1. Designing, Developing, and Evaluating an Interdisciplinary Digital Library Curriculum
NSF: Interested in education
History: DLs dev for UG ed
Ed use of cyberinfrastructure
DLs as tools for realizing potential of cyberinf
Jeffrey Pomerantz
School of Information & Library Science
University of North Carolina at Chapel Hill
Tapping the vast reservoir of human knowledge --Louis Round Wilson, founder, 1931

2. Acknowledgements Project team:
UNC: Barbara Wildemuth, Sanghee Oh
VT: Ed Fox, Seungwon Yang
Project advisory board
This material is based upon work supported by the National Science Foundation under Grant Nos. IIS (VT) and IIS (UNC-CH).

3. Introduction to the Project
Develop curriculum materials for teaching digital library topics
For use in both LIS and CS programs
Lesson plans, exercises, assignments, etc.
For the classroom, not online
Where is the line between DL curriculum and LIS curriculum?

4. Development and Evaluation Process

5. Computing Curriculum 2001
11. IM. Information Management (10 core hours)
IM1. Information models and systems (3)
IM2. Database systems (3)
IM3. Data modeling (4)
IM4. Relational databases
IM5. Database query languages
IM6. Relational database design
IM7. Transaction processing
IM8. Distributed databases
IM9. Physical database design
IM10. Data mining
IM11. Information storage and retrieval
IM12. Hypertext and hypermedia
IM13. Multimedia information and systems
IM14. Digital libraries
ACM/IEEE-CS
IM = 11 of 14 core areas
Note that IM1-3 are the only core, others optional

6. Topics of Readings in DL Courses
Pomerantz, J., Oh, S., Yang, S., Fox, E. A., & Wildemuth, B. M. (2006). The Core: Digital Library Education in Library and Information Science Programs. D-Lib Magazine, 12(11).

7. Topics of Conference Papers20 40 60 80
100
120
140
160
180
200 1 2 3 4 5 6 7 8 9
Module ID
Number of conference papers
JCDL 05
JCDL 04
JCDL 03
JCDL 02
JCDL 01
ACM DL 00
ACM DL 99
ACM DL 98
ACM DL 97
ACM DL 96
Pomerantz, J., Wildemuth, B., Fox, E. A., & Yang, S. (2006). Curriculum Development for Digital Libraries. In Proceedings of the 6th ACM/IEEE-CS Joint Conference on Digital Libraries (pp ). New York: Association for Computing Machinery.
Services: LIS vs. CS
Data Visualization
Collection
Development
Digital Objects
Metadata
Architecture
Services
Intellectual Property
Future of DLs
Preservation

8. Topics of Papers in D-Lib Magazine20 40 60 80
100
120
140
160
180
200 1 2 3 4 5 6 7 8 9
Module ID
Number of D-Lib articles
D-Lib 06
D-Lib 05
D-Lib 04
D-Lib 03
D-Lib 02
D-Lib 01
D-Lib 00
D-Lib 99
D-Lib 98
D-Lib 97
D-Lib 96
D-Lib 95
Pomerantz, J., Wildemuth, B., Fox, E. A., & Yang, S. (2006). Curriculum Development for Digital Libraries. In Proceedings of the 6th ACM/IEEE-CS Joint Conference on Digital Libraries (pp ). New York: Association for Computing Machinery.
Services: LIS vs. CS
Data Visualization
Collection
Development
Digital Objects
Metadata
Architecture
Services
Intellectual Property
Future of DLs
Preservation

9. 2006 Curriculum Framework

10. 2007 Curriculum Framework

11. 2008 Curriculum Framework

12. Module Template Module name Scope Learning objectives
Level of effort required
Relationships with other modules
Prerequisite knowledge required
Introductory remedial instruction
Body of knowledge
Resources
Exercises / Learning activities
Evaluation of learning outcomes
Glossary
Contributors
Completed modules:
Ask: Which do you want to see?
Reference
Completed modules

13. Module Development Process
First draft written by a single author.
Module is reviewed by the research team; feedback is provided to the author.
Author makes revisions to the module.
Module is posted on the project wiki for expert evaluation. (Evaluators have been previously recruited.)
Evaluators post comments to the wiki.
Modules are available to be implemented in the classroom.

14. Module Evaluation Process
Modules are available to be implemented in the classroom.
Instructor decides to use a module, modifies it to suit their teaching.
After the module is used in class:
Students are ed to fill out an online survey.
Instructors are interviewed.
Graded student work is collected, if any.

15. Evaluation: Student Survey
Clearly outlined objectives and outcomes were provided.
The module was well-organized.
The amount of work required for this module was appropriate.
The assigned readings helped me better understand the subject matter.
Given the module’s objectives, the learning activities and/or assignments were appropriate.
The learning activities and/or assignments required thinking and understanding.
The learning activities and/or assignments were stimulating.
Assignments for this module helped me understand what will be expected of me as a professional.
I learned useful professional skills from this module.
I know significantly more about this subject than before I took this module.
Class lectures added to my understanding of the subject.
I gained a good understanding of the basic concepts related to this subject.
I learned to interrelate important issues related to this subject.
This module stimulated me to think critically about the subject matter.
I feel that this learning module served my needs well.
I was very satisfied with this learning module.
Overall, considering its content, design, and structure, this module was effective.
1-5 Likert scale

16. Evaluation: Instructor Interview
Objectives
Body of knowledge
Readings
Learning Activities
Logistics
Overall structure of the module
1. Objectives
Are the objectives observable? If not, how should they be changed?
Are they appropriate within the context of your course? If not, how should they be changed?
Were your students able to achieve the objectives, given the content in the body of knowledge?
2. Body of knowledge
Does the module address all areas of the topic that need to be addressed?
Are there any topics that you think are critical to add to the body of knowledge? Did you add these topics to your own presentation of this module?
Are there any topics on that you would remove from the body of knowledge? Did you skip any topics in your own presentation of this module?
Did the body of knowledge enable students to achieve the objectives?
3. Readings
Are the readings the best and most appropriate for the topic?
Are there any readings that you think are critical to add to the list? Did you assign these readings in your class?
Are there any readings on the list that you would remove? Did you assign these to your class?
4. Learning Activities
Which activities did you implement in your class? Were they successful in achieving your objectives? Did you make any changes in the activities as you implemented them?
Are the activities appropriate for the topic?
Were students able to complete the activities successfully?
Did the activities enable students to achieve the module’s objectives?
Did you lead the class in any learning activities, other than those described in the module?
Can you think of any other class activities that would be appropriate for this module?
5. Logistics:
Is it feasible to teach the module as it is currently constructed?
Is the level of effort required in class appropriate to the scope of the body of knowledge? The level of effort required prior to class?
Is the prerequisite knowledge required sufficient for students to comprehend the body of knowledge?
6. Overall structure of the module:
Is current module well structured?
Can the topics and their corresponding resources be easily divided? If you used this module in conjunction with another module, was their articulation graceful?
Is there a clear mapping between the objectives and the content of the body of knowledge section? If not, how could the objectives be mapped to the body of knowledge more clearly?

17. Evaluation: Assigned Work
Analyzed with respect to the objectives of the module.
Triangulated with the student survey data as a check on both.

18. Administrative Issues
Biannual meetings of the advisory board & others, at ASIST & JCDL conferences
Recruiting module authors, expert evaluators, and instructors

19. Future Work Continue to develop modules Develop community of interest
How to keep a community of interest interested?
Where to host modules in the long term?
Wikibooks, Wikiversity, learning object repositories?

20. Future Work NSF Workshop in November EU-US ATLANTIS Programme
Transatlantic Degree Consortia Project
IMLS and/or Mellon Foundation
Problem-based learning curriculum, internships

21. Project URLs Project site: curric.dlib.vt.edu
Includes links to all publications
Project wiki: curric.dlib.vt.edu/wiki/
Includes all modules ready to be used & being evaluated
This presentation:

22. Thank You! Jeffrey Pomerantz School of Information & Library Science
University of North Carolina at Chapel Hill
Tapping the vast reservoir of human knowledge --Louis Round Wilson, founder, 1931