DigCurV - Development of the Framework and the Lenses
- 1. Digital Curator Vocational Education Europe (DigCurV): draft curriculum framework Laura Molloy HATII, University of Glasgow This project has been funded with support from the European Commission'
- 2. Some basic facts • DigCurV is a network funded under the EC Leonardo da Vinci Lifelong Learning programme • Aims to support and extend vocational training for digital curators in libraries, archives and museums • Started on 1st January 2011 • 30 months http://www.digcur-education.org/
- 3. Founding partners Initial European partners • Fondazione Rinascimento Digitale (FRD) • Georg-August-Universität Göttingen Stiftung Öffentlichen Recht, Goettingen State and University Library (UGOE) • Humanities Advanced Technology Institute (HATII) at University of Glasgow • MDR Partners (Consulting) Ltd (MDR) • Trinity College Dublin (TFTCD) • Vilniaus Universiteto Biblioteka (VUL) Associates and partners from other countries • Faculty of Information at the University of Toronto • University of North Carolina, Chapel Hill • Nestor • Digital Preservation Coalition • Institute of Museum and Library Services http://www.digcur-education.org/
- 5. Main activities • Identify and analyse existing training opportunities and methodologies • Training registry • Survey training needs • Identify key skills and competences • Focus groups, job adverts analysis • Create a curriculum framework • Test with communities • Promote the results for use within and across countries • Impact on staff mobility • Impact on educators and learners http://www.digcur-education.org/
- 6. DPOE: Three audiences for training From: ‘Training Needs Assessment Survey’ (2010). Digital Preservation Outreach and Education (DPOE). Washington DC, US Library of Congress. dpoe@loc.gov http://www.digcur-education.org/
- 7. Draft curriculum framework • Portfolio of three ‘lenses’ to reflect career progression: ‘Practitioner’, ‘Manager’ and ‘Executive’ • Indicate digital curation skills and competences, and pathways of skills progression • Framework: i.e. will NOT specify a particular training curriculum http://www.digcur-education.org/
- 8. Draft curriculum framework Framework: i.e. will NOT specify a particular training curriculum. Simon Grant, JISC CETIS: “… a place to visit should not be confused with an itinerary for that place. Any real place has an unlimited number of possible itineraries for it. An itinerary for a city may include a museum; an itinerary for a museum may include a painting; there may sometimes even be guides to a painting that direct the viewer to particular features of that painting. The guide to the painting is not the painting; the guide to the museum is not the museum; the guide to the city is not the city.” Simon Grant, ‘The logic of tourism as an analogy for competence’. Published online 1 May, 2012 at http://blogs.cetis.ac.uk/asimong/2012/05/01/tourism-analogy/ http://www.digcur-education.org/
- 12. How to use the Curriculum Framework for Digital Curation Background Using the framework DigCurV has undertaken multi- The framework provides three lenses - one each for practitioners, managers and executives. Each national research to understand the lens can be used in the following ways: skills currently used by those working in digital curation in the To build or develop training cultural heritage sector, as well as The framework aims to be useful to those building new training courses. Depending on the user’s the skills sought by employers in this aims, the framework can assist in providing a structure for a generic training programme for the role sector. of digital curator, or it can suggest which subjects should be covered in shorter, more specialised courses addressing one particular area of professional digital curation practice. The framework may Audiences for training also supply a common language to allow those building and developing training to meaningfully Practitioners need to be able to describe the value of their training offerings. perform a wide variety of technical and people-oriented tasks. They must also understand many diverse To compare existing courses issues relating to both their area of The framework provides a benchmark against which to compare existing training and also a way to cultural heritage and to digital map various training offerings against each other. The professional who is considering undertaking curation. Managers need training may wish to compare available training programmes to help identify which is most understanding of these areas to appropriate for their needs. The framework can also be used by staff training providers to compare successfully ensure projects are on existing courses and assess suitability for their own institution’s requirements. track and to advise their teams. Executives need a strategic view of digital curation to understand the To plan professional development emerging challenges in digital The framework suggests the broad range of skills and knowledge needed by professionals of various curation for the cultural heritage levels to successfully deliver digital curation in the cultural heritage sector. Individuals either sector, and to make appropriate intending to enter or already working in digital curation in the cultural heritage sector may find it funding decisions to meet these useful to map their own strengths against the framework as well as use the framework to identify challenges. and describe areas in which they would find further training useful. The DigCurV curriculum framework provides a version or ‘lens’ for each of these three audiences. Further information about the DigCurV project is available at http://www.digcur-education.org/
- 13. Use is key Three main intended uses of each lens: •To build or develop training •To compare existing courses •To plan professional development http://www.digcur-education.org/
- 14. Next steps • Ongoing iterative evaluation • Three autumn evaluation events: • Framework best used in supported environment • Appetite for online version • Differing perspectives to balance on, e.g. which ‘lens’ most important; more or less detail; etc. • Need for clear definitions of audience levels • ‘Knowledge and intellectual abilities’ generally seen as most important section • Strong interest in area • Analyse and apply feedback http://www.digcur-education.org/
- 15. laura.molloy@glasgow.ac.uk More information and join the network at: www.digcur-education.org