Since 1995, the Library of Virginia’s Digital Library Program (DLP) has created digital images of more than 700,000 original document pages, 1,100 maps, 36,000 photographs, and 1.6 million catalog card images, and has created 32 bibliographic databases with more than 330,000 MARC records, 50 electronic card indexes, and numerous electronic finding aids. The bulk of the DLP’s funding comes from the Library Services and Technology Act (LSTA) federal program, but in 1997 the Library received a grant from the Andrew W. Mellon Foundation to catalog and digitize the Virginia Historical Inventory Project (VHI). After an introduction to the DLP and VHI, this article will discuss the costs and benefits of creating the online version and will compare the one‐time development cost and subsequent delivery of the digital resource to the long‐term costs and benefits of providing access to these materials via traditional means.
Explains the development of a project by the Library of Virginia to provide universal Internet access to the state‘s vast treasury of historical documents, records, finding aids and photographs through the process of digitization. Considers selection criteria, the HTML gateway, catalogues and databases, the family bible project, electronic card indexes, microfilm digitization, colonial records and newspaper‐based history. Outlines ongoing and future projects.
Digital libraries are at a point in their progression where many have been well established. Furthermore, groups in the field have begun to develop best practices in areas such as digitization and metadata architecture. However, other areas have been less discussed, namely the organizational and management issues that digital libraries must address.These issues include staffing, collaboration among departments or institutions, budgeting, and the strategies that digital libraries use to ensure longterm sustainability for projects. Panelists in this session will discuss the strategies that they have used to meet the organizational and management needs of their digital library projects.Founded in 1823, the Library of Virginia (LVA) is the archival repository for state and local records and the reference library for state government. Since 1995, the Digital Library Program (DLP) is an internationally recognized effort to preserve, digitize, and provide access to significant archival and library collections. The project has digitized one million original document pages, maps, and photographs, and created forty (40) searchable databases consisting of 700,000 records and many additional electronic finding aids. This presentation will discuss the project management techniques that have evolved over time, including product conception and design, workflow development, allocation of personnel and technical resources, vendor relations, adherence to standards, quality control, costhenefit analysis, marketing, public relations and customer support, usage analysis, and persistence.DSpace, jointly developed by MIT Libraries and the Hewlett-Packard Company, is a cross-disciplinary digital repository intended to capture, distribute and preserve the digital products created by MIT's researchers. The goal of developing an institutionally-based repository brings with it a set of organizational and policy issues not usually encountered by the more common discipline-based digital repositories. A university spans many disciplines, each of which is represented by at least one organizational unit within the university's administrative structure. This presentation will address the project's management of policy issues that have emerged during both the design stage and the beta-testing stage with early adopters. Issues to be discussed include the transition from a development project to implementation, policies surrounding collection content, ownership and responsibility, and long term archival and preservation policies.
Across the globe, our current way of life is taking us to the edge of the cliff The systems and consciousness that we have used to try to solve problems are not working. Young people need to think and work in new ways.-Larry Merculieff, Project Director, Warriors for a New Era A unique partnership between two universities sought to improve the learning climates on both campuses, making each more inclusive of minority voices and ways of knowing and safer places for the free exchange of ideas. Faculty development intensive workshops introduced a wide range of strategies for engaging controversy through difficult dialogues in the classroom. The process, strategies,and results were documented in a handbook. A second-level intensive workshop tackled difficult dialogues between indigenous communities and the academy. The results were transformatiue, establishing an atmosphere where all viewpoints were respected and freeing both {acuity and students to explore new ideas.Given the role that higher education needs to play in preparing young people to tackle daunting global and national issues, this call to action could have been issued on any college campus. In this instance, it wasThe project described in this chapter was supported by the Ford Foundation Difficult Dialogues Initiative. 23°CROSS-CULTURAL FACULTY DEVELOPMENT made by an Aleut (Alaska Native) leader at the University of Alaska Anchorage (UAA) during a panel discussion prompted by a joint faculty development project on engaging difficult dialogues in higher education. As we worked to promote civil discourse, safer classrooms, and stronger ties and trust between Alaska Native communities and Western universities through a project funded by the Ford Foundation, faculty and staff discovered that new ideas and ways of approaching problems may be found in the ancient traditions of Alaska's First Peoples. There were two phases to our efforts, each funded by a separate Ford Foundation Difficult Dialogues grant. The first involved two faculty development intensive workshops aimed at increasing skill levels among faculty for introducing difficult dialogues into the classroom, a Books of the Year program, and the creation of a handbook of best practices for engaging controversial topics in higher education classrooms. The second introduced our faculty to key difficult dialogues between the academy and indigenous communities and to traditional indigenous best practices for teaching and learning. The approaches we used can be adapted anywhere to help faculty connect with other invisible or underrepresented groups, build understanding, open faculty to exciting new (and ancient) approaches to teaching, and improve student learning.
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