Digital Preservation in LIS Education: A Content Analysis of Course Syllabi

Abstract

Following a revolution in digital information and technological development, both the need for and opportunities in digital preservation education have been growing over the last 30 years. This study aimed to examine digital preservation course content through an analysis of course syllabi to understand what is taught in library schools through the graduate level. Our analysis demonstrates the significant growth in digital preservation education during the last decade but also presents several areas that need to be improved, such as more integration of technology into the courses, providing advanced courses, developing core sets of literature, and developing more content for teaching issues related to ethics and diversity.

Nailing Jelly to the Wall: Teaching Technology in North American Graduate Archival Education Programs

“…Surprisingly, some faculty introduced no technology; others crammed in as many tools as feasible given curriculum, course delivery method, and IT support constraints; and still others fell in between, but toward the lower end. Faculty members' overall tendency to teach only a few tools supports Yoon et al (2021).…”

“…To this end, a recent study of 60 American Library Association-accredited programs found that 35 (58.3%) offered total of 59 digital curation or preservation courses (Yoon et al, 2021). This was a marked increase over the late 2000s (Gracy & Croft, 2007) and early 2010s (Creamer et al, 2012).…”

“…This was a marked increase over the late 2000s (Gracy & Croft, 2007) and early 2010s (Creamer et al, 2012). Yoon et al (2021) located syllabi from 36 courses offered at 22 of these programs. The vast majority (86.1%) of the 36 courses were introductory level; only 5 programs (22.7%) offered an advanced course.…”

“…Just over half the faculty members (54%, n=18) either included digital curation among the most important courses for graduate students or maintained that digital curation should be included holistically across the curriculum, reinforcing Yoon et al (2021). Similarly, 42% of faculty (n=14) mentioned digital curation-related topics when discussing their wish list of courses they would like to add.…”

Evaluasi Rencana Pembelajaran Semester: Studi Kasus pada Mata Kuliah Kalkulus dan Persamaan Diferensial

“…Hal ini senada dengan apa yang disampaikan oleh David dan Saskis (2020). Selain itu, RPS yang baik memuat informasi tentang identitas lainnya (Ayoung Yoon, Murillo, & McNally, 2021;David & Zazkis, 2020;Denton & Veloso, 2018;Junaidi dkk., 2020;Parkes & Harris, 2002), termasuk di dalamnya mengenai deskripsi MK (David dan Zazkis 2020;Denton dan Veloso 2018;Max 2021;Saundersa 2015;Wolfe 2005).…”