV training needs survey. The first five rows look at training products while
the last two rows describe how an entire curriculum could be delivered.


Teaching method                                                   DPOE audience level
Lecture                                                           All
Small group exercise                                              Managerial, Practical
Online seminar (‘webinar’)                                        Executive, Managerial
Online self-paced course                                          Practical
Corporate briefing                                                Executive
Written manual                                                    Managerial, Practical
Supervised one-to-one training by senior staff member             Practical
Workshop (hands-on training)                                      Managerial, Practical
Blended learning (mixture of face to face and online learning)    Managerial, Practical




http://www.digcur-education.org                                                       Page 18 of 19
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Area 6: Professional context

This area is based on existing work by DigCurr, particularly their matrix, with descriptions
added relevant to DigCurV findings. This may help training providers to tailor the training
they’re developing to a specific professional context, and become aware of challenges and
behaviours or expectations specific to this specific professional context. For example, a
digital art conservator will have different priorities, discipline requirements and legislation to
consider than a curator working in a national library.)
This table is available under the Creative Commons license reproduced here.

It can be important to understand challenges, opportunities and characteristics of particular
types of work contexts (e.g. social science data archive in a university, commercial collection
of scanned page images, state archives, serving a population with specific cultural norms).

Context categories                Description
Professional context
 History      of    professional History of activities relevant to digital curation in various
    activities                    streams of work activity. (e.g. Care and properties of
                                  physical media; Hardware and software interoperability;
                                  Long-term management of institutional archives and
                                  personal papers; Social science data archives...)
 Professional development        Important elements of and strategies for actively
                                  participating in a profession and remaining aware of
                                  current state of professional principles and practices (e.g.
                                  professional associations, conferences, continuing
                                  education)
Disciplinary context
Institutional or organisational
context
 Characteristics              of
    information    and     record
    keeping environments

Cultural context                       "The distinctive ideas, customs, social behaviour,
                                       products, or way of life of a particular society, people, or
                                       period." [1]

From Christopher (Cal) Lee, Professional, Disciplinary, Institutional, Organisational or Cultural Context
             (Dimension 3 of Matrix of Digital Curation Knowledge and Competencies) School of
             Information and Library Science, University of North Carolina at Chapel Hill. Draft:
             June 17, 2009 (Version 18). Reproduced here under Creative Commons Attribution
Non-Commercial Share-Alike 3.0 License [http://creativecommons.org/licenses/by-nc-sa/3.0/]

[1] "Culture." Oxford English Dictionary. Draft Revision. June 2009 .




http://www.digcur-education.org                                                                  Page 19 of 19

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DigCurV 3 of 4. Evaluation framework: Report on baseline survey into training opportunities and evaluation framework

  • 1. DELIVERABLE Project Acronym: DigCurV Project Number: 510023 Project Title: Digital Curator Vocational Education Europe Dissemination Level: Public D2.1 Report on baseline survey and evaluation framework Section 2: Evaluation framework Authors: Vilma Karvelyte, Nijole Klingaite, Jurate Kupriene (Vilnius University Library) Laura Molloy, Kellie Snow, Ann Gow (HATII)
  • 2. D2.1 Report on baseline survey and evaluation framework Section 2: Evaluation framework Contents 1. DigCurV Evaluation Framework ....................................................................................... 3 1.1. Background ................................................................................................................ 3 1.2. Structure and usage .................................................................................................. 3 1.3. Implementing the evaluation framework when designing a curriculum .................... 4 Area 1: Knowledge and principles .................................................................................... 5 Area 2: Skills and competences ....................................................................................... 8 Area 3: Audience/profile types........................................................................................ 12 Area 4: Part of digital curation lifecycle .......................................................................... 17 Area 5: Teaching methods/training delivery ................................................................... 18 Area 6: Professional context........................................................................................... 19 Revision History Revision Date Author Organisation Description 1.0 30/01/12 V Karvelyte VUL Final report N Klingaite L Molloy HATII Statement of originality: This deliverable contains original unpublished work except where clearly indicated otherwise. Acknowledgement of previously published material and of the work of others has been made through appropriate citation, quotation or both. http://www.digcur-education.org Page 2 of 19
  • 3. D2.1 Report on baseline survey and evaluation framework Section 2: Evaluation framework 1. DigCurV Evaluation Framework 1.1. Background The DigCurV Evaluation Framework builds on various pieces of previous work in digital curation curriculum design and evaluation framework development. The layout is based on the matrix format of the DigCCurr Matrix of Digital Curation Competencies and Knowledge (Version 13, 17 June 20091). Other models drawn upon include the Digital Preservation Outreach and Education initiative’s training audiences pyramid2, the Research Information Network’s Researcher Development Framework – taxonomy for information literacy, Version 33, and the Digital Curation Centre lifecycle model4. The structures of, and approaches to, the Evaluation Framework have been suggested by these models. The content of the Evaluation Framework has been supplied by the findings from the training opportunities survey (section 4 above) and a companion survey by DigCurV of training needs. Together they show the various aspects that need to be considered for each part of any digital curation curriculum which is being developed or being assessed. The DigCurV project aims to develop a Curriculum for vocational training in digital curation and this Evaluation Framework provides groundwork for this development. The DigCurV Curriculum will indicate core digital curation competences and pathways of skills progression through these. The Evaluation Framework described here will be of practical use in this development work by being applicable to existing curricula, and by acting as a critical tool applied to progressive iterations of the Core Curriculum, to aid its development. 1.2. Structure and usage The Evaluation Framework is intended to be helpful to those designing, providing or assessing digital curation curricula (or individual pieces of training which may form part of a curriculum). The Evaluation Framework provides a series of different ways to view and evaluate a digital curation curriculum or piece of training. These different ways are described as Areas and numbered from 1 to 6. Taking a structured approach to consideration of a curriculum or piece of training can help those developing training to assess what is already available, and to clarify which potential approaches, audiences and skills may need to be addressed. For those assessing training, the Evaluation Framework provides a structure to which training offerings can be mapped. This serves to clarify where provision is ample and which approaches, audiences or skills are scarcely served in existing training. Mapping can also provide a benchmark to allow comparison of different training offerings against each other. 1 http://www.ils.unc.edu/digccurr/digccurr-matrix.html 2 http://www.digitalpreservation.gov/education/documents/DPOE_handout.pdf 3 http://www.rin.ac.uk/system/files/attachments/RDF_taxonomy_for_IL_-_v3.pdf 4 http://www.dcc.ac.uk/resources/curation-lifecycle-model http://www.digcur-education.org Page 3 of 19
  • 4. D2.1 Report on baseline survey and evaluation framework Section 2: Evaluation framework 1.3. Implementing the evaluation framework when designing a curriculum To get the fullest benefit from the Evaluation Framework, those developing or assessing a curriculum should consider each Area of the Evaluation Framework in turn, and check that at least one category from each Area fits to each part of the curriculum they are examining. This will ensure that each aspect of the curriculum has been carefully considered and can be justified from a variety of viewpoints. For example, a particular training module might be identified by the training provider or assessor as corresponding to the following:  Area 1: Knowledge and principles: Repositories/management systems  Area 2: Skills and competences: Knowledge base, subject knowledge, practical level  Area 3: Profile types: Library Manager, Data Manager  Area 4: Part of lifecycle: Ingest  Area 5: Teaching method(s): Lecture with one small group exercise  Area 6: Disciplinary context: Digital art conservation; Institutional or organisational context: National library of art. (Additional contextual information may be gathered, where relevant and available, in Area 6, ‘Professional context’.) This analysis would allow training providers to group modules or parts of the curriculum being examined into clear areas; this allows users of the curriculum to pick and choose aspects relevant to them based on their requirements from each Area of the Framework. http://www.digcur-education.org Page 4 of 19
  • 5. D2.1 Report on baseline survey and evaluation framework Section 2: Evaluation framework Area 1: Knowledge and principles Area 1: Knowledge and principles This area is taken from topics identified in the training opportunities registry and DigCurV survey work, and lists the knowledge and principles required for digital curation, which could be reasonably expected by an employer recruiting to a post in this field. Clearly different job roles will require different knowledge: the aim of this list is to establish the core knowledge and principles currently used in digital curation.  Access and reuse. Examples include: o Providing controlled access to digital assets o Encouraging reuse of digital assets  Audio/audiovisual material. Examples include: o Specific requirements and techniques for successful curation of digital audio and audiovisual objects  Audit and certification. Examples include: o Trusted digital repositories o National and international standards  Digital archives. Examples include: o Principles and planning for successful set-up and management of a digital archive o Digital collection/content management. Examples include: o Planning o Content management software selection o Preservation workflows o Collection policy o Ingest o Disposal  Digital curation lifecycle. Examples include: o Digital curation centre lifecycle model o Applying a lifecycle model to the institution  Digital images. Examples include: o Specific requirements and techniques for successful curation of digital images  Digital preservation workflows.  Digitisation. Examples include: o Management of digitisation projects http://www.digcur-education.org Page 5 of 19
  • 6. D2.1 Report on baseline survey and evaluation framework Section 2: Evaluation framework o Workflow o Significant properties and parameters  Electronic records management. Examples include: o Legal requirements including freedom of information legislation o Providing controlled access to electronic records o Version control  File formats. Examples include: o File format identification, o Characteristics and best use of various file formats, o File format selection for digital preservation o Identifying significant object properties  Legal. Examples include: o Intellectual property rights o Licensing o Copyright o Freedom of Information  Metadata. Examples include: o Standards o Use o OAIS model  Policy. Examples include: o Institutional policy o Funder requirements  Preservation approaches. Examples include: o Migration o Emulation  Preservation planning.  Project management for digital preservation. Examples include: o Fundraising o Planning o Monitoring o Evaluation  Repositories/management systems. Examples include: http://www.digcur-education.org Page 6 of 19
  • 7. D2.1 Report on baseline survey and evaluation framework Section 2: Evaluation framework o Software system characteristics and selection o Best practice o Embedding in institution  Research data management. Examples include: o Good research practice in data gathering and storage o Secure storage o Data sharing o Institutional policy o Funder requirements o Informed consent and rights management  Risk management. Examples include: o Risks to longevity of digital holdings o Legal challenges to ownership / right of access o Disaster recovery planning  Security. Examples include: o Secure storage and transit of digital assets o Controlled access to digital assets  Tools of a project/organisation. Examples include: o DAF o AIDA o PLATO o Planets Testbed o DRAMBORA  Web archiving. Examples include: o Workflow o Scoping o Storage o Legal issues http://www.digcur-education.org Page 7 of 19
  • 8. D2.1 Report on baseline survey and evaluation framework Section 2: Evaluation framework Area 2: Skills and competences This area is based on the RIN Researcher Development Framework Information Literacy Taxonomy v3, published by RIN, May 2011, and populated with results of training needs survey and focus group findings. The ‘Skills Area’ and ‘Descriptor’ columns are those in the RIN Taxonomy which are applicable to digital curation. We are considering how practical, managerial and executive roles in digital curation map to each Descriptor. These skills encompass not just technical knowledge and duties as covered in Area 1, but widen out to encompass personal attributes, attitudes and behaviours, further helping to define the approaches that a curriculum should encourage in individuals to shape them for success in digital curation professions. Skills Area Descriptor Practical Managerial Executive (domains, sub- (RDF and RIN (from DPOE audiences pyramid) (from DPOE audiences pyramid) (from DPOE audiences domains based taxonomy) pyramid) on RDF arrangement) Knowledge base Subject Delivers firm knowledge of Provides awareness of subjects in Provides broad overview of knowledge subjects that data/information which practitioner team are subjects in which institutional relates to and awareness of new currently working with data from. data curation activity is developments in field. Covers main principles or features currently involved. of these subjects. Raises Raises awareness of main awareness of main sources of sources of further information further information (people, (people, institutions). institutions). Cognitive Evaluating Teaches ability to evaluate if item Delivers ability to prioritise Supports ability to identify abilities is required for preservation and to collections in terms of their value to institutional priorities for determine most appropriate institution and the current level of funding and select requests for curation actions to be performed. risk facing them, to make case for funding accordingly. funding of preservation activity. Creativity Inquiring mind Encourages engagement with Encourages awareness of, and Engenders interest in new or developments in both appetite for, new or innovative innovative processes or subject/domain and in digital practices in subject/domain and in practices employed elsewhere curation; supports continuously digital curation practice that could in the sector. seeking new developments in improve efficiency of workflows. http://www.digcur-education.org Page 8 of 19
  • 9. D2.1 Report on baseline survey and evaluation framework Section 2: Evaluation framework both. Creativity Innovation Stimulates willingness and ability Stimulates willingness to find out Confirms value of new to use new information to inform more about new developments in developments in sector and curation practice when available. curation practice and consider their encourages deployment when deployment. they can improve institutional performance / profile. Personal Integrity Teaches understanding of good Encourages expectations of high Encourages leadership in qualities research practice and recognition quality performance from quality and transparency of of malpractice e.g. fraud or practitioner team and responsibility work and decision-making. plagiarism in datasets. for effectiveness and quality of Encourages setting and curation/preservation function. application of high standards to Supports transparent decision- own work and attention to detail making. when engaged in digital curation activity. Self- Responsiveness Encourages awareness of new / Encourages finding out more about Provides a sense of new management to change emerging developments in field new developments in curation directions or moods in the field and their practical applications to practice and considering their or sector. digital curation practice; and deployment. Encourages recognition of uptake of new methods where value of new developments in appropriate. sector and willingness to authorise deployment when they can improve institutional performance / profile. Professional Ethics, Delivers understanding of need to Provides understanding of need to Presents ethical and conduct principles and manage, share and curate manage, share and curate sustainable work practices as sustainability information/data ethically; information/ data ethically. central to business of awareness of rights of data Ensures familiarity with ethical institution. Supports ability to creators, depositors and any practice. Delivers ability to initiate/approve institutional named parties in curated data/ implement workflow to manage policy development information. rights of those connected to accordingly. Highlights importance of data/information. Sets expectation to take public familiarisation with relevant Supports contribution to useful and responsibility for failures in institutional policies. applicable institutional policy these areas. http://www.digcur-education.org Page 9 of 19
  • 10. D2.1 Report on baseline survey and evaluation framework Section 2: Evaluation framework development informed by realistic view of practical implementation. Professional Legal Provides understanding of Provides understanding of Clarifies organisational conduct requirements obligations/ requirements from obligations/ requirements from responsibilities under relevant relevant legislation such as data relevant legislation such as data legislation and role of senior protection and freedom of protection and freedom of staff to ensure application in Information, and the concomitant Information, and the concomitant their areas of responsibility. actions to apply in practice. actions to apply in practice. Supports ability to Highlights importance of Supports useful and applicable initiate/approve sound familiarisation with relevant institutional policy development institutional policy institutional policies. informed by realistic view of development. practical implementation. Sets expectation to take public responsibility for failures in these areas. Professional IPR and Delivers understanding of Delivers understanding of Explains legal principles of conduct copyright information/data ownership, and information/data ownership, and by information/data ownership, by extension the implications of extension the implications of and by extension the copyright and licensing. Provides copyright and licensing. implications of copyright and good practice in handling Supports ability to contribute to licensing. Supports ability to copyright throughout preservation useful and applicable institutional initiate/approve sound / curation activity to minimise policy development informed by institutional policy. unnecessary infringement. realistic view of practical Highlights importance of implementation. familiarisation with relevant institutional policies. Professional Attribution and Explains relevance Supports leadership of practitioner Supports ability to provide conduct co-authorship of citation and bibliometrics, and team in familiarity with importance leadership in best practice in the importance of ensuring that, of data /information being curated this area. where possible, data / information in such as way as to be findable, Sets expectation to take public is findable, understandable and understandable and citable. responsibility for failures in citable. Supports development of curation / these areas. preservation strategies and workflows to ensure such data remains findable, understandable http://www.digcur-education.org Page 10 of 19
  • 11. D2.1 Report on baseline survey and evaluation framework Section 2: Evaluation framework and citable. Research Project planning Teaches planning for start of a Teaches effective project Supports ability to provide management and delivery project re. how information/data management through the setting of definition of institutional will be managed. Delivers ability team goals, intermediate objectives, milestones and to identify and communicate data milestones and prioritisation of priorities. management requirements to activities. other stakeholders. Teaches how to provide wider public access to and long-term preservation of data. Research Risk Delivers ability to assess risk level Delivers ability to assess risk level Provides expertise on management management currently faced by item and currently faced by collections and organisational risk capture and identify necessary steps to prioritise curation/preservation analysis, prioritisation and risk mitigate. action across collections. management measures. Communication Delivers ability to articulate extent Engenders responsibility for Supports consistent promotion and of knowledge both to peers and to dissemination of curated/ of excellence in institutional dissemination other staff groups. preserved information/data and practice across the sector and collections. to other stakeholders. http://www.digcur-education.org Page 11 of 19
  • 12. D2.1 Report on baseline survey and evaluation framework Section 2: Evaluation framework Area 3: Audience/profile types These are being identified by through the findings of the DigCurV survey of training needs, focus groups and by analysis of job descriptions that are being collected by the project and, where appropriate, the findings from the JISC/RIN/DCC Data Management Skills Support Initiative (DaMSSI). This Area lists the key duties of each identified Job Profile, and maps the roles to the DPOE audience levels. This is useful for assessment of curricula as well as to help training developers ensure they are meeting the training needs of established and emerging roles in digital curation. Job profile Knowledge, skills and competences DPOE audience level CEO Executive Library Manager Managerial Data Manager Analysis Practical Collaboration Communication Computer literacy Current trends in field Influencing and persuading Organising Planning Project management Relevant legislation, e.g. IPR Selection Self motivation Service user liaison and support Service development Writing data management plans Senior data manager Analysis Practical Collaboration Communication http://www.digcur-education.org Page 12 of 19
  • 13. D2.1 Report on baseline survey and evaluation framework Section 2: Evaluation framework Computer literacy Current trends in field Construction and maintenance of data files Data checking and editing Data linkage checking and validating Provision of data to users Organising Planning Self motivation SPSS and/or STATA or programming experience Writing documentation of procedures Writing reports Relevant legislation, e.g. IPR http://www.digcur-education.org Page 13 of 19
  • 14. D2.1 Report on baseline survey and evaluation framework Section 2: Evaluation framework Data director Advising on data collection, management, analysis and Managerial protection Collaboration Communication Costing Current trends in field Directing management of large and complex datasets Influencing and persuading Organising Planning Project management Quality assurance Relevant legislation, e.g. IPR Resource planning Strategy and policy development Supervising team Writing funding proposals Data librarian Cataloguing and metadata standards Practical, Managerial Collaboration Communication Current trends in field Digital curation knowledge – standards, systems, tools Data discovery and retrieval Metadata Organising Planning Project management Quality assurance Relationship building Service evaluation Service promotion and development Service user liaison and support http://www.digcur-education.org Page 14 of 19
  • 15. D2.1 Report on baseline survey and evaluation framework Section 2: Evaluation framework Supervising team Training others User requirements research Writing data management plans Writing service user guidance Digital archivist Archival / information management experience Practical Budget monitoring Collaboration Communication Computer literacy Current trends in field Digital curation knowledge – standards, systems, tools Implement standards Organising Planning Project management Quality assurance Self motivation Service promotion and development Supervising team Writing reports Digital curation officer Collaboration Communication Service user liaison and support Training others User requirements research Digital resources officer Creativity Collaboration Communication Computer literacy Data checking and editing http://www.digcur-education.org Page 15 of 19
  • 16. D2.1 Report on baseline survey and evaluation framework Section 2: Evaluation framework Data discovery and retrieval Data ingest Database construction Librarian, archiving or information management experience Metadata Organising Self motivation Service development and promotion Service user liaison and support Training others User requirements research Webpage construction Writing documentation of data file content Writing service user guidance http://www.digcur-education.org Page 16 of 19
  • 17. D2.1 Report on baseline survey and evaluation framework Section 2: Evaluation framework Area 4: Part of digital curation lifecycle The Digital Curation Centre lifecycle model is available at http://www.dcc.ac.uk/resources/curation-lifecycle-model. Mapping to the digital curation lifecycle model is a useful way for many professionals working in the digital curation professions to understand and conceptualise how and where different training offerings fit together / intersect as this model is widely used in digital curation training both in the UK and in various other regions including the USA. This is also helpful for training developers to establish which areas of the digital curation lifecycle are currently abundantly and poorly served by current training offerings.  Conceptualise  Create or receive  Appraise and select  Ingest  Preservation Action (migration, emulation etc.)  Store  Access, use and reuse  Transform  Preservation planning  Description or representation information http://www.digcur-education.org Page 17 of 19
  • 18. D2.1 Report on baseline survey and evaluation framework Section 2: Evaluation framework Area 5: Teaching methods/training delivery This Area helps training developers to make clear and appropriate decisions about the best format or method for their training offering. This builds on research already published by DPOE about effective training methods for different audiences and also draws on findings from the DigCurV training needs survey. The first five rows look at training products while the last two rows describe how an entire curriculum could be delivered. Teaching method DPOE audience level Lecture All Small group exercise Managerial, Practical Online seminar (‘webinar’) Executive, Managerial Online self-paced course Practical Corporate briefing Executive Written manual Managerial, Practical Supervised one-to-one training by senior staff member Practical Workshop (hands-on training) Managerial, Practical Blended learning (mixture of face to face and online learning) Managerial, Practical http://www.digcur-education.org Page 18 of 19
  • 19. D2.1 Report on baseline survey and evaluation framework Section 2: Evaluation framework Area 6: Professional context This area is based on existing work by DigCurr, particularly their matrix, with descriptions added relevant to DigCurV findings. This may help training providers to tailor the training they’re developing to a specific professional context, and become aware of challenges and behaviours or expectations specific to this specific professional context. For example, a digital art conservator will have different priorities, discipline requirements and legislation to consider than a curator working in a national library.) This table is available under the Creative Commons license reproduced here. It can be important to understand challenges, opportunities and characteristics of particular types of work contexts (e.g. social science data archive in a university, commercial collection of scanned page images, state archives, serving a population with specific cultural norms). Context categories Description Professional context  History of professional History of activities relevant to digital curation in various activities streams of work activity. (e.g. Care and properties of physical media; Hardware and software interoperability; Long-term management of institutional archives and personal papers; Social science data archives...)  Professional development Important elements of and strategies for actively participating in a profession and remaining aware of current state of professional principles and practices (e.g. professional associations, conferences, continuing education) Disciplinary context Institutional or organisational context  Characteristics of information and record keeping environments Cultural context "The distinctive ideas, customs, social behaviour, products, or way of life of a particular society, people, or period." [1] From Christopher (Cal) Lee, Professional, Disciplinary, Institutional, Organisational or Cultural Context (Dimension 3 of Matrix of Digital Curation Knowledge and Competencies) School of Information and Library Science, University of North Carolina at Chapel Hill. Draft: June 17, 2009 (Version 18). Reproduced here under Creative Commons Attribution Non-Commercial Share-Alike 3.0 License [http://creativecommons.org/licenses/by-nc-sa/3.0/] [1] "Culture." Oxford English Dictionary. Draft Revision. June 2009 . http://www.digcur-education.org Page 19 of 19