I really like the concept of this episode and wanted to use it to motivate general librarian colleagues and so would like to see it developed.
I think both tasks would benefit from a better layout. The tasks are written for face to face instruction but could also be adapted for virtual and self paced learners. My suggested minimal changes to add more structure are:
Activity 1: What data do you use and how is it used?
This group task is an opportunity for you to think about the sort of data you have, what you do with it, and what tools you use to do that.
a. In pairs brainstorm all the different sorts of data you work with (examples might include metadata, catalogue data, legacy data, data ouptut from DROID etc.)
b. Report back to the room and contribute to a discussion so we all recognize what data is.
c. In groups of 4-6 discuss your own data, trying to answer questions including;
How much data do you have?
Where is it stored?
Who has access to it?
How is it formatted or stored?
Can you move it about easily - in and out of systems?
Think about the tools you use to help you manage your data. Identify any problems you have with it.
Report back on two problems you have with your data.
d. Participate in a discussion about;
a) how starting to think in terms of data is a good first step for what we will be learning,
b) what it is we will be learning, and
c) how what we will be learning will help us to solve some of the problems we are facing.
Activity 2: How does data move through archival systems?
This follow-on task aims to guide learners in thinking about data as conceptually separate from the systems that produce, store, and preserve it. It offers an opportunity to think about how data move through archival systems and the value of archival data outside of those systems.
a. In your groups select one representative example of data from Activity 1.
Using sticky notes, map the lifecycle of a data point in the data from the moment of creation to its long-term home or to disposition (long term transfer, destruction, etc.)
Include:
Which people or organizations have been custodians of the data?
Which systems has it moved through?
Is there a relationship between the individual(s) creating the data and those who make preservation or disposition decisions?
How does the lifecycle of the dataset impact documentation, metadata, or the data itself?
When complete attach your group's data lifecycle map to the whiteboard
c Join a discussion about lifecycles of archival data and highlight the potential value of these data outside of the systems we typically associate with archival data.
I really like the concept of this episode and wanted to use it to motivate general librarian colleagues and so would like to see it developed.
I think both tasks would benefit from a better layout. The tasks are written for face to face instruction but could also be adapted for virtual and self paced learners. My suggested minimal changes to add more structure are:
Activity 1: What data do you use and how is it used?
This group task is an opportunity for you to think about the sort of data you have, what you do with it, and what tools you use to do that.
a. In pairs brainstorm all the different sorts of data you work with (examples might include metadata, catalogue data, legacy data, data ouptut from DROID etc.)
b. Report back to the room and contribute to a discussion so we all recognize what data is.
c. In groups of 4-6 discuss your own data, trying to answer questions including;
d. Participate in a discussion about; a) how starting to think in terms of data is a good first step for what we will be learning, b) what it is we will be learning, and c) how what we will be learning will help us to solve some of the problems we are facing.
Activity 2: How does data move through archival systems?
This follow-on task aims to guide learners in thinking about data as conceptually separate from the systems that produce, store, and preserve it. It offers an opportunity to think about how data move through archival systems and the value of archival data outside of those systems.
a. In your groups select one representative example of data from Activity 1. Using sticky notes, map the lifecycle of a data point in the data from the moment of creation to its long-term home or to disposition (long term transfer, destruction, etc.) Include:
c Join a discussion about lifecycles of archival data and highlight the potential value of these data outside of the systems we typically associate with archival data.