[TST] Digital Repositories [DAS]
Participate in knowledge-building discussions and activities that focus on defining, selecting, and implementing digital repositories (DRs) and a review of basic decisions that must be made before and during the development of a digital collection and digital repository program. The instructors address the role of the archivist in DR construction and deployment; the standards, best practices, and realities of content and metadata deposit; the strategies for developing administrative structures; policies; the long-term preservation concerns; and marketing a repository.
Interactive activities throughout the course lead to a better understanding of your local institution and to a roadmap for program development.
- Explain the basic decisions underlying the development of a digital repository program
- Differentiate between the components necessary to implement a viable digital repository service
- Evaluate existing and proposed repository initiatives at your local institutions for identified elements of a successful deployment
- Reference existing digital repositories and the characteristics they illustrate
- Identify areas in which you might build your knowledge base and/or skill sets to meet the needs of a digital repository program
- Recognize local areas where there is a collision of theory and practice and identify guides, models, and additional resources to help you resolve the conflicts in a viable, responsible way
Archivists or information professionals with working knowledge of digital collections but are in need of a digital repository primer, either because they or their unit was identified as the ideal location for these activities; or, because their institutions are engaging in repository activities and seek guidance on content development, standards, preservation needs, and/or marketing strategies. This course also appeals to new archivists and mid-career archivists who are looking to increase their knowledge base regarding digital repositories; or, employees of organizations that wish to implement a digital asset management system or institutional repository.
What Should You Know?
Basic metadata schemas, digital content creation, digital capture factors, and a basic understanding of digital storage and preservation issues
This course is one of the Tactical and Strategic Courses in the Digital Archives Specialist (DAS) Curriculum and Certificate Program. If you intend to pursue the Certificate, you'll need to pass the examination for this course. Please follow Option 1 to access exam information.
The DAS Core Competencies Addressed in this Course:
#1: Understand the nature of records in electronic form, including the functions of various storage media, the nature of system dependence, and the effect on integrity of records over time.
#2: Communicate and define requirements, roles, and responsibilities related to digital archives to a variety of partners and audiences.
#3: Formulate strategies and tactics for appraising, describing, managing, organizing, and preserving digital archives.
#4: Integrate technologies, tools, software, and media within existing functions for appraising, capturing, preserving, and providing access to digital collections.
#5: Plan for the integration of new tools or successive generations of emerging technologies, software, and media.
#6: Curate, store, and retrieve original masters and access copies of digital archives.
#7*: Provide dependable organization and service to designated communities across networks.
- “Insight to 'getting started' resources. Great discussion. Great instructors.” — Jerry Simmons
- “I found the role framework a very useful way to conceptualize repositories.” — Joseph Komljenovich
- “The workshop covered a vast amount of material but was very well-structured.”
- “I'll use the manual for [a] follow-up investigation and resource list. Thank you for this 'intro' to digital repositories for me—I have a lot of nomenclature to absorb!” — Bonnie Travers
- “Tips on selling value and importance of archive to stakeholders. [We] identified where strengths and weaknesses [we]re to enable goal-making.”
- Classroom: 6-foot tables with two chairs each or 8-foot tables with three chairs each
- Table with two chairs for the instructor
- Lectern with power supply
- Pitcher of water with two glasses for the instructor
- Instructor workstation (a PC or laptop that has a USB port, runs standard MS Office software, and has PowerPoint)
- LCD projector, cords to connect it to the workstation, and replacement bulb for the LCD projector
- Projection screen
- Coffee/tea/water for morning break
- Water/assorted soft drinks for afternoon break