Digital Asset Management: Inventory Anthony D. Smith Ocean Teacher Academy Training Course, 30 September - 4 October 2013, Mombasa, Kenya

Take Stock of Your Assets Users need information to work efficiently to deliver business benefits effectively, and to operate legally, accountably and transparently. One challenge is to know what information is required, when, where, by whom, and how it is used (now and in the future); also, how the underlying IT services and infrastructure support the delivery of information to users over time and through change. ITIL® Managing Digital Information Assets, January 2011

Ocean Teacher Academy Training Course, 30 September - 4 October 2013, Mombasa, Kenya Take Stock of Your Assets

Ocean Teacher Academy Training Course, 30 September - 4 October 2013, Mombasa, Kenya Digital Collection Development Policy World Library and Information Congress : 77th IFLA General Conference and Assembly August 2011, San Juan, Puerto Rico The resources involved in electronic collections are complex. They can include image libraries, subscriptions to digital news feeds, subscriptions to database services, e-books (electronic books), and internally created digital documents. Because of this complexity, a systematic digital collection development policy is recommended.

Ocean Teacher Academy Training Course, 30 September - 4 October 2013, Mombasa, Kenya Identifying Digital Information Assets and their Relationships Information is used in many ways and in many formats, through different channels and interfaces The challenge is to identify information assets, their relationships and dependencies Without this understanding, it is difficult to manage the costs and other impacts of change on information assets ITIL® Managing Digital Information Assets, January 2011

Ocean Teacher Academy Training Course, 30 September - 4 October 2013, Mombasa, Kenya What is Digital Continuity? The ability to use digital information for as long as needed, to meet business requirements.

Ocean Teacher Academy Training Course, 30 September - 4 October 2013, Mombasa, Kenya What are the Business Requirements of the Library? acquire, organize, provide access, curate, and de-accession information resources

Ocean Teacher Academy Training Course, 30 September - 4 October 2013, Mombasa, Kenya What is Digital Continuity? Usually referred to as “fixity” by the digital preservation community Fixity checking is the process of verifying that a digital object has not been altered or corrupted In practice, checksums or hashes.

Ocean Teacher Academy Training Course, 30 September - 4 October 2013, Mombasa, Kenya Fixity - In preservation terms, means that the digital object has not been changed between two points in time or events. -PREMIS Definition Natural events in the lifecycle of a digital file may cause change to a file: Submission Migration Transfer to different media Network transfer Time Typically, a fixity check is run to determine the algorithmic value of a file on ingest The value is stored and serves as a reference value for later use. Monitoring for no change over time: At specified intervals, the files reevaluated for their algorithmic value and this value is then compared to the reference value for change. If the values are equal, the archived file has survived another day If the values are unequal, action must be taken quickly. Normally, a backup is called into service

Ocean Teacher Academy Training Course, 30 September - 4 October 2013, Mombasa, Kenya

Ocean Teacher Academy Training Course, 30 September - 4 October 2013, Mombasa, Kenya

Checksum Checker is free and open source software developed by the National Archives of Australia. Checksum Checker is a piece of software that is used to monitor the contents of a digital archive for data loss or corruption.National Archives of Australia Checksum Checker incorporates the following features: Checksum Checker functions as a service. Checksum Checker sends automated s to a nominated administrator address, coinciding with certain events (such as the start of a checking run or when an error is encountered).

Ocean Teacher Academy Training Course, 30 September - 4 October 2013, Mombasa, Kenya Digital Preservation Inventory Template for Museums The Canadian Heritage Information Network (CHIN) The digital preservation inventory template is used during the problem definition stage of any digital preservation activity. Even if your museum does not choose to pursue digital preservation activity, it should at the very least take stock of what resources it has, how long they are expected to be kept, what risks exist with access to these resources, and what potential impacts may arise as a result of losing access. If your museum should decide that some degree of digital preservation is merited, the information completed using this template will serve in the development of your digital preservation policy, action plan, and procedures.

Ocean Teacher Academy Training Course, 30 September - 4 October 2013, Mombasa, Kenya Digital Preservation Inventory Template for Museums The Canadian Heritage Information Network (CHIN) A digital asset is a single computer file, or group of computer files, the content of which is valuable to your organization. Examples include: 1.any artefact originally created and acquired in digital form (born digital) such as a digital photograph, digital video or computer game; 2.any digital copy of an artefact for which your organization does not hold the original (such as a digitized copy of an analog photograph); 3.a digital copy of an artefact, where your organization holds both the original physical artefact (such as a sculpture or a diary) and the copy (whether created by scanning or photographing an object with a digital camera); 4.a copy of the computer file(s) containing your organization’s collections management system; or 5.digital material created by your organization which must be maintained for long periods of time, such as audio guides, acquisition files, intellectual property agreements, contracts or correspondence with donors.

Ocean Teacher Academy Training Course, 30 September - 4 October 2013, Mombasa, Kenya Digital Preservation Inventory Template for Museums The Canadian Heritage Information Network (CHIN) A digital asset group consists of all digital assets used for a specific purpose, having the same (or similar) file format(s), being used by the same (or similar) software, and being used in the same way, etc… for instance, a single day of sales data from a Point of Sale system in the museum gift store represents a digital asset, whereas all sales data recorded by that point of sales system since its installation constitutes a digital asset group. Likewise, a single record within a Collections Management System represents a digital asset, and the entire inventory within that system could be considered a digital asset group. SECTION A

Ocean Teacher Academy Training Course, 30 September - 4 October 2013, Mombasa, Kenya Digital Preservation Inventory Template for Museums The Canadian Heritage Information Network (CHIN) SECTION A Name of Digital Asset Group Brief Description of Group (i.e. what is the group used for, how does it differ from similar identified groups). Approximate Number of Digital Assets in the Group Approximate Amount of File Space Required to Store Group Minimum Number of Copies of Assets in this Group (if multiple copies are kept) (add rows as required)

Ocean Teacher Academy Training Course, 30 September - 4 October 2013, Mombasa, Kenya Digital Preservation Inventory Template for Museums The Canadian Heritage Information Network (CHIN) SECTION B: Detailed Information for Each of 3 Digital Asset Groups Ease of Replacement How easily can digital assets in this group be replaced in case of loss? Check all that apply. Can be replaced easily in case of loss. Cannot be replaced. Replacement involves re-digitization, which would be difficult, expensive and/or harmful to the original. Replacement involves re-digitization, which would be fairly easily done from the same source material. Do not know the degree of difficulty for replacement If more than one is checked above, explain why: Consequence / Impact of Loss Indicate the likely impact on the libraries should a lost digital asset within this group not be recoverable. Check all that apply. Suspected impact to the libraries would be great (legal ramifications, reputation, etc..). Suspected impact to the libraries would be moderate (some negative outcome). It is suspected that there would be no impact to the libraries. Cannot estimate the impact to the libraries. If more than one is checked above, explain why:

Ocean Teacher Academy Training Course, 30 September - 4 October 2013, Mombasa, Kenya Digital Preservation Inventory Template for Museums The Canadian Heritage Information Network (CHIN) SECTION B: Detailed Information for Each of 3 Digital Asset Groups Estimated Years Required to Preserve How many years are assets within this group expected to be preserved? Check all that apply. Assets are expected to be preserved indefinitely. More than 20 years. More than 10 years. More than 5 years 1 to 5 years Less than one year. There is no need to preserve digital assets in this group. If more than one is checked above, explain why:

Ocean Teacher Academy Training Course, 30 September - 4 October 2013, Mombasa, Kenya Digital Preservation Inventory Template for Museums The Canadian Heritage Information Network (CHIN) SECTION B: Detailed Information for Each of 3 Digital Asset Groups Frequency of Access How often are digital assets within this group accessed? Check all that apply. Daily Weekly Monthly Annually There is no regular access to assets in this group. If more than one is checked above, explain why:

Ocean Teacher Academy Training Course, 30 September - 4 October 2013, Mombasa, Kenya Digital Preservation Inventory Template for Museums The Canadian Heritage Information Network (CHIN) SECTION B: Detailed Information for Each of 3 Digital Asset Groups Access Permission Who should have accesses these digital assets? Check all that apply. Everyone External stakeholders identified by the Libraries Everyone within the Libraries Specific individuals within the Libraries If more than one is checked above, explain why:

Ocean Teacher Academy Training Course, 30 September - 4 October 2013, Mombasa, Kenya Digital Preservation Inventory Template for Museums The Canadian Heritage Information Network (CHIN) SECTION B: Detailed Information for Each of 3 Digital Asset Groups Physical Carriers / Physical Format Identify the types and approximate number of physical carriers (that is, physical storage formats) on which this group of digital assets is stored. When known, also include the approximate age of physical carriers themselves based on when they were purchased. For example: your organization has 200 CD-Rs (recordable CDs) that were produced in-house between 1999 and 2001 each CD is filled very close to capacity (700 MB), so the amount of data stored would be 140,000 MB (200 CDs x 700 MB per CD) all the CDs would be between 10 and 12 years old. The chart below would be filled in as follows:

Ocean Teacher Academy Training Course, 30 September - 4 October 2013, Mombasa, Kenya Digital Preservation Inventory Template for Museums The Canadian Heritage Information Network (CHIN) SECTION B: Detailed Information for Each of 3 Digital Asset Groups Physical carrier (year introduced) No. of physical itemsApprox. size in MBApprox. age (in years) of carriers (Example) CD-R Magnetic storage formats 7 or 9 track magnetic tape (1952) 8” floppy diskette (1972) 5.25” floppy diskette (1976) 3.5” diskette (1982)

Ocean Teacher Academy Training Course, 30 September - 4 October 2013, Mombasa, Kenya Digital Preservation Inventory Template for Museums The Canadian Heritage Information Network (CHIN) SECTION B: Detailed Information for Each of 3 Digital Asset Groups Location and Environmental Conditions Identify the location(s) and environmental conditions at which assets in this group are stored. Please check all that apply.

Ocean Teacher Academy Training Course, 30 September - 4 October 2013, Mombasa, Kenya The Canadian Heritage Information Network (CHIN) Regular office environment Specialized environment (temperature generally in the vicinity of 17°C to 23°C (+/- 2°C) and a relative humidity of 20% to 30% (+/- 5 %) Warehouse / Other Indicate any extreme conditions to which physical carriers may be subjected. Don’t know location / conditions 1. Network server room (for shared drive, personal drive or Web server space controlled by your organization) 2. Dedicated vault or storage space 3. Regular office space (stored on computer hard drives, or as items stored on shelves) 4. Off-site storage (such as a record centre, cloud storage, trusted digital repository, or other type of institutional repository) 5. Other (please specify)

Ocean Teacher Academy Training Course, 30 September - 4 October 2013, Mombasa, Kenya Digital Preservation Inventory Template for Museums The Canadian Heritage Information Network (CHIN) SECTION B: Detailed Information for Each of 3 Digital Asset Groups Table to identify file formats for digital assets – to be completed by staff for each digital asset group in your museum Digital file format types Name and Version of Software Used to Create or Last Modify the FileDate range files createdStill readable? 1. Word Processing (such as.txt,.doc,.docx,.rtf,.wpd,.odf,.lwp,.pdf,.pdf/a) All Most Some None Don’t know 2. (such as mime, msg,.pst) All Most Some None Don’t know File Format / File Type Identify the types of digital file formats that are found in this group of digital assets. Also, for each type of digital file format used in this group of assets, please indicate the approximate date of creation and current readability if known. If the file type is unknown, select “Other” and indicate the software that accesses this asset. Select all that apply.

Ocean Teacher Academy Training Course, 30 September - 4 October 2013, Mombasa, Kenya Digital Preservation Inventory Template for Museums The Canadian Heritage Information Network (CHIN) SECTION B: Detailed Information for Each of 3 Digital Asset Groups

Ocean Teacher Academy Training Course, 30 September - 4 October 2013, Mombasa, Kenya Digital Preservation Inventory Template for Museums The Canadian Heritage Information Network (CHIN) SECTION B: Detailed Information for Each of 3 Digital Asset Groups

Ocean Teacher Academy Training Course, 30 September - 4 October 2013, Mombasa, Kenya Digital Preservation Inventory Template for Museums The Canadian Heritage Information Network (CHIN) SECTION B: Detailed Information for Each of 3 Digital Asset Groups

Ocean Teacher Academy Training Course, 30 September - 4 October 2013, Mombasa, Kenya Digital Preservation Inventory Template for Museums The Canadian Heritage Information Network (CHIN) SECTION B: Detailed Information for Each of 3 Digital Asset Groups

Ocean Teacher Academy Training Course, 30 September - 4 October 2013, Mombasa, Kenya Digital Preservation Inventory Template for Museums The Canadian Heritage Information Network (CHIN) SECTION B: Detailed Information for Each of 3 Digital Asset Groups Copyright Clearance Do you have the right to copy and/or convert assets in this group for preservation purposes? Circle one of the following: All Files Most Files Some Files No Files Don’t know

Ocean Teacher Academy Training Course, 30 September - 4 October 2013, Mombasa, Kenya Digital Preservation Inventory Template for Museums The Canadian Heritage Information Network (CHIN) SECTION B: Detailed Information for Each of 3 Digital Asset Groups

Ocean Teacher Academy Training Course, 30 September - 4 October 2013, Mombasa, Kenya Digital Preservation Inventory Template for Museums The Canadian Heritage Information Network (CHIN) SECTION B: Detailed Information for Each of 3 Digital Asset Groups For each of the digital assets identified in Section A, complete the lists and tables below. Remember to divide assets into multiple groups if a group is not sufficiently homogeneous to answer questions easily.

Ocean Teacher Academy Training Course, 30 September - 4 October 2013, Mombasa, Kenya Unfinished Business 1.MARC and DAM Systems 2.How do you perceive the role and participation of libraries within modern research? 3.NODC Checksum / Provenance Metadata 4.Correction in OceanTeacher 5.Review of Pre-Course Questions 6.Questions about Inventory 7.Complete Inventory Austerberry, David, “Digital Asset Management: How to Realize the Value of Video and Image Libraries,” 2004.

Ocean Teacher Academy Training Course, 30 September - 4 October 2013, Mombasa, Kenya

Unresolved Issues 1.MARC and DAM Systems 2.How do you perceive the role and participation of libraries within modern research? 3.NODC Checksum / Provenance Metadata 4.Correction in OceanTeacher 5.Review of Pre-Course Questions 6.Questions about Inventory 7.Complete Inventory Austerberry, David, “Digital Asset Management: How to Realize the Value of Video and Image Libraries,” 2004.

Ocean Teacher Academy Training Course, 30 September - 4 October 2013, Mombasa, Kenya ***************************************************************** Journal for accession number: Created on: Mon 29 Jul :39: By: NODC archive manager Source: Copied from: /nodc/data/migration/accn/accn_45/ dir This was a verified copy of an old magneto-optical jukebox platter National Oceanographic Data Center (NODC)

Ocean Teacher Academy Training Course, 30 September - 4 October 2013, Mombasa, Kenya Unresolved Issues 1.MARC and DAM Systems 2.How do you perceive the role and participation of libraries within modern research? 3.NODC Checksum / Provenance Metadata 4.Correction in OceanTeacher 5.Review of Pre-Course Questions 6.Questions about Inventory 7.Complete Inventory Austerberry, David, “Digital Asset Management: How to Realize the Value of Video and Image Libraries,” 2004.

Ocean Teacher Academy Training Course, 30 September - 4 October 2013, Mombasa, Kenya Unresolved Issues 1.MARC and DAM Systems 2.How do you perceive the role and participation of libraries within modern research? 3.NODC Checksum / Provenance Metadata 4.Correction in OceanTeacher 5.Questions/Review of: a.Pre-Course Survey b.Pre-Course Survey Review 6.Questions about: a.Digital Asset Inventory 7.Complete Inventory Austerberry, David, “Digital Asset Management: How to Realize the Value of Video and Image Libraries,” 2004.

Ocean Teacher Academy Training Course, 30 September - 4 October 2013, Mombasa, Kenya Unresolved Issues 1.MARC and DAM Systems 2.How do you perceive the role and participation of libraries within modern research? 3.NODC Checksum / Provenance Metadata 4.Correction in OceanTeacher 5.Questions/Review of: a.Pre-Course Survey b.Pre-Course Survey Review 6.Questions about: a.Digital Asset Inventory 7.Complete Inventory Austerberry, David, “Digital Asset Management: How to Realize the Value of Video and Image Libraries,” 2004.

Ocean Teacher Academy Training Course, 30 September - 4 October 2013, Mombasa, Kenya Pre-Course Survey 5.Make sure that section documents “user” groups (internal and external) and ALL file formats associated with each particular genre. NOTE: Only need to do so for those genres represented in one of the 3 digital asset groups on inventory form from yesterday 6. Is DAM a formal part of the organization’s written mission? If so, please review your mission and describe how it is related. Otherwise, should be no 7. Please identify policies and procedures in place that support DAM. It wont be enough to say that they exists

Ocean Teacher Academy Training Course, 30 September - 4 October 2013, Mombasa, Kenya What’s? Next? 1.Resource Evaluation/Institutional Capabilities based on the DAM Maturity Model 2.Employ the AIDA (Assessing Institutional Digital Assets) Self- Assessment Toolkit 3.From pre-course survey, asset inventory, and AIDA, work to identify areas of deficiency 4.Prepare Plan/Proposal

Ocean Teacher Academy Training Course, 30 September - 4 October 2013, Mombasa, Kenya What are we trying to accomplish? Creation of an Implementation Plan/Proposal to include: 1.Brief overview of DAM and its benefits to the organization. How it supports the mission of your organization. 2.Suggest presenting it as a “phase 1” program or “proof of concept.” Which assets are a priority for this phase and why? 3.What resources do you currently have in place to support this effort.? Which are needed? 4.How does DAM make our organization better? 5.How does on measure/demo success? 6.Describe any opportunities to collaborate with other organizations, for shared responsibility.

Ocean Teacher Academy Training Course, 30 September - 4 October 2013, Mombasa, Kenya What are we trying to accomplish? Creation of an Implementation Plan/Proposal to include: 1.Brief overview of DAM and its benefits to the organization. How it supports the mission of your organization. 2.Suggest presenting it as a “phase 1” program or “proof of concept.” Which assets are a priority for this phase and why? 3.What resources do you currently have in place to support this effort.? Which are needed? 4.How does DAM make our organization better? 5.How does on measure/demo success? 6.Describe any opportunities to collaborate with other organizations, for shared responsibility.