Teaching at Metro NY Library Council

Take my class at Metro NY Library Council: Planning and Managing Digital Library and Archives Projects.

Class Description:
Is building a digital collection enough? What comes next? How do we guarantee long-term access? Can we afford to do this? These and other issues will be considered in this workshop designed for both librarians and archivists interested in creating or maintaining digitization projects within their institutions. The first part of the workshop will be dedicated to establishing a purpose, perspective and strategy for your digital project so that it has the best chances for community impact and success. How will your digital collection be made meaningful and interesting to patrons? What learning goals motivate your effort? What about born-digital material? The second part will be dedicated to establishing a solid technical, organizational and resource infrastructure needed for the successful execution and maintenance of your digital project. This section will cover issues such as long-range budgeting and funding, ensuring technical elements as well as human resource infrastructure, adopting sensible standards, and ensuring legal and ethical compliance. And lastly, the course will conclude with strategies for evaluating your digital project for its efficacy.

Who should attend:
Librarians, archivists, and students interested in launching or maintaining digitization projects

By the end of this program, participants will:

  • Be able to develop a strategy for a successful digital project
  • Have the necessary information to evaluate their technical, organizational, and resource infrastructure for digital project readiness and make adjustments to ensure readiness.
  • Be able to evaluate their digital project for effectiveness
  • Be able to make legal and ethical judgments related to digitization

Oral History Digital Archives

video.jpgI am pleased to announce that my class this semester, Projects in Digital Archives, is working with the Lesbian Herstory Archive to create a digital archive. In this class, we will consider all aspects of digital archive creation, from digitization, to content management systems, to user experience, to digital preservation. In pursuing this project, we are making use of the learning theory known as Constructionism, which places students in the role of designers and emphasizes creating physical artifacts in a social environment (Papert, 1980, 1991; Kafai, 2006). More information on the Lesbian Herstory Archive can be found in this video that was produced by PBS In the Life.

Kafai, Y. B. (2006) Constructionism. In K. Sawyer (Ed.), Cambridge Handbook of the Learning Sciences. Cambridge: Cambridge University Press.

Papert, S. (1980) Mindstorms: Children, Computers, and Powerful Ideas (New York: Basic Books).

Papert, S. (1991). Situating constructionism. In I. Harel & S. Papert (Eds.), Constructionism (pp. 1-11). Norwood, NJ: Ablex.

Constructionist Learning in Digital Archives Education

I’d like to share a new paper I wrote:

Cocciolo, A. (accepted). Constructionist Learning in Digital Archives Education: Student Perceptions of Effectiveness. Proceedings of 73rd Annual Meeting of the American Society of Information Science and Technology, Oct. 22-27, 2010, Pittsburgh, PA.

Dalton Digital Archive Print ScreenThis paper explores if a constructionist learning approach to digital archives education can positively influence student perceptions of their learning. Constructionism is a learning theory that places students in the role of designers and emphasizes creating physical artifacts in a social environment (Papert, 1980, 1991; Kafai, 2006). This theory is used in the instructional design of the Digital Archives Creation Project (DACP), which is a major component of a new digital archives course offered to a class of students enrolled in a MSLIS program. Results indicate that students perceived strong increases in their learning because of their engagement in the DACP, particularly in terms of their skills, confidence, understanding of topics covered in other courses, and overall understanding. Factors that influenced these increases include the collaborative teamwork, the role of the facilitator or instructor, and individual effort. Results indicate that a constructionist pedagogical approach holds great promise for LIS education, yet further research is required.

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