The massive increase in digital information in the last decade has created new requirements for institutional and technological structures and workforce skills. Preparing the Workforce for Digital Curation focuses on education and training needs to meet the demands for access to and meaningful use of digital information, now and in the future. This study identifies the various practices and spectrum of skill sets that comprise digital curation, looking in particular at human versus automated tasks. Additionally, the report examines the possible career path demands and options for professionals working in digital curation activities, and analyzes the economic benefits and societal importance of digital curation for competitiveness, innovation, and scientific advancement. Preparing the Workforce for Digital Curation considers the evolving roles and models of digital curation functions in research organizations, and their effects on employment opportunities and requirements. The recommendations of this report will help to advance digital curation and meet the demand for a trained workforce.

Contents

• THE NATIONAL ACADEMIES
• COMMITTEE ON FUTURE CAREER OPPORTUNITIES AND EDUCATIONAL REQUIREMENTS FOR DIGITAL CURATION
• BOARD ON RESEARCH DATA AND INFORMATION
• PREFACE AND ACKNOWLEDGMENTS
• SUMMARY
• 1. New Imperatives in Digital Curation and Its Workforce
  • 1.1 The Digital Information Revolution
  • 1.2 Dynamism in Use and Technology
  • 1.3 Multiplicity and Diversity of Digital Information Handlers
  • 1.4 Statement of Task
  • 1.5 Definition of Terms
  • 1.6 The Work and Workforce of Digital Curation: A Continuum
  • 1.7 Scope of Topic and Time Frame
  • 1.8 Organization of Report
  • 1.9. References
• 2. The Current State of Digital Curation
  • 2.1 Evolution and Continuing Development of the Field of Digital Curation
  • 2.2 Shared Norms and Standards
  • 2.3 Best Practices for Good Quality
  • 2.4 Curating for Durability
  • 2.5 Further Advancement in the Field of Digital Curation
  • 2.6 Impediments to the Advancement of the Field of Digital Curation
  • 2.7 Measuring the Benefits of Digital Curation
  • 2.8 Measuring the Costs of Digital Curation
  • 2.9 Conclusions and Recommendations
  • 2.10. References
• 3. Current and Future Demand for a Digital Curation Workforce
  • 3.1 Difficulties in Estimating Current Demand
  • 3.2 Estimating Current Demand: Job Openings
  • 3.3 Estimating Current Demand: Placements
  • 3.4 Estimating Future Demand: Government Statistics
  • 3.5 Automation and Future Demand
  • 3.6 Conclusions and Recommendations
  • 3.7. References
• 4. Preparing and Sustaining a Workforce for Digital Curation
  • 4.1 Envisioning the Education of Professional Digital Curators
  • 4.2 Envisioning Education at the Other End of the Continuum
  • 4.3 Current Educational Opportunities for Students of Digital Curation
  • 4.4 Current Educational Opportunities for Students in Other Disciplines
  • 4.5 Current Opportunities for Midcareer Employees
  • 4.6 Looking Ahead
  • 4.7 Building on Current Foundations
  • 4.8 Many Stakeholders of Progress
  • 4.9 Next Steps
  • 4.10 Conclusions and Recommendations
  • 4.11. REFERENCES
• APPENDIX A
• APPENDIX B STUDY COMMITTEE FOR FUTURE CAREER OPPORTUNITIES AND EDUCATIONAL REQUIREMENTS FOR DIGITAL CURATION

This study was supported by: Contract/Grant No. SLON 10000814 from the Alfred P. Sloan Foundation, Grant Number IMLS RE-04-11-0120-11 from the Institute of Museum and Library Services, and Grant Number NFS:OCI-1144157 from the National Science Foundation. Any opinions, findings, conclusions, or recommendations expressed in this publication are those of the authors and do not necessarily reflect the views of the organizations or agencies that provided support for the project.

NOTICE: The project that is the subject of this report was approved by the Governing Board of the National Research Council, whose members are drawn from the councils of the National Academy of Sciences, the National Academy of Engineering, and the Institute of Medicine. The members of the committee responsible for the report were chosen for their special competences and with regard for appropriate balance.