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Abstract

For many memory institutions, policies, procedures, and practices are built on the realities of analog records. The belief that digital content can be appraised, acquired, described, and made accessible using the same methods as paper records can inhibit the development of end-to-end digital preservation programs. To start to address this challenge, I developed a collaborative model for digital knowledge transfer based on adult education theory. The model has shown great promise for building digital capacity, capability, and community amongst my colleagues at Library and Archives Canada. This paper outlines the concepts that drive the model, as well as the three steps that are required for its implementation. As analog preconceptions often influence the thinking of those who are responsible for relationships with records creators, as well as the acquisition and processing of digital content, such collaboration and capacity building is a necessity for the success of end-to-end digital preservation programs.

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Creators

Angela Beking

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paper

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CC BY 4.0 International

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