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Curating Community Digital Collections
The Community Digital Collections (CCDC) program, coordinated by WILS/Recollection Wisconsin, focuses on education, digitization, and preservation practices within communities, involving graduate students and expert mentors. Launched in 2017, the program facilitates hands-on experiences through site visits, workshops, and project work aimed at enhancing digital stewardship. The initiative aims to expand outreach and collaboration in its upcoming years, while documenting key lessons learned and outcomes from participant projects.
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Curating Community Digital Collections
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- 2. What is CCDC? •Coordinated by WiLS/Recollection Wisconsin • Details? Grant narrative & key info: https://recollectionwisconsin.org/digipres • Goals Education focus From digitization project to preservation program Community of practice! • Thank you IMLS!
- 3. The CCDC Model •Hat tip to NDSR https://ndsr-program.org/ • Digital POWRR http://digitalpowrr.niu.edu/ • Launched in 2017 • Cohort/team-based experience iSchool or SOIS graduate student Host site supervisor(s) Professional mentor
- 4. Why Digital Stewardship& CCDC? Illustrations by Jørgen Stamp digitalbevaring.dk CC BY 2.5 Denmark
- 5. Winter Activity • Pre-applicationperiod for host sites • Host site applications reviewed and selected • Student application process • Interviews • Participants selected • Teams created with mentors
- 6. Our CCDC HostSites 2018 1. Baron County Historical Society 2. College of Menominee Nation 3. La Crosse Public Library 4. Manitowoc County Historical Society 5. Outagamie Waupaca Library System 6. Rock County Historical Society 2019 1. Appleton Public Library 2. College of Menominee Nation 3. Door County Public Library 4. Douglas County Historical Society 5. Lake Mills / Azatlan Historical Society 6. McMillan Memorial Library/South Wood County Historical Society 7. Neville Public Museum 8. Richard I Bong Veterans Historical Center 9. Rock County Historical Society 10. University of Wisconsin River Falls
- 8. Our CCDC Mentors •Kristin Briney, UW-Milwaukee Libraries • Adam Brisk, UM-Duluth • Amy Cooper Cary, Marquette University • Erin Dix, Lawrence University • Stacey Erdman, Beloit College • Jesse Henderson, UW Digital Collections Center • Cat Phan, UW-Madison Archives • Pete Shrake, Circus World Museum • Heather Stecklein, UW-Stout Archives • Scott Prater, UW-Madison Libraries • Sarah Titus, St. Norbert College • Hannah Wang, Wisconsin Historical Society
- 10. Spring Activity • Hostsite visits around Wisconsin • Vicki + host site supervisors Review digital collections, preservation needs Introduce project plan Assess training needs to inform workshop content • Develop workshop content • Hat tip to Amy Rudersdorf and AVP! • Coordinate with Wisconsin iSchools • Create CCDC Immersion Workshop!
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- 12. NDSA Levels of Digital Preservation Source:https://ndsa.org//activities/levels-of-digital-preservation/
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- 14. Immersion Workshop Tools • Fixity- https://www.weareavp.com/products/fixity/ File-integrity checking • Exactly - https://www.weareavp.com/exactly-a-new-tool-for-digital- file-acquisitions/ Create bags Bag-It file format • Advanced Renamer – https://www.advancedrenamer.com/ batch file renaming Digital preservation policy template – Sustainable Heritage Network Storage + back up solutions Breakout sessions w/experts
- 16. Summer Activity • June-August •120 or 150 hours work • On site and remote work…so modern! • Virtual communication and project management tools • Academic credit + summer stipend for students • Site visits and mentor check-ins • Virtual capstone event in August • Digital preservation policies and workflows
- 18. Summer Project Work •Inventory • Folder/file organization + re-naming • File-naming standard • Digitization workflows and Q/A; re- scanning • File integrity-checking • Storage + backups – “3-2-1 Rule” • Digital preservation policy and documentation
- 19. “Developing a DigitalPreservation Policy” • Thank you, Sustainable Heritage Network! • Worksheet/template with eleven key categories of information: What content Why preserve it? What standards? Who will help? Costs? • Choose what works for you • Great way to start this policy work https://www.sustainableheritagenetwork.org/system/files/atoms/file/Developing_a_Digital_Preservation_Policy.pdf
- 20. Manitowoc County Historical Society Team Manitowoc •Amy Meyer MCHS Director • Cameron Fontaine UW-Milwaukee SOIS • Peter Shrake Archivist, Circus World Museum
- 21. Daryl Cornick Collection •3,000 photo negatives (digitized) • Audio interviews (born-digital) Challenges • How do we know we’re doing it “right”? • Reliance on volunteers • Training materials! Project Activities → NDSR Level 1 • Expand inventory of digital content • Encourage use of standard file formats • Develop local partnerships for storage Project Activities → Other • Establish file naming convention and rename files • Document process & standards for oral history interviews • Explore options for online access Manitowoc County Historical Society
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- 24. A few lessonslearned…
- 25. and few happyendings!
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- 27. What’s next forCCDC? • Year one, that’s a wrap. • Evaluation and assessment activities • Year two is happening now! More outreach TEN host sites and students in 2019 New projects, additional mentors Workshop content, final report
- 28. Last but notleast… • Follow our progress here: https://recollectionwisconsin.org/digipres • We have a listserv: [email protected] • PLEASE USE OUR STUFF! Project documentation from Summer 2018: https://recollectionwisconsin.org/digipres/ 2018resources
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- 33. For those aboutto preserve, we sa-lute you! Vicki Tobias Program Coordinator [email protected]
Editor's Notes
- #2 Good morning! Thank you all so much and thank you to DPLA for inviting me to share with you our program, Curating Community Digital Collections or CCDC for short. My name is Vicki Tobias and I am the program coordinator for Curating Community Digital Collections. I’m really happy to be here and thrilled to tell you all about our program
- #3 So, what is Curating Community Digital Collections? CCDC is designed and coordinated by Recollection Wisconsin, which is our statewide digital collections program as well as Wisconsin’s Service Hub for the Digital Public Library of America. We designed the CCDC program with three main goals in mind: First, to provide modern, relevant hands on-work experiences for Wisconsin information school graduate students and opportunities for those students to develop critical skills in digital curation and digital stewardship Next, to help small or under-resourced institutions in Wisconsin develop and sustain digital preservation efforts, in order to better manage their existing digital assets. So, CCDC is not a digitization program, rather, we are working with institutions to improve their care of existing digitized or born digital resources. And, finally, to build a community of practice around digital preservation work within the state of Wisconsin, through information sharing, training and other relevant activities. The Curating Community Digital Collections program is supported by a two-year IMLS Laura Bush 21st Century Librarian Program grant. This IMLS funding category is intended to “enhance the training and professional development of current library and archives professionals, and recruit and educate the next generation of library and archives professionals. This is also a key focus of our program.
- #4 CCDC was inspired by and modeled on two other professional development initiatives around digital preservation and stewardship. One is the IMLS-funded National Digital Stewardship Residency, or NDSR, which, as many of you may know, places recent information school graduates at yearlong residencies or internships in digital preservation at institutions around the country. The other is the Digital POWRR program, based out of Northern Illinois University, which embraces what they call a “good enough” approach to digital preservation – that is, we think it’s better to do something small than nothing at all. To quote the POWRR program: “It is appropriate to focus efforts on the activities we can perform in the next six to twenty-four months to steward our digital content, rather than wait a decade for a potential perfect solution.” So, we launched CCDC about 16 months ago, in December 2017. In early 2018, we invited interested host sites and students to apply for the first CCDC cohort of six teams. We had about a dozen students and fifteen or so Wisconsin libraries, historical societies and museums apply for the 2018 program. After the students and host sites were selected, we formed six teams. I’ll talk a bit more about that process shortly. Each team includes a graduate student from either UW-Madison or UW-Milwaukee, a supervising staff member at the host institution, and a professional mentor, who is someone already working in a Wisconsin information agency engaged in some type of digital preservation work. And this year, we’ve increased our capacity to support tens teams. We just completed our year two application process. We’ve selected our students and host sites, and are gearing up for this spring’s workshop and this summer’s digital preservation projects.
- #5 So, why digital stewardship and CCDC? Here are a few additional and critical ideas that inspired our program… The 2015 National Agenda for Digital Stewardship asserts that “As the stewardship of digital materials becomes a responsibility for an increasing number and variety of institutions, education, training, and workforce development are key elements in supporting the expertise necessary for building a competent base of current and future digital stewards.” And, that “knowledge about standards and practices in an evolving field is best gained through direct, practical experience.” We wholeheartedly believe any new graduate entering the library and archives profession should expect to work with digital assets in some capacity, whether they are part of a technology team at a leading research institution or the sole professional staff member at a small community library or cultural heritage institution. We think one of the best ways to prepare current graduate students for that very real responsibility of digital stewardship is through applied work in real-world information environments. At the same time information school students need opportunities to build critical skills in digital stewardship through experiential learning, staff at small and under-resourced organizations are in need of practical assistance to establish basic control of their digital assets. These organizations are actively creating digital content documenting their communities – recording oral history interviews, scanning archival collections, hosting community digitization events or building web-based or digital interactive exhibits. Yet few are equipped to effectively manage and preserve this proliferation of digital content. So, CCDC combines these two very critical “needs” and provides an environment where both entities – students and host sites – may learn collaboratively while advancing the host site’s digital preservation efforts.
- #6 So, how does this program work? As I mentioned, at the beginning of each year, we invited interested host sites to “pre-apply” to the program. We reviewed their draft applications and made recommendations to help shape a better project plan. After host sites submitted their final applications, we reviewed and selected those that were the best fit for our program. Key criteria for this decision included having a critical mass of digitized or born-digital content, the capacity to support a student and their summer work and a willingness to actively participate in a collaborative learning environment. Criteria for our student applicants included a desire to learn more about digital preservation and a willingness to travel in Wisconsin during the summer months. We interviewed our students to better understand their unique skills and experiences, and to help match them with appropriate projects and mentors. Once we selected our students and host sites, we created our teams, each comprised of a graduate student, a host site supervisor and a professional mentor.
- #7 Here’s a quick look at our year one and year two host sites around Wisconsin. As you can see, we have a range of institution types and locations throughout Wisconsin, a good mix of libraries, museums, cultural heritage institutions and academic institutions.
- #8 Here’s another view of our CCDC host sites for better geographic context. We’re really excited that our program is reaching locations all around the state of Wisconsin. We also have two repeat host sites this year – Rock County Historical Society and College of Menominee Nation.
- #9 As I mentioned, our CCDC mentors are folks working in an information agency and doing work related, in some way, to digital preservation. These are all of our mentors, from year one and year two. You may recognize some of these folks from their work in libraries, archives and museums. They are archivists, metadata librarians, digital repository librarians, media archivists, and technology specialists. Many hold leadership positions within their institutions or professional organizations. We have four returning and six new mentors this summer. As you can see, they represent a wide range of organizations throughout the state of Wisconsin and Minnesota!
- #10 And here they are again, our mentors. To prepare for the summer projects, our mentors join CCDC staff and Amy Rudersdorf in a pre-workshop virtual meeting where we introduce the workshop content, summer timeline and mentor check-in schedule. They also have an opportunity to review their host site’s project plan and make recommendations for pre-workshop readings and resources to share with all participants. Amy Rudersdorf is a senior consultant from AVPreserve, with whom we contracted to help develop our workshop content. Some of you may know Amy from her time with DPLA In addition to helping us develop workshop content, Amy Rudersdorf serves as the “mentor to our mentors” and is available throughout the summer to help troubleshoot project or digital preservation challenges that may come up. She’s pictured here in the middle. We’re excited and honored to work with all of them, and infinitely appreciative of their contribution to our program.
- #11 Last year and this spring, I visited each of the selected host sites in person. I worked closely with the host site supervisor and their staff to learn more about their institution, their digital preservation challenges and further develop their proposed project plans. The goal for these meetings was to orient participants to our program goals and create a project framework that could be fleshed out with input from mentors and students during our 3-day Immersion Workshop held in late May in Madison. I’ll talk a bit more about the workshop in a moment. These visits also provided me an opportunity to evaluate each host site’s specific training needs and capacity to manage a digital preservation project and student. Upon my return, I compiled and shared this information with CCDC staff and Amy Rudersdorf. This information-gathering work allowed us to better cater the workshop training experience to the host site’s specific needs. I also worked closely with each information school practicum or fieldwork advisor, to be sure our selected students were on track to enroll and complete any academic requirements in conjunction with CCDC. One of the challenges we encountered was to create a workshop experience for individuals with very different backgrounds and experiences related to librarianship, digitization, technology and digital preservation work. To level the playing field, we asked all participants to review a few articles and videos about digital preservation prior to the workshop, to familiarize them with digital preservation terminology and a few foundation concepts.
- #12 So, what about this Immersion Workshop? To prepare CCDC participants for their summer projects, CCDC staff, again, with guidance from Amy Rudersdorf, developed a three-day workshop that included a mix of lectures and presentations, and hands-on training on a range of tools and topics related to digital preservation work. The workshop was held in Madison last May and will be repeated next month, again on the UW-Madison campus. We invited several local experts and a few of our CCDC mentors, and Amy Rudersdorf to share their expertise. Over the course of three days, our participants were introduced to various tools to create a digital collections inventory, manage folder and file organization and batch file renaming and digital file integrity checking. They explored back up and storage planning and best practices for digitization. We also talked about digital preservation policy creation and provided templates and guidance for creating policies for their own institutions.
- #13 Our workshop content and program goals are also framed around the NDSA Levels of Digital Preservation with the hopes that our teams achieve (or come close to achieving) NDSA Level 1 by the end of the summer. For those of you not familiar with these levels, “Levels of Digital Preservation” are a tiered set of recommendations for how organizations should begin to build or enhance their digital preservation activities. It is intended to be a relatively easy-to-use set of guidelines useful not only for those just beginning to think about preserving their digital assets, but also for institutions planning the next steps in enhancing their existing digital preservation systems and workflows. The guidelines are organized into five functional areas that are at the heart of digital preservation systems: storage and geographic location, file fixity and data integrity, information security, metadata, and file formats. The overall structure of the chart is progressive – the actions in the first level are either necessary prerequisites for those in the second to fourth levels or are themselves the most pressing activities to accomplish first. Broadly speaking, as one moves up each of the tiers from Level 1 to Level 4, one is moving from the basic need to ensure bit preservation towards broader requirements for keeping track of digital content and being able to ensure that it can be made available over longer periods of time. With thought this would be a excellent resource to share with our participants and an easy-to-follow framework for their current and future digital preservation work.
- #14 So, back to the workshop. We packed a TON of learning into three days. Activities included participants’ introductions and ice-breakers, and an overview of digital preservation best practices, concepts and goals. Representatives from both Wisconsin information schools were invited to share information about their practicum or fieldwork programs and answer any questions about their student requirements the host site supervisors might have. Teams also had ample time to convene and flesh out their specific summer project plans.
- #15 We devoted an entire day to hands-on training experiences using digital preservation tools and workflows such as Fixity, a file integrity checking tool; Exactly, a tool used to create bags of digital information to check and store; and Advanced Renamer, an aptly-named batch folder and file renaming tool. We discussed digital policy-making strategies, storage and backup solutions, and enjoyed breakout sessions on digital audio preservation and policy-making. We threw a lot of information at our teams over the course of the workshop. But they were focused and eager to absorb new knowledge. And it was also inspiring to see them work together to apply this knowledge to their specific project plans. And this year’s workshop will follow a similar structure. I mentioned that one of our program goals is to build community around this type of work. We hope that by creating a supportive team environment beginning with this workshop experience, all of our participants will gain confidence in this area and continue to be involved in the larger Wisconsin community of information professionals engaged in digital preservation work.
- #16 I want to share with you another one of my favorite workshop activities. Each morning, we asked participants to share one thing they learned from the previous day’s training on post it notes. This is just a sample of their contributions. I think we may have scared them a bit but they did internalize quite a few core concepts.
- #17 So, how did the summer program work for each team? As I mentioned, in 2018 we had six information graduate students from either UW-Milwaukee or UW-Madison – and each was paired with a host site around the state of Wisconsin and a professional mentor. This year’s summer program will function in the same way with ten students paired with ten different host sites and mentors. Each of our teams begin their project work in early June. The students complete either 120 or 150 hours of summer work depending on their specific program. They visit their host sites at least once a week with most students working approximately 8 hours a week on site. They complete the rest of their work remotely from their home institution, using Google Suite or other virtual work tools including GoToMeeting, Skype and Slack. We believe that this is another important training opportunity for all of our participants, to gain confidence navigating virtual communication and project management tools, as these are increasingly part of any modern work environment including libraries, archives and museums. Each student also completes different practicum or fieldwork requirements for their individual program. The Madison students participate in an online course and virtual poster session and the Milwaukee students write a paper or complete other projects under the supervision of their faculty advisor. And, all students receive a stipend and academic credit for their work and experience. Throughout the summer, we coordinate three scheduled “check in” communications and site visits for the mentors and teams, to make sure projects are on track and meeting goals. Last year, I visited each host site in July for a mid-summer team meeting and plan to do another tour of host sites this summer. In August, we reconvene the entire group, via GoToMeeting, to share project challenges and successes, and review each host sites’ next steps for continuing their digital preservation work. We also share any completed policies and workflows on our website and encourage anyone engaged in this type of work to use our resources. Again, we strive to build a supportive community of practice around digital stewardship and this is just one way we hope to do so, by sharing the fruits of our labor, so to speak.
- #18 What is the work itself for each institution and team? It varies a bit with each institution and their digital collections but, in general, they develop digital preservation workflows, and standards and policies to deal with born-digital or digitized collections including photos, audio and oral histories, and other archival materials. Each team implements the project plan they developed at the Immersion Workshop.
- #19 All of the teams work on some combination of the following key activities: Complete an inventory of digitized or born-digital content; Evaluate current and implement new folder and file organization, and rename files as needed; Create a file-naming standard for current and future projects; Review and improve existing digitization workflows and QA processes, and make recommendation for re-scanning where needed; Implement file integrity-checking tools and workflows we learned at the workshop; Evaluate existing and develop new storage and backup workflows following the “3-2-1 Rule” which encourages institutions to have at least three copies of their preservation files on two different media with one copy stored off site, perhaps in the cloud or as part of networked environment. To that end, we provided each host site with an external hard drive to get them a little further toward this goal. Create digital preservation policies and documentation, and share this content with staff and other individuals engaged in this work. And, again, many of these policies and workflows are available on our website for public use.
- #20 I want to mention one of the tools we shared to help our institutions develop a digital preservation policy. Some of you may be familiar with the Sustainable Heritage Network. We borrowed a few of their tools and resources for our own training. The Sustainable Heritage Network has an excellent and easy-to-implement worksheet that doubles as a template for creating this documentation. It includes eleven key categories of information to gather – questions to answer, best practices and workflows to document, and more – to inform a policy. A digital preservation policy sets the foundation for all the activities and decisions involved in this important work. Information documented in a policy can inform all sorts of decisions and work including requests for resources (both human and monetary), collection development work, grant applications and more. And it’s a living document which should be updated as collections and best practices evolve over time. If you’re considering developing a digital preservation policy for your institution, I encourage you to take a look at their worksheet.
- #21 I’d like to share an example of a CCDC project, Manitowoc County Historical Society, who participated as a host site last year. This is Amy Meyer, director of the Manitowoc County Historical Society and our host site supervisor.
- #22 They focused their CCDC work using a flag ship digitized collection, the Daryl Cornick Collection, included both digitized photos and born-digital audio recordings of Cornick describing some of his photos. Cornick was a long-time area photographer who donated his negative collection to the Society. The project focused on developing a digital preservation plan for thousands of digitized images and born-digital audio files. MCHS achieved a few NDSR Level 1 benchmarks including creating an inventory of their digital collections; migrating content to standard file formats; and identifying a local partner with whom they swap servers every six months. Other key activities included creating a folder and file organization and naming conventions; documenting all processes and workflows related to digitization and digital preservation; and researching solutions for providing online public access to their collections. They compiled some of these workflows into a training manual for volunteer staff. They articulated a few challenges which informed their work and goals, challenges that I think are common among small or under-resourced cultural heritage institutions including confidence pursuing this type of work, reliance on a largely volunteer (and sometimes fluctuating) staff, and the need for better training materials to support digital project consistency and continuity.
- #23 And, it’s good to remember that for many of our host sites, developing digital preservation policies and workflows is a priority but its not their only priority. Many of them are busiest in the summer, hosting youth activities or genealogy events, running their historic village sites, or simply keeping up with their day-to-day work, interacting with donors and patrons, filling reference requests and processing collections. Having a motivated student embedded in their institution throughout the summer, and supported by a professional mentor, makes a huge difference in their ability to develop and sustain a digital preservation program.
- #24 One question that has come up a few times over the past year. Why would a DPLA Hub, like Recollection Wisconsin, develop or participate in a program like CCDC? We think CCDC program goals align well with DPLA including: Building foundation skills and experiences Focus on long term content sustainability Increasing awareness of preservation needs A centralized approach to digital curation and preservation Building and sustaining a “community of practice” around this type of work Relationship building with information schools and students aspiring to careers in this field
- #25 In creating and implementing this program, we learned a few lessons along the way that I think are worth sharing… We allowed potential host sites to “pre-apply” to the program in January. We reviewed their draft applications and gave feedback. I think this pre-application work helped potential participants draft much better project proposals, and better understand our program and goals, in general. As I mentioned, I conducted a pre-workshop site visit to each host site each spring. I worked with the host site supervisor to hone the project plans and goals. This helped to further clarify and focus their individual projects and make better use of our training time during the workshop. And, thinking about the workshop content – once we identified our host sites and their projects, we altered our workshop focus and strategy. We provided more pre-workshop readings and introduced more foundation concepts at the workshop itself, e.g. Digital Preservation 101 type content. We pulled from a variety of source material for our workshop content – from DPOE, SHN, POWRR, AVP, and others. In general, I think we underestimated all of our team members’ capacity to “get up to speed” on this topic and work. They really dug in and worked hard to master the knowledge and tools, at the workshop and throughout the summer. I think this is evident in their progress and achievements to date. This year, we created a bit more structure for the summer project work, including a more detailed timeline and schedule for students to follow and a mentor “check in check list” to guide their interactions and make sure students are achieving project benchmarks. We also created a Digital Preservation Readiness Assessment that each student will conduct with their host site during their first week. This will provide more foundation information and help orient the student to their host site’s specific situation. Information gathered will also be used to populate a digital preservation policy. We also added a few more pre-workshop readings, as our participants last year expressed a desire for more foundation information prior to the summer. They wanted more homework!
- #26 I want to share a couple of impact stories with you. Aside from my role coordinating CCDC, I teach part time for the UW-Madison Information School, teaching courses and advising graduate students on the Archives track. I’ve had the pleasure of teaching four of last year’s CCDC students and it’s been really inspiring to see them sharing the knowledge and experience gained from CCDC in class discussions and presentations about digital preservation. All four regularly chime in and confidently lead discussions on a variety of subjects related to digital preservation. And just last week, two of our year one cohort presented on their CCDC experience at the Midwest Archives Conference in Detroit. They’re pictured here on the left. Another student who participated last year, Jodi Kiffmeyer, is a distance education student from UW-Madison but living up north in Rice Lake, Wisconsin. She’s pictured here on the right.. As luck would have it, one of our host sites last year, the Barron County Historical Society, is located just a few miles from her home. We were thrilled to be able to pair Jodi with this institution which, coincidentally, has been part of her life for many years. Jodi recalled visiting BCHS as an elementary school student, accompanying her own children to BCHS on fieldtrips and, most recently, completing the CCDC experience at that same location. And, the BCHS Board was so impressed with her work and contributions last summer that they asked her to join the Barron County Historical Society Board and continue participating in their work to document and preserve community history. These are just a couple of examples and I look forward to following all our teams and tracking their progress. Without question, I’m really proud of the work our teams accomplished last year.
- #27 Before wrapping up, I want to take a moment to acknowledge how valuable this experience has been for building stronger relationships between WiLS and Recollection Wisconsin and the UW-Madison and UW-Milwaukee information school’s faculty and staff. Over the past many months, I’ve meet and introduced CCDC to administrators, faculty and student services staff from both schools at various events. They have been incredibly supportive of this project, including helping us to map our program goals to information school learning objectives, better understand their practicum or field work objectives, and curriculum that introduce their students to digital preservation concepts, and most importantly, Help us to promote the program and this area of work, digital stewardship, to their students. We’re excited to continue growing these relationships.
- #28 So, what’s next for CCDC? As I mentioned, the 2018 cohort wrapped up its work in August 2018 and we’re quickly gearing up for year two projects this spring. We have capacity for ten host sites and students in 2019 so we’re excited to share this experience even more institutions and individuals. We have a few follow-up and assessment activities planned for all of our participants including program assessments this fall, and at 6 months and 2 years. CCDC wraps up in November 2019 after which time our workshop curriculum will be available on our website as will a final report in early 2020.
- #29 If you’d like to follow our progress more closely, we’ve been actively blogging our work on the Recollection Wisconsin news site. Our students and host site supervisors contributed many of the posts last summer and will do so, again, this summer. We also host a list serv devoted to all things digital preservation called [email protected]. Our participants and others engaged in digital preservation work have used this site to ask and answer questions, share resources, and raise awareness of funding and continuing education opportunities related to digital preservation. I mentioned that one of our program goals is to build community around digital preservation work. One way we hope to do this is to share selected examples of the policies, workflows and documentation created by our participants.
- #30 They are available on our website for other organizations to use and adapt for their own digital stewardship work. You are welcome to use the documents and workflows created by our students for CCDC.
- #31 Here’s an example of a simple digital preservation workflow created by one of our students, Kristina Warner, for the Outagamie Waupaca Library System. Kristina actually created an entire internal website for her host site devoted to digital preservation training materials for staff. This is just one of the training resources she created for them to share with their current and future staff.
- #32 One of our students, Sarah Lange, created a poster presentation talking about the importance of digital preservation in supporting digital collections use in teaching and learning, and how a host site might benefit from having their content discoverable in a state service hub like Recollection Wisconsin and a national content aggregator like DPLA.
- #33 And, finally, as I’ve mentioned, a goal for our program is to leave each participating host site with a digital preservation policy that they can continue to use and evolve to fit their organization needs. Here are just two examples from our 2018 cohort. Each institution’s policy varied a bit, depending on their collections and preservation goals.
- #34 So that’s Curating Community Digital Collections. Thank you all for your time and support. I think we have time for some questions.