Eric Boamah (PhD)DILL 10 years discussions,

Milan, March 2016

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Eric was part of DILL 1 – 2007-2008 year group

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DILL 1 – 2007-2008 year group

The problem The research question Approach What does the literature say? What I found What I think My DILL Experience Conclusion, with some suggestions

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The fast changing digital technology is shifting the way library services are provided

Over the last decade, experts have been investigating what skills, knowledge and competencies are required to meet the challenges brought about by this change

Yet an understanding of specific features of a core curriculum for digital library education is unclear in the literature

The Google era has also brought its own challenges It is therefore important to understand the features

of a core curriculum for digital library education.

What are the key features of a core curriculum for developing the profiles, competencies and skills required for the new digital library professional in the Google era?

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Literature review approach Searching academic databases

Emerald and EBSCOhost Web-searches

Using Google search engine and Google Scholar Personal observation and experience with the DILL

programme

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Digital library education curriculum◦ Audunson and Shuva (2016); Ma, Clegg and

O’Brian (2006);Tammaro (2007); Virkus (2008); Do (2015); Yang and Oh (2006), DILL Website

Skills, knowledge and professional competencies of the digital librarian◦ Choi and Rasmussen (2006); Nonthancumjane

(2011) Raju (2014) Issues with Google

◦ Baio, (2015); Google company (n. d.); Theguardian (2016)

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The emergence of the concept of memory institutions

The library-based approach to knowledge management and

The isolation of IT from LIS schools (Tammaro, 2007)

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Information seeking and information retrieval Library management and promotion Knowledge organisation Knowledge management Information literacy and learning The information society in a historical perspective Cultural heritage and digitisation of the cultural heritage The library in the multi-cultural information society: International and intercultural communication Mediation of culture in a special European context (Virkus, 2008, p. 195)

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Digital Library Standard Role of Digital Library in society Information Architecture Design and Evaluation of Digital Library Copyright and Intellectual property right Digital usability and interface Digital collection building and management Development and management of digital library Metadata Digitisation and preservation Software Access and usage of Digital Libraries Definition, History and Development of DL (Audunson and Shuva, 2016, p.7)

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Personal skills – being self- motivated, flexible to learning and adaptable to changing trends

Generic skills – relating to interpersonal communication, collaborative works, technical knowledge etc.

Professional skills – professional development, knowledge in key aspects of librarianship and information management skills, chartered librarian, ability to identify appropriate places or

(Nonthancumjane, 2011)

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Analysis of the various elements from the literature that can be used to define the key features of a core curriculum of digital library education indicates that a digital library can be effective when it is build around the culture of the society it is being build to serve.

It should seek to effectively capture, manage and preserve all digital (both born-digital and digitised) heritage resources and to create a future digital memory for that society.

Skills, knowledge and competencies in culture and heritage management should form part of the core curriculum of modern digital library education programme

Effective cultural communication skills Competencies identifying the value in the material that needs to be capture into the digital

library Skills is marrying technology with cultural rights and intellectual property rights Knowledge in cultural privacy and ownership Technical skills in developing digital memory for the future

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Before entering DILL I was a teacher and also worked as a college librarian in Ghana.

A friend told me about the DILL website. I was excited to see how a digital library looked like. But I could not identify a digital library in my first year into the DILL

programme. I was told something was an example of digital library for the first

time at a conference in Florence, Italy. My class also had the opportunity to build our own digital library

collections in group. But there was not enough time for this practical digital library

activity I did my internship with the Central Institute for the Union Catalogue

of Italian Libraries and Bibliographic Information (ICCU).

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A digital library software at a conference in Florence, Italy

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In class, learning how to use the Greenstone digital library software to build a digital library collection

I liked the Modules in Tallinn: knowledge Management and Human Resources Management issues in digital libraries

So I wrote my Mater thesis in Tallinn My Master thesis explore Ghanaian information professionals’

perception of digital libraries While completing my Mater thesis, I won a Vice Chancellor’s

Strategic Research Scholarship from Victoria University of Wellington, New Zealand, to do my PhD in the broader area of Digital Preservation and Cultural heritage

My PhD study specifically explored the contextual factors influencing the management and preservation of digital cultural heritage resources in Ghana.

During my PhD study, I also worked part time as an Adjunct Faculty member at the Open Polytechnic of New Zealand

I completed my PhD in 2014 and was taken on as a full time Lecturer at the Open Polytechnic of New Zealand, where I work now.

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DILL needs to be clear with the specific features of a core curriculum to shape its digital library education processes.

DILL can identify and define its own idea of what the digital library concept is, and what a DL actually is. That is, something members in the DL community can put their hands on and say this is what we identify as a digital library.

The practical activities we undertook to build our own collection of a digital library with the Green Stone software, were very rich experience. DILL can incorporate more of such practical activities.

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Any core curriculum DILL develops needs to include skills, knowledge and competencies relating to capturing, managing and preservation digital cultural heritage resources to build a digital memory for the society.

The DILL community has now grown to become a full fledged community of practice in accordance with Wenger and Sunyder’ (2002) framework. This community needs to be nurtured and strengthened through constant communication and sharing of ideas about digital library education.

Long live DILL and God bless all its members.19

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Audunson, R. A., & Shuva, N. Z. (2016). Digital Library Education in Europe: A survey. SAGE Open, January-March, 1-17. doi:10.1177/2158244015622538 Baio, A. (2015). Never trust a corporation to do a library's job: As Google abandons its past, Internet archivist step in to save our collective memory. The Mssage. Retrieved February, 10, 2016, from https://medium.com/message/never-trust-a corporation- to-do-a-librarys-job f58db4673351#.yurjvq1jtChoi, Y., & Rasmussen, E. (2006). What is needed to educate furture digital librarians: A study of current practice and staffing patterns in Academic and Research Libraries. D-Lib Magazine, (12)9. Retrieved 2016, February 6, from http://www.dlib.org/dlib/september06/choi/09choi.html Choi, Y., & Rasmussen, E. (2009). What qualification and skills are important for digital librarian position in Academic Libraries? A job advertisement analysis. The Journal of Academic Librarianship, 35(5), 457-467. doi: 10.1016/j.acalib.2009.06.003 Croneis, K. S., & Henderson, P. (2002). Electronic and digital librarian positions: A content analysis of announcements from 1990 through 2000. The Journal of Academic Librarianship, 28(4), 232-237. doi: 10.1016/S0099-1333(02)00287-2 Do, V. H. (2015). Contextual factors affecting the development of digital library edication in Vietnam. (PhD), Victoria University of Wellington, Wellington. Retrieved from http://researcharchive.vuw.ac.nz/bitstream/handle/10063/4390/thesis.pdf?sequence=2 Google Company. (n. d.). Ten things we know to be true. Retrieved February, 10, 2016, from https://www.google.com/intl/en/about/company/philosophy/ Ma, Y., Clegg, W., & O'Brien, A. (2006). Digital Library Education: The current status. Retrieved February 9,, 2016, from http://researcharchive.vuw.ac.nz/xmlui/bitstream/handle/ 10063/260/paper.pdf?sequence=1

References

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Nonthacumjane, P. (2011). Key skills and competencies of a new generation of LIS professionals. Paper presented at the World Library and Information Congress: 77th IFLA General Conference and Assembly, Puerto Rico 13-18 August , San Juan. http://conference.ifla.org /past-wlic/2011/97-nonthacumjane-en.pdf Raju, J. (2014). Knowledge and skills for the digital era academic library. The Journal of Academic Librarianship, 40(2), 163-170. doi: 10.1016/j.acalib.2014.02.007 Tammaro, A. M. (2007). A curriculum for digital libraries: A reflection on the European debate. New Library World, 108(5/6), 229-246. doi: http://dx.doi.org/10.1108/03074800710748795 Theguardian. (2016). Google has 'outgrown' its 14-year old mission statement, says Larry Page. Retrieved Frebruary, 10, 2016, from http://www.theguardian.com/technology/2014/nov/03/ larry-page-google-dont-be-evil-sergey-brin Virkus, S. (2008). LIS Education in Europe: Challenges and Opportunities. Schriften der, 5, 191- 204. Wenger, E. C., & Sunyder, W. M. (2000). Communities of practice: The organizational Frontier. Retrieved February, 9, 2016, from https://hbr.org/2000/01/communities-of-practice-the- organizational-frontier Yang, S., Fox, E. A., & Oh, S. (2006). Interdisciplinary curriculum development for digital library education. Retrieved February, 9, 2016, from http://curric.dlib.vt.edu/DLcurric/icadl06- dlcurric.pdf

References