So much to learn, so little time to learn it: North American archival education programs in the information age and the role for certificate programs

Tibbo, Helen R.

doi:10.1007/s10502-006-9031-5

Cited by 11 publications

(15 citation statements)

References 53 publications

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“…A glance at the papers delivered at the American Association of Archivists' 2004 conference on archive education published in Archival Science magazine in 2006 (Eastwood, 2006;Tibbo, 2006;Uhde, 2006;Cox, 2006) shows that progress in introducing the necessary technology does not give grounds for optimism.…”

Section: Resultsmentioning

confidence: 99%

“…The next and still more pressing question is whether we are going to nurture our future information professionals by adding technical elements to the curricula of institutions focussed on information sciences, or introduce elements of records and information management and librarianship to engineering schools focused on information technology. A glance at the papers delivered at the American Association of Archivists' 2004 conference on archive education published in Archival Science magazine in 2006 (Eastwood, 2006; Tibbo, 2006; Uhde, 2006; Cox, 2006) shows that progress in introducing the necessary technology does not give grounds for optimism.…”

Section: Discussionmentioning

confidence: 99%

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Requirements for information professionals in a digital environment: some thoughts

Ataman

2009

Program

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Purpose -The purpose of this paper is to point out the increasing need to provide information professionals with a sound grounding in the technological aspects of their profession. Design/methodology/approach -The paper sets out by describing the sudden increase in volumes of information that confront our society, and then looks at how the younger generation approaches/uses this mass of information. It then analyses how the traditional functions of information professionals (presentation of material, reliable preservation of information, maintaining authenticity, and conservation) are handled in an electronic environment. Findings -The paper discovers that considerable technical knowledge and experience are required to carry out those same functions in an electronic environment and suggests a redefinition of information sciences as information engineering.Research limitations/implications -The paper recommends increasing the technology content in the training of information professionals such as archivists, records managers and librarians. Originality/value -The paper concludes with a radical assertion that the proper locus for such training is a school of engineering rather than a school of librarianship, information studies and/or archives. New generation of usersThe archival world has been arguing about the paperless office concept for decades. One theory states that there will always be paper and that computers simply produce paper faster than human beings could ever do. This is absolutely correct, of course, but when we look at the real reasons for the increase in paper-based information, a startling truth confronts us. What is being generated so much faster is not mere paper but real information. Computers have given us the capability to create, in just a few years, more information than the whole human race managed to produce during its entire history.What is more, the information we see on paper now was produced, and stored, in an electronic environment before being printed as hard copy. We seem to be in a transitional period. The stock of information is currently doubling every three years.The current issue and full text archive of this journal is available at According to 2002 figures, our civilisation creates five exabytes (5,000,000,000 GB) of unique information every 12 months, enough to fill the Library of Congress in the US 37,000 times over, or the equivalent of about 1.2 trillion books; 92 per cent of this information is recorded on magnetic media (Lyman and Varian, 2003).According to a study by the International Data Corporation (IDC), the amount of digital information produced in 2006 reached 161 exabytes, a figure which is expected to reach 988 exabytes by 2010(Gantz et al., 2007. It is glaringly obvious that this figure is going to increase exponentially, and that in the near future little or no unique information is going to be produced by actual pens, pencils and typewriters making marks on paper.Nevertheless, the need to transfer information onto paper is likely to continue for some time t...

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Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Requirements for information professionals in a digital environment: some thoughts

Ataman

2009

Program

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“…As the record becomes increasingly born-digital, aspiring archivists will necessarily face a surge of digital materials; the sooner they embark upon salient education and training to deal with such materials, the better. Indeed, numerous scholars have emphasized the need for increased student understanding of and engagement with information technology (Cox, 2006(Cox, , 2015Eastwood, 2006;Tibbo, 2006Tibbo, , 2012. Locating meaningful practical, hands-on experiences remains a most daunting but essential challenge (Tibbo, 2015); such authentic domain activity is part of the cognitive apprenticeship that channels into COP formation.…”

Section: Experiential Learningmentioning

confidence: 99%

“It makes me sad”: Archival Pedagogy in a Time of Covid‐19

Poole

Zhang

2021

Proceedings of the Association for Information Science and Tech

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Despite COVID-19's devastating repercussions on higher education, scholars have yet to address its impact on Library and Information Science pedagogy. This exploratory qualitative case study centers on how archival educators weathered the onslaught of the pandemic. Drawing upon semistructured interviews with 31 archival educators and documentary evidence, this research addresses the sudden shift to online education; the concomitant loss of hands-on work opportunities and the workarounds educators developed; affectivity and an emergent ethics of pedagogical care among students and educators; and educators' lessons learned from the pandemic and their future projections regarding archival education. This paper illuminates the evolving landscape of pedagogy and its attendant challenges preparing the next generation of archival professionals during an unprecedented period of duress.

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“…[4] At least 16 affiliated or closely related professional organizations have adopted similar statements. [5] Studies of training needs and efficacy [6][7][8] cite the lack of a commonly accepted profile for digital stewardship as confounding to efforts to design complementary curricula. Alternative approaches in the U.S., [9,10], U.K. [11], and internationally [12,13] survey professionals actively working in digital stewardship roles to identify their core competencies in order to broadly identify gaps and opportunities in the training and education of current and future professionals.…”

Section: Literature Reviewmentioning

confidence: 99%

What makes a digital steward: A competency profile based on the National Digital Stewardship Residencies

Griesinger¹,

Peltzman²,

Blumenthal³

et al. 2017

Preprint

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Digital stewardship is the active and long-term management of digital objects towards their preservation for and unencumbered access by future generations. Although the field is rapidly maturing, it still lacks a comprehensive competency profile for practitioners. This is due in part to the relative youth of the field, and to the fact that being an effective steward of digital materials requires highly specialized training that is best acquired through hands-on work. Given the key role that competency profiles play in the design of curricula and job postings, the lack of one hinders the training and education of professionals for these positions. This paper provides a profile of the skills, responsibilities, and knowledge areas that define competency in digital stewardship, based on a close study of the projects undertaken in the National Digital Stewardship Residency program (NDSR). The authors use a triangulated research methodology in order to define the scope of the profile, qualitatively analyze the competencies articulated among NDSR project descriptions, and quantitatively evaluate those competencies' importance to professional success. The profile that results from this research has implications for current and future digital stewards: training designed with this profile as its basis will focus on the skills most needed to be an effective digital steward, and therefore can guide both graduate and professional development curricula alike.

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So much to learn, so little time to learn it: North American archival education programs in the information age and the role for certificate programs

Cited by 11 publications

References 53 publications

Requirements for information professionals in a digital environment: some thoughts

Requirements for information professionals in a digital environment: some thoughts

“It makes me sad”: Archival Pedagogy in a Time of Covid‐19

What makes a digital steward: A competency profile based on the National Digital Stewardship Residencies

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