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Electronic Records in the Archival Curriculum

This study analyzes the presence and distribution of electronic records management courses in archival education programs, highlighting the different course areas and topics covered. The findings provide insights into the role of electronic records in integrated archival education.

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Electronic Records in the Archival Curriculum

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  1. Electronic Records in the Archival Curriculum Jane Zhang, Catholic University of America SAA 2014 Research Forum Tuesday, August 12 Washington, DC

  2. Introduction • Electronic records management (ERM) as a specialized course in NA archival curricula • Appeared in the early 1990s • 15 archival programs by 2013 • Content analysis of electronic records management courses • ERM course areas • ERM course topics • Correlations between them

  3. Course Content Analysis • Researchfocused on course content analysis has been traditionally weak in archival education curriculum development. • Archival introductory courses • Timothy Ericson (1993) • James O’Toole (1997) • Bastian and Yakel (2006)

  4. Research Data • 40 programs made available on the SAA Archival Education Directory • 15 programs offer ERM courses, 12 ERM course syllabi available online • 58%: 2013 versions • 42% : earlier versions (2009-2012) • 140 weekly topics collected from the 12 ERM syllabi

  5. Course Area Analysis • Archival foundation courses • 40 programs • Record management (RM) • 21 programs • Electronic records management (ERM) • 15 programs • Digital preservation • 10 programs • Digital archives • 3 programs

  6. Course Area Combination • Archival foundation + RM + ERM (3) • Archival foundation + ERM + digital preservation (5) • Archival foundation + RM + ERM + digital preservation (6) • Archival foundation + RM + ERM + digital archives (1)

  7. Course Topic Distribution • Introduction: overview, key concepts, knowledge and skills (100% / 1.25) • Business and technology environments (42% / 1) • Requirements, standards, and best practices (67% / 1.38) • Legal, ethical, social, and compliance issues (42% / 2.2)

  8. Course Topic Distribution • Electronic records management programs (42% / 1) • Records management processes and techniques (92% / 1.9) • Managing electronic records in various environments (50% / 1.8 ) • Managing specific types of electronic records (83% / 2)

  9. Course Topic Distribution • System approaches and software solutions (50% / 1.3) • Records access and use (33% / 2) • Long-term preservation (58% / 2.1) • Electronic records and digital archives (42% / 2)

  10. Course Topic Popularity • How can we decide which topic groups are popular choices among most programs and which are not? • If a topic group contains a higher number of topics • If a topic group has a higher percentage of program coverage • If a topic group has a higher topic distribution ratio

  11. Top Range • Introduction, overview, key concepts, knowledge and skills • Records management processes and techniques • Managing specific types of electronic records • Long-term preservation

  12. Middle Range • Requirements, standards, and best practices • Legal, ethical, social, and compliance issues • Managing electronic records in various environments • System approaches and software solutions • Electronic records and digital archives

  13. Bottom Range • Business and technology environments • Electronic records management programs • Records access and use

  14. Correlation: RM and ERM Courses • ERM topics strong in programs with regular RM courses • Business and technology environments • Legal, ethical, social, and compliance issues • Specific types of electronic records • System approaches and software solutions • ERM topics strong in programs that do not offer RM courses • Electronic records management programs • RM processes and techniques

  15. Correlation: Digital Preservation and ERM Courses • If digital preservation is offered as a separate course, the program may not invest as many class hours for the same topic in its ERM course. • If the digital preservation course is not offered, the program then uses more time to cover the topic of digital preservation topic in its ERM syllabus.

  16. Conclusion • The findings of this study highlight the role of electronic records in an integrated archival education. • What content to cover in an ERM course very much depends on how the course is structured in the archival curricula.

  17. Bibliography • Bastian, J.A. & Yakel, E. (2006). Towards the development of an archival core curriculum: The United States and Canada. Archival Science 6, 133-150 • Cox, R. J. (1994). The first generation of electronic records archivists in the United States: A study in professionalization. New York: Haworth • Eastwood, T. (1996). Reforming the archival curriculum to meet contemporary needs. Archivaria 42, 80-88 • Ericson, T. L. (1993). ‘Abolish the recent’: The progress of archival education. Journal of Education for Library and Information Science 34, 25-37 • Ericson, T. L. (1988). Professional associations and archival education: A different role, or a different theater? American Archivist 51, 298-311 • Gilliland-Swetland, J. A. (1993). From education to application and back: Archival literature and an electronic records curriculum. American Archivist 56, 532-544 • Gilliland-Swetland, J. A. (2000). Enduring paradigm, new opportunities: The value of the archival perspective in the digital environment. Council on Library and Information Resources • Hedstrom, M. (1993). Teaching archivists about electronic records and automated techniques: A needs assessment. American Archivist 56, 424-433 • Lee, C.A. & Tibbo, H. (2011). Where’s the archivist in digital curation? Exploring the possibilities through a matrix of knowledge and skills. Archivaria 72, 123-168 • O’Toole, J. M. (1997). The archival curriculum: Where are we now? Archival Issues 22 (2), 103-116 • Pearce-Moses, R. and Susan D. (2008). New skills for a digital era. Society of American Archivists

  18. Archival Thank You Jane Zhang @ Catholic University of America zhangj@cua.edu

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