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How Do They Know What They Don’t Know? Creating a Digital Preservation Training Program
| Content Provider | Semantic Scholar |
|---|---|
| Author | Genoni, Paul Walton, Graham |
| Copyright Year | 2005 |
| Abstract | An effective education and communication program is necessary to implement an organizational digital preservation program. Cooperation and coordination is needed when implementing a digital preservation program because it is more than just one person, and more than a single event. It is a series of managed activities. An educational program is needed to let the designation community know why digital preservation is important, as well as what is happening. The educational program should address the needs of different levels, such as the institution, departments within the institution, and individuals. This paper presents the program at one university, the materials they created, and how they implemented an educational and communication program they put in place to help promote their digital preservation processes. Introduction A number of years ago, Ralph, a co-worker, was managing an Australian office for our software company that was headquartered in the United States. Ralph was frustrated at being ‘out of touch’ with the events happening in the corporate head office. He was certain that important things were happening of which he had no knowledge. When asked what he thought he was missing, he replied, “I don’t know! How do I know what I don’t know?” Ralph’s statement may at first appear humorous, but there is of course a serious side to it. How does anyone know what they don’t know? It is not necessarily a matter of selfeducation, because not only must a person first be aware of the topic before they can learn about it, but they must be aware of what others are doing that may impact their own work. In response to Ralph’s frustrations, as the International Manager for the company, I started a newsletter to inform the employees about what was happening in the corporate head office. Several times each week, I would visit every company department and report on what they were planning, what they were working on, and any other significant activities. Before long, the remote employees knew more about what was happening throughout the company than those who were in the corporate office. Soon the newsletter was distributed companywide as other employees realized the value of internal communication. Working in the same location was simply not the same as communicating. It is apparent that how we approach the task of communicating can directly lead to the success or failure of a project. If, as in the example presented in this paper, our project is to establish a digital preservation program at our institution, then we must establish a program to communicate with and educate others about the program. An effectively communicated education program is a necessary part of implementing an organizational digital preservation program. |
| File Format | PDF HTM / HTML |
| DOI | 10.1515/9783598440168.3.170 |
| Alternate Webpage(s) | https://www.degruyter.com/downloadpdf/books/9783598440168/9783598440168.3.170/9783598440168.3.170.pdf |
| Alternate Webpage(s) | https://doi.org/10.1515/9783598440168.3.170 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
