LIS 694: Digital Archives and Preservation Program: LIS Year: 2014 Fall Course Schedule: Tuesdays 9 – 11:40am Location: TBD Instructor: Adam Jansen Office location: N/A Office phone: N/A Office hours: By Appt. E-mail address: adam_jansen@outlook.com Course Description: LIS 694 Digital Archives and Preservation -- As listed in the catalog, this class is a special topic class that will cover archival theory as it applies to digital records, including preservation, long-term access and the assessment of authenticity of the material. The goal of this course is to provide students with knowledge on the role of technology in archival work, at the theoretical and pragmatic level, through lectures, guest speaker presentations, educational visits, lab and in-class activities, and class discussions. The students will gain insight into relevant technology raised issues and will learn what kind of technology is applied in archives. Student Learning Outcomes (SLO) Addressed: SLO 1. Understand, apply, and articulate the history, philosophy, principles and ethics of library and information science and the related professions. 1a) Apply LIS theory and principles to diverse information contexts 1b) Demonstrate understanding of the historical context of information services and systems 1c) Develop and apply critical thinking skills in preparation for professional practice 1d) Craft and articulate a professional identity SLO 2. Develop, administrate, assess, and advocate for information services by exercising principled communication, teamwork, and leadership skills. 2b) Work effectively in teams 2c) Develop, manage, and assess information services for specific users and communities SLO 3. Organize, create, archive, preserve, retrieve, manage, evaluate, and disseminate information resources in a variety of formats 3a) Demonstrate understanding of the processes by which information is created, evaluated, and disseminated 3b) Organize, create, archive and manage collections of information resources following professional standards 3d) Demonstrate understanding of issues and techniques of preservation of physical and digital objects SLO 4. Evaluate and use the latest information technologies, research findings and methods. 4c) Apply current research findings to professional practice.

SLO 5. Engage in projects and assignments dealing with multicultural communities and representing diverse points of view 5b) Demonstrate understanding of the social and cultural context of information services and systems 5c) Apply LIS principles to meet the needs of Native Hawaiian and Asia-Pacific communities and to promote cultural sustainability Professional Expectations: All students in this course are expected to become familiar with and adhere to the Professional Expectations posted at http://www.hawaii.edu/lis/students.php?page=profexp Course Objectives: Upon completion of this course, students will be able to:

Discuss the role of technology in archival work.

Differentiate among and evaluate the most commonly used types of applications in archival work

Design and develop a relational database using Microsoft Office Access 2010

Create a simple websites using HTML and/or Dreamweaver CS6.

Discuss and demonstrate an understanding of the course topics below:

Course Topics:

o Technology & the Changing Landscape of Archival Work o Archival Functions & Technology: Digital Preservation; Acquisition; Appraisal; Disposition;

Accessioning; Arrangement & Description; Online Access; Databases o Web and Database design for Archival Users o Reference Services; Everyday Practice in Archival Work o Electronic Finding Aids o Archival Trusted Digital Repositories and Certification o Records Management and Archival Management Software

Teaching Method: Learning should be a rewarding and, dare I say, fun experience; but you will only get out of it what you are willing to put into it. My philosophy is to provide a firm foundation in information technology principles and then demonstrate how they are applied to real world archival situations. I take a pragmatic approach towards teaching technology issues, and understand that most students do not come from a technological background. The reading assignments are designed to assist students in developing skills and understanding in information technology in order to analyze problems related to the preservation of digital material and then to apply archival principles in a technological setting. As graduate students, I expect you to be informed on class topics and bring new perspectives to discussions. Research Method: This course focuses on learning about the theory and implementation of information technology within an archival framework so that the student will be able to apply that knowledge to the preservation of digital materials. Knowledge will be gained through action research, case studies, heuristic evaluation, needs assessment, and usability study based on the lectures, assignments, and readings.

Course Schedule (subject to change):

DATE TOPICS ASSIGNMENTS DUE

Week 1 – Aug 26th

Introduction to Course: Archives, Records and Technology: The Changing Landscape of Archival Work in the 21st Century

Week 2 – Sept 2nd

Software Development Lifecycle (SDL) and the Archivist

Assignment One: Evaluating Cultural Institution websites due. Students choose database topic

Week 3 – Sept 9th

Introduction to SQL and Relational Database Management Systems

Assignment Two: SDL Interviews Due

Week 4 - Sept 16th

Database Design for Archival users

Week 5 – Sept 23rd

Geek Speak: IT concepts for the Archivist Assignment Three, Part One: Entity-Attribute Matrix Due

Week 6 – Sept 30th

Archival Functions and Technology: The 4As -- Acquisition; Accessioning; Arrangement (and Description); and Access

Assignment Three, Part Two: ERDs Due

Week 7 – Oct 7th

Introduction to HTML Students choose Web Site topic

Week 8 – Oct 14th

Dreamweaver and Style Sheets Assignment Four, Part One: Students submit web site description

Week 9 – Oct 21st

Lab Day Assignment Three, Part Three: Access Database Due;

Week 10 – Oct 28th

Digital Imaging Assignment Four, Part Two: Submit Web Site Wireframe

Week 11 – Nov 4th

Election Day – GO VOTE!

Week 12 – Nov 11th

Digital Preservation; Archival Trusted Digital Repositories and Certification

Week 13 – Nov 18th

Virtualization, Emulation, and Migration

Week 14 – Dec 2nd

Group Presentations of web-site projects; Discussion of User Experiences of Archival Websites and the Future of Heritage Resources Online

Assignment Four, Part Two: Web Page Presentations Today!

Week 15 – Dec 9th

Final Wrap, outstanding topics Assignment Five: Database analysis due

Course Assignments, Due dates and Scoring Weight: When turning in assignments, please be sure to name your files using the naming convention of LastName_First Name followed by the name of the assignment (as named in the parentheses below). Failure to do so will affect your marks. Examples: Jansen_Adam WebsiteEval Jansen_Adam FuncReq Jansen_Adam DB While generally considered to be ‘archives friendly’, the very attributes that make it so attractive also makes Portable Document Format (otherwise known as PDF) not the best format for commenting on your work (i.e. PDF ‘freezes’ the document as it was so that it cannot be altered). When possible, please use office document formats (Word preferred, Open Office works as well) in assignments 1, 2, and 4.1 so I can provide you with better feedback on your work. Your work for 3.1 and 3.2 can be created in Office, Powerpoint or drawn in crayon on a napkin and scanned – whichever tool you are most comfortable with. Your database assignment (3.3) will be turned in as a Microsoft Access Database file (.accdb) and your team webpage assignment (4.2) will be turned in as a compressed file (.zip) of the folder directory containing the entire website.

Late assignments will be assessed a two percentage points per day penalty. If you have ANY questions about the assignments, format or naming conventions, please let me know.

ASSIGNMENT/Report DUE DATE WEIGHTING

1) Individual Assignment: Evaluating Cultural Institution websites (WebsiteEval)

Sept 2nd

10%

2) SDL Functional Requirements Capture and Analysis (FuncReq)

Sept 9th

10%

3) Individual Assignment: Part One: Entity-Attribute Matrix (Matrix) Part Two: Entity Relationship Diagram (ERD) Part Three: Design and development of a Microsoft Office Access Database (DB)

Sept 23rd Sept 30th Oct 21st

30%

4) Group Assignment: Part One: Website Plan (WebPlan) Part Two: Website Wireframe (Wireframe) Part Two: Creation & Presentation of a Web-site (Team Name)

Oct 14th Oct 28th Dec 2nd

30%

5) Individual Assignment: Analysis of database design (DBeval)

Dec 9th

10%

Class Participation: Class attendance, including attendance of lectures and guest lectures and participation in in-class activities

Ongoing

10%

Format of the course: Class sessions will be a combination of lectures, discussions, lab activities, software demonstrations, student and guest speaker presentations. Required and Recommended Reading: Required and recommended readings from selected web sites, journal literature and other sources are as follows: NOTE: Additional readings may be provided in class. Required Readings due dates will be assigned in class based on class discussions and rate of progress.

Required Textbooks:

Microsoft Office Access 2010 MacDonald, Matthew. Access 2010: The Missing Manual. Sebastopol, Calif.:Pogue Press-O’Reilly, June 2010. [Chapter 1, pp. 23-50; Chapter 2, pp.51-88; Chapter 3, pp.89-118; Chapter 5, pp.149-186; Chapter 6, pp.187-216; Chapter 10, pp.297-330; Chapter 12, pp.367-400] Note: This book is available for purchase as an electronic download from O’Reilly Website http://oreilly.com/catalog/9781449382377/ Or from Amazon.com

Adobe Dreamweaver CS6 McFarland, David. Dreamweaver CS6: The Missing Manual. Sebastopol, Calif.:Pogue Press-O’Reilly, June 2010. Note: This book is available for purchase as an electronic download from O’Reilly Website http://shop.oreilly.com/product/0636920022732.do Or from Amazon.com

Required Readings:

Introduction to Information Technology and Archival Work: Pearce-Moses, Richard. “Reconceptualizing and Reengineering the Archival Profession.”Archival Outlook (January/February 2006): 3 and 23. Available at http://www2.archivists.org/sites/all/files/AO-JanFeb2006.pdf

Pearce-Moses, Richard. “New Skills, New Knowledge, and New Attitudes for a Digital Era.” Archival Outlook (July/August 2006): 3 and 24. Available at: http://www2.archivists.org/sites/all/files/AO-JulAug2006.pdf

The Society of American Archivists. Guidelines for a Graduate Program in Archival Studies. Chicago, Ill.: The Society of American Archivists, 2002. Section II. Curriculum- B.1 “Interdisciplinary Knowledge-Information Technology.” Available at: http://www2.archivists.org/gpas

Stevenson, Jane. “The Online Archivist: A Positive Approach to the Digital Information Age” in What are Archives? Cultural and Theoretical Perspectives: A Reader. Ed., Louise Craven. Ashgate Publishing Ltd., 2008. (89-106).

Web Design, Accessiblility and Usability for Archival Users Weisen, Marcus, Petrie, Helen, King, Neil and Fraser Hamilton. “Web Accessibility Revealed: The Museums, Libraries and Archives Council Audit.” Ariadne 44 (July 2005). Available at: http://www.ariadne.ac.uk/issue44/petrie-weisen/

Digital Preservation

Beagrie, Neil, Maggie Jones, and the Digital Preservation Coalition. The Handbook. Heslington,York, United Kingdom: The Digital Preservation Coalition, 2007. Available at: http://www.dpconline.org/graphics/handbook/. 1. Introduction,” in particular: Background; 1.2 How to Use the Handbook; Definitions and Concepts; 1.4 Acronyms and Initials.

2. Digital Preservation,” in particular: 2.1 Strategic Overview.

4. Organisational Activities,” in particular: 4.3 Storage and Preservation; 4.4 Metadata and Documentation; 4.5 Access.

Trusted Digital Repositories and Certification Jantz, Ronald and Michael J.Giarlo. “Digital Preservation: Architecture and Technology for Trusted Digital Repositories.” D-Lib Magazine 11, no. 6 (June 2005). Available at: http://www.dlib.org/dlib/june05/jantz/06jantz.html

Research Libraries Group (RLG)-Online Computer Library Centre (OCLC). Trusted Digital Repositories: Attributes and Responsibilities. An RLG-OCLC Report. Mountain View, Calif.: RLG, May 2002. Available at: http://www.oclc.org/programs/ourwork/past/trustedrep/repositories.pdf.

Recommended Readings: Database Design CompuMentor’s Database Planning Guide, CompuMentor, SF (February 2001). Available at http://www.techsoup.org/learningcenter/databases/archives/page10161.cfm

Manovich, Lev. “Database as a Genre of New Media,” The Journal of Human-Centred and Machine Intelligence (1998) Available at: http://vv.arts.ucla.edu/AI_Society/manovich.html

HTML and Online Tutorials Anderson, Ian. “Necessary but Not Sufficient: Modelling Online Archive Development in the UK.” D-Lib Magazine 14 (January/February 2008). Available at: http://www.dlib.org/dlib/january08/anderson/01anderson.html

W3Schools. HTML Tutorial. Available at: http://www.w3schools.com/html/default.asp. Sections: “HTML Basic” (all lessons); “HTML Advanced” (first seven lessons, including HTML URLs)

W3Schools. CSS Tutorial. Available at: http://www.w3schools.com/css/css_intro.asp. Sections: “CSS Basic” (all lessons).

A45. MINERVA (MInisterial NEtwoRk for Valorising Activities in digitization) -- Digitising Content Together. 2003

-- Quality Principles for Cultural Websites: a Handbook. 2005

-- Good Practices Handbook. 2004

-- Technical Guidelines for Digital Cultural Creation Programmes. 2008

-- Handbook on Cost Reduction in Digitisation. 2006 All resources are available on MINERVA website at http://www.minervaeurope.org/

Everyday Practice in Archival Work Samouelian, Mary. “Embracing Web 2.0: Archives and the Newest Generation of Web Applications.” The American Archivist 72 (Spring/Summer 2009) pp.42-70.

National Information Standards Organization (NISO). Understanding Metadata. Bethesda, MD: National Information Standards Organization, 2004. Available at: www.niso.org/publications/press/UnderstandingMetadata.pdf

Archival Management Software Lake, David, Loiselle, Russell F., and Debra Steidel Wall. Market Survey of Commercially Available Off-the-Shelf Archival Management Software (ICA Study 12). Paris: International Council on Archives (ICA), 2003: 1-9. Available at: http://www.ica.org/en/node/30064

Introduction to Information Technology and Archival Work Pearce-Moses, Richard, and Randall C. Jimerson. “Facing the Future: SAA’s 2006-2007 Strategic Priorities.” Archival Outlook (July/August 2006): 8-9. Available at: http://www.archivists.org/periodicals/ao.asp

Smith, Abby. New Model Scholarship: How Will It Survive? Washington, D.C.: Council on Library and Information Resources, 2003. Available at: http://www.clir.org/PUBS/reports/pub114/pub114.pdf.

The Information Management Journal, issue on managing electronic records, vol. 39, no. 1 (January-February 2005). McFedries, Paul. Computers Simplified, 7th Edition. Hoboken, NJ: Wiley, 2007.

White, Ron. How Computers Work, 9th Edition. Indianapolis, IN: QUE, 2007.

W3Schools. HTML Tutorial. Available at: http://www.w3schools.com/html/default.asp. Sections: “HTML Examples/Quiz” (HTML Examples); “References” (HTML Tag List; HTML Colornames; HTML Entities).

W3Schools. XHTML Tutorial. Available at: http://www.w3schools.com/xhtml/default.asp. Last accessed: August 12, 2009 Sections: First six lessons, including XHTML How To.

W3Schools. CSS Tutorial. Available at: http://www.w3schools.com/css/css_intro.asp. Sections: “CSS Examples.”

Web Design, Accessiblility and Usability for Archival Users Bates, Marcia J. “Toward an Integrated Model of Information Seeking and Searching.” Keynote address,

The Fourth International Conference on Information Needs, Seeking and Usein Different Contexts, Lisbon, Portugal, September 11-13, 2002. http://www.gseis.ucla.edu/faculty/bates/articles/info_SeekSearch-i-030329.html.

Carey, Kevin. “Accessibility: The Current Situation and New Directions.” Ariadne 44 (July 2005). Available at: http://www.ariadne.ac.uk/issue44/carey/.

Duff, Wendy., Barbara Craig and Joan Cherry. “Historians’ Use of Archival Sources: Promises and Pitfalls of the Digital Age,” The Public Historian 22, no.2 (Spring 2004):pp.7-22. Available at: http://caliber.ucpress.net/doi/pdf/10.1525/tph.2004.26.2.7.

Nielsen, J, “Usability 101: Fundamentals and Definition - What, Why, How”. Available at: http://www.useit.com/alertbox/20030825.html.

UKOLN, Good Practice Guide for Developers of Cultural Heritage Web Services. Available at: http://www.ukoln.ac.uk/interop-focus/gpg/print-all/.

U.S. Department of Health & Human Services. “Usability.gov: Your Guide for Developing Usable and Useful Web Sites.” Available at: http://www.usability.gov/.

World Wide Web Consortium (W3C), Web Accessibility Initiative (WAI). Available at: http://www.w3.org/WAI/.

Everyday Practice in Archival Work Bell, Mary Margaret. “Managing Reference E-mail in an Archival Setting: Tools for the Increasing Number of Reference Queries.” C&RL News 63, no. 2 (February 2002). Available at: http://www.ala.org/ala/acrl/acrlpubs/crlnews/backissues2002/ february/managingreference.htm.

Brown, Thomas E. “Towards the Appraisal of Web Records.” Archival Outlook (July/August 2006): 6 and 25. Available at: http://www.archivists.org/periodicals/ao.asp

Dale, Robin L., and Günter Waibel. “Capturing Technical Metadata for Digital Still Images.” RLG DigiNews 8, no. 5 (October 15, 2004). Available at: http://www.rlg.org/en/page.php?Page_ID=20462#article1.

Encoded Archival Description Working Group of the Society of American Archivists and the Network Development and MARC Standards Office of the Library of Congress. Encoded Archival Description Tag

Library. Version 2002. Chicago, Ill.: 2002. Available at: http://www.loc.gov/ead/tglib/

Gilliland-Swetland, Anne J. “Popularizing the Finding Aid: Exploiting EAD to Enhance Online Browsing and Retrieval in Archival Information Systems by Diverse User Groups.” Journal of Internet Cataloguing 4, no. 3/4 (2001): 199-225. Reprinted in Daniel V. Pitti and Wendy M. Duff, eds. Encoded Archival Description on the Internet, (New York: Haworth Information Press, 2001)

JISC Digital Media “Project Management for a Digitisation Project.” (Updated November 2008). Available at: http://www.jiscdigitalmedia.ac.uk/crossmedia/advice/ project-management-for-a-digitisation-project/

The Library of Congress. Development of the Encoded Archival Description DTD (1995-2002). Available at: http://www.loc.gov/ead/eaddev.html

Van Garderen, Peter. Archivematica: Digital Archives Research and Consulting. Blog. 2005-2008. Available at: http://archivemati.ca/about/

Digital Preservation Clareson, Tom. “NEDCC Survey and Colloquium Explore Digitization and Digital Preservation Policies and Practices.” RLG DigiNews 10, no.1 (February 15, 2006). Available at: http://worldcat.org:80/arcviewer/1/OCC/2007/07/10/0000068991/viewer/file1.html#article1

Duranti, Luciana, Eastwood, Terry, and Heather MacNeil. “The Preservation of the Integrity of Electronic Records (UBC Project).” April 1994-March 1997. Available at: http://www.interpares.org/UBCProject/Index.htm

Cornell University Library. Digital Preservation Management: Implementing Short-term Strategies for Long-term Problems (2003-2007). Online Tutorial. Available at: http://www.icpsr.umich.edu/dpm/dpm-eng/eng_index.html

Gill, Tony, Gilliland, Anne J., Woodley, Mary S., and Murtha Baca. Introduction to Metadata: Pathways to Digital Information. Online Edition, Version 2.1. Los Angeles, Calif.: The J. Paul Getty Trust, 1998-2006. Available at: http://www.getty.edu/research/conducting_research/standards/intrometadata/index.html.

International Standard Organization (ISO). Space Data and Information Transfer Systems: Open Archival Information System Reference Model-ISO 14721:2003. Geneva: International Standard Organization, 2003.

Rothenberg, Jeff. Avoiding Technological Quicksand: Finding a Viable Technical Foundation for Digital Preservation. Washington, D.C.: Council on Library and Information Resources (CLIR), 1998. Available at: http://www.clir.org/PUBS/reports/rothenberg/contents.html

Searle, Sam, and Dave Thompson. “Preservation Metadata: Pragmatic First Steps at the National Library of New Zealand.” D-Lib Magazine 9, no. 4 (April 2003). Available at: http://www.dlib.org/dlib/april03/thompson/04thompson.html

Simpson, Duncan. Contracting Out for Digital Preservation Services: Information Leaflet and Checklist.

Heslington,York, United Kingdom: The Digital Preservation Coalition, 2004. Available at: http://www.dpconline.org/docs/guides/outsourcing.pdf. Last accessed: August 12, 2009.

Thibodeau, Kenneth, et. alii. “Preservation Task Force Report.” In InterPARES 1 Project. The Long-term Preservation of Authentic Electronic Records: Findings of the InterPARES Project. Vancouver, B.C.: University of British Columbia, 2001. Available at: http://www.interpares.org/book/interpares_book_f_part3.pdf.

Trusted Digital Repositories and Certification Archival Management Software Groot, Tamara, Horsman, Peter, and Rob Mildren. OSARIS: Functional Requirements for Archival Description and Retrieval Software. First Draft-November 2003. Paris: International Council on Archives, 2003. Available at: http://www.archiefschool.nl/docs/Osaris%20Draft%20Requirements.pdf

International Council on Archives (ICA). Principles and Functional Requirements for Records in Electronic Office Environments. Paris, France: International Council on Archives, 2008. Also available in electronic format at: www.ica.org.

Spiro, Lisa. Archival Management Software. A Report for the Council of Library and Information Resources.” Council on Library and Information Resources (CLIR), January 2009. Available at: http://www.clir.org/pubs/reports/spiro2009.html.

Technology Requirements: As this is a technology centric course, students must be comfortable working in an information technology environment, and learning new skills, techniques, and technologies. No prior programming, coding or database skills are assumed. Students must be fluent at functioning within a Microsoft Windows based environment for both the OS and Office product suite. Guidelines: Attendance: Regular attendance is expected of students in all their classes (including lectures, laboratories, tutorials, seminars, etc.). Students who are unavoidably absent because of illness or disability should report to their instructors on return to classes. Written & Oral Assignments: All written and oral presentations will be graded on both content and style. For oral presentations, content and style relates to the organization, depth and accuracy of the material as well as the appropriate use of handouts and visual aids. Good grammar and clear pronunciation is important to the overall quality of the delivery. With respect to written work, the grade will reflect the quality of the research, organization of the material, grammar, factual information, correct spelling, bibliographic citations and neat appearance. All written material should be typed using a 12 pt font and 1” margins with 1.5 spacing.

Late work: Assignments handed in late will have five points deducted each day (starting at 12:01 the day after the assignment is due) for up to four days. Thereafter, no late papers will be accepted. Grades are assigned upon a full semester’s completion of the coursework and will be determined by a combination of the points earned from assignments and activities listed above.

100-97 points = A+ 96-93 points = A 92-89 points = A- 88-86 points = B+ 85-82 points = B 81-79 points = B- 78-76 points = C+ 75-72 points = C 71-69 points = C- 68-66 points = D+ 65-62 points = D 61-59 points = D- <59 = you don’t want to know…

Scoring Matrix for Assignments The scoring matrices that will be used to grade your assignments are below. High quality examples of previous students work can be found at: https://drive.google.com/folderview?id=0ByRvQ-q5Ar_-Q04tZlZBVFpwaEk&usp=sharing (Don’t worry about having to type it out correctly, I will share this link electronically with the class)

Assignment One: What Works? Evaluating Cultural Websites Your Assignment: Evaluate five separate cultural institutions’ websites from a researcher’s perspective. Prepare a brief listing (at least one page double spaced for each of the five websites) of:

– What did you like about the site – What did you not like about the site – What worked well from a researcher’s perspective – Where can they improve the overall experience – Focus on the whole experience, end to end (learnability, utility, usability, etc) – At least ONE multimedia collection

Web Site Eval Scoring Matrix 25 total pts (10% of Final Grade)

25 Pts What did you like 1 2 3 4 5 What didn’t work 1 2 3 4 5 What worked 1 2 3 4 5 Where can improvements be made 1 2 3 4 5 Describe overall experience 1 2 3 4 5

Assignment Two: What needs to be built, why and for who? Your Assignment: For this assignment, you will playing the part of a business analyst interviewing a client to determine their needs for a database. Everyone is to team up with a partner, and you will take turns conducting the interview asking questions about the other teammate’s project. You will be graded on how well you draw out and document requirements for your partner’s project.

Requirements Gathering Interview 15 total pts (10% of Final Grade)

15 Pts Capturing narrative of the problem 1 2 3 4 5 Probing Questions 1 2 3 4 5 Followup reflection 1 2 3 4 5

Assignment Three: Building a database Your Assignment: You will now be building your database. This is a multi-step process that started with the interviews in Assignment Two. Each of these iterative steps will be handed in so that I can make sure you are off in the right direction, and provide any necessary course corrections early in the development process. Step One -- Building off the interview from assignment two, develop an Entity-Attribute matrix from the keywords and phrases in the interview. Step Two -- take that entity-attribute matrix and create an Entity Relationship Diagram (ERD). Step Three – now you are ready to start building your database!

Database Requirements:

Seven Tables

At least one M-N and one 1-1 (no cheating)

Four Queries (views)

Five forms (One must be navigation)

Four reports

You MUST build your fields intelligently

Select appropriate data type and field size

Description for EVERY field

Required and Unique(indexed) where appropriate

Database Design Scoring Matrix 80pts total (30% of Final Grade)

Entity – Attribute Matrix – 5 pts Matrix captures keywords and phrases from interview

1 2 3 4 5

ERD – 5pts ERD created from Matrix with appropriate relationships noted

1 2 3 4 5

Tables – 15 Pts At least Seven Tables 1 2 3 4 5

At least ONE M-N 1 2 3 4 5 At least ONE 1-1 1 2 3 4 5

Queries – 5 pts At least four queries 1 2 3 4 5

Forms – 10pts At least five forms 1 2 3 4 5 One Navigation form 1 2 3 4 5

Reports – 5pts At least four reports 1 2 3 4 5

Design and Documentation – 15pts Correct use of data types 1 2 3 4 5 Use of required fields 1 2 3 4 5 Data dictionary (description fields) 1 2 3 4 5

Execution and Usability - 10pts Overall Look and Feel 1 2 3 4 5 Usability of forms and reports 1 2 3 4 5

Weekly Status Report – 10 pts Timely completion of reports on weekly basis 1 2 3 4 5 Creating and Making Milestones 1 2 3 4 5

Assignment Four: Building your vision: Creating a website A webpage is needed for your group. Pick a topic of your chosing to create a webpage for (past examples include travel agents, consulting firm, heavy metal band, movie critics, beer review blog) and then using your Dreamweaver skills, find a stock template (available online) that is both attractive and provides a high level of usability its purpose. • Step one -- Website Plan: Pick your site name, purpose, provide an overview of:

• Needs analysis for you sector space (requirements gathering) • Mission statement of your ‘company’ • Overview of your intended target audience

• Step Two: Find a free Dreamweaver template and create a simple wireframe illustration of the intended webpage layout following the template.

• Step Three: Create two pages per person, all using the same ‘look and feel’ • You will present your website as a group on the last day of class

Webpage Scoring Matrix 65pts total (30% of Final Grade)

Website Plan – 5 pts Mission, needs analysis, target audience 1 2 3 4 5

Website Wireframe – 5 pts Paper mockup of website structure 1 2 3 4 5

Design –25 Pts At least two pages from each person 1 2 3 4 5 Navigation 1 2 3 4 5 Page structure 1 2 3 4 5 Folder Structure 1 2 3 4 5 Header, footer, body construct 1 2 3 4 5

Metadata – 10 pts Header 1 2 3 4 5 Naming Convention 1 2 3 4 5

Execution and Usability- 10pts Overall Look and Feel 1 2 3 4 5 Usability of site 1 2 3 4 5

Weekly Status Report – 10 pts Timely completion of reports on weekly basis 1 2 3 4 5 Creating and Making Milestones 1 2 3 4 5

Assignment Five: What is it you have? Understanding and Evaluating a Database Your Assignment: As an archivist, you have been given a database that was ‘found’ on the computer of a high ranking retiring employee. There is no documentation and unknown history of the database, but since you work in a highly regulated industry you must save the records. Your job is to make sense of the database, evaluate it, and extract the ‘records’ from it. You must analyze the database and determine:

• What are the M-n tables; look at the tables and relationships – explain anything you would do different,

• What information is missing, would you have like to have had to make the job easier. • Which tables contain ‘record material’ and why? •

Then build a report with a complete record of the destroyed records/boxes

Database Analysis Scoring Matrix 30 pts (10% of Final Grade)

Analysis - 10 pts M-N Tables 1 2 3 4 5 Usability of site 1 2 3 4 5

Improvements -10 pts What is missing 1 2 3 4 5 What would you do differently 1 2 3 4 5

Record material - 10pts Which tables contain record material 1 2 3 4 5 Build a report of the records 1 2 3 4 5