You participated in a Western Archives Institute. Tell us your story.
Doing archives, established 11.20.2013, uses empirical data (not evaluative / opinion) to make the general public and decision-makers aware of the importance of records and archives. This is a persistent (long-tail) data set (lasting more than 25 years / revisions are published each 100 data points). By participating, you offer quantitative data that is useful for establishing comparative rankings. Your answers help define a frontier in archival work, and establish efficient standardization, sponsor favorable legislation and contractual agreements, create training and enhanced skills (for workers and management). The project promotes global evidence-based debates on main issues in the archival field, in this case - the indicator 2013.003 Educating workers.

No personally identifiable information is collected, used or disclosed in this data set.

You may answer these questions based on your (personal) experience, as part of a collaborative team at 1 or many institutions, or as part of any group or class of users.

If you are using these questions as part of an experimental design, forwarding the questions to a set of known users is called "blocking" - the arrangement of experimental units into groups (blocks/lots) consisting of units that are similar to one another. Blocking reduces known but irrelevant sources of variation between units and thus allows greater precision.
Doing archives - a (free) open global learning + teaching, data and ranking project for those who curate the world's knowledge.
Doing archives - a (free) open global learning + teaching, data and ranking project for those who curate the world's knowledge.
Location and educational experiences before the Western Archives Institute
Using actual learner, instructor, organizer and alumni data, Doing archives prepares long tail reports on archival education (for example 10 (ten) years tracking archival education). The data sets include fee based online/internet and free (MOOC) courses, and those where people gather at specific times, locations and places (regional/annual meeting locations).
Where are you? *
ISO 3166 is the International Standard for country codes and codes for their subdivisions. It establishes internationally recognised codes for the representation of names of countries, territories or areas of geographical interest, and their subdivisions. If you know yours, please add it here. If you don't know (and are interested) look it up here http://bit.ly/1cI9FxE
What is your currency unit?
What is your currency unit? ISO 4217 is the International Standard for global currencies. It establishes internationally recognised codes for the representation of names of countries. If you know yours, please add it here. If you don't know (and are interested) look it up here http://bit.ly/JE8cCl; alternately enter the name for your currency (for example "euros").
What year did you complete primary education?
Primary (or elementary) education consists of the first 5–7 years of formal, structured education. In general, primary education consists of six or eight years of schooling starting at the age of five or six, although this varies between, and sometimes within, countries. Globally, around 89% of primary-age children are enrolled in primary education.
What year did you complete secondary education?
Secondary education comprises the formal education that occurs during adolescence. It is characterized by transition from the typically compulsory, comprehensive primary education for minors, to the optional, selective tertiary, "post-secondary", or "higher" education (e.g. university, vocational school) for adults. Depending on the system, schools for this period, or a part of it, may be called secondary or high schools, gymnasiums, lyceums, middle schools, colleges, or vocational schools.
What year did you complete tertiary education?
Higher education, also called tertiary, third stage, or post secondary education, is the non-compulsory educational level that follows the completion of a school providing a secondary education, such as a high school or secondary school. Tertiary education is normally taken to include undergraduate and postgraduate education, as well as vocational education and training. Colleges and universities are the main institutions that provide tertiary education. Collectively, these are sometimes known as tertiary institutions. Tertiary education generally results in the receipt of certificates, diplomas, or academic degrees. Higher education generally involves work towards a degree-level or foundation degree qualification. In most developed countries a high proportion of the population (up to 50%) now enter higher education at some time in their lives.
Western Archives Institute
This data set is based on a curriculum co-sponsored by a USA based professional society - the Society of California Archivists and a subregional governmental archive -the California State Archives. It is a fee based (USD $700) in person educational opportunity lasting 10 (ten calendar days). Although strongly regional in origin, persons involved with this curriculum are likely to live and work outside the Western USA.

It aims to provide integrated instruction in basic archival practices to individuals with a variety of goals, including:

those whose jobs require a fundamental understanding of archival skills, but have little or no previous archives education, those who have expanding responsibility for archival materials, those who are practicing archivists but have not received formal instruction, those who demonstrate a commitment to an archival career. Beginning archivists and students can learn theoretical and practical knowledge of modern archives. Many types and sizes of archival and educational institutions continue to be partners in the Western Archives Institute, ensuring that students are exposed to a broad range of perspectives, lending to the anticipated outcome that alumni will be adaptable workforce participants.

The Institute also features site visits to historical records repositories and a diverse curriculum that includes history and development of the profession, theory and terminology, records management, appraisal, arrangement, description, manuscripts acquisition, archives and the law, photographs, preservation administration, reference and access, outreach programs, and managing archival programs and institutions.

A primary audience is non professionals (or new entrants), something shared with several other programs offered in the USA :The Overseas Ministries Study Center (archival administration for church and mission organizations); The Modern Archives Institute (USA National Archives, originally developed for National Archives staff); The Georgia Archives Institute.

Core sessions of the Institute are taught by archival educators (often associated with a college or university). Additional sessions are taught by adjunct educators selected because of their knowledge based on a particular subject and professional recognition. See http://www.sos.ca.gov/archives/wai/
What was your Western Archives Institute learning profile? *
The Western Archives Institute is an intensive, two-week program that provides integrated instruction in basic archival practices to individuals with a variety of backgrounds.
Required
What year(s) did you participate in the Western Archives Institute? *
Do you have a degree in library and information science MLIS? *
A Master of Library and Information Science (MLIS) is the master's degree that is required for most professional librarian positions in the United States and Canada. The MLIS is a relatively recent degree; an older and still common degree designation for librarians to acquire is the Master of Library Science (MLS), or Master of Science in Library Science (MSLS) degree. The MLIS and MLS degrees are widely considered to be equivalent. In some universities, these degrees are denoted as MLISc or MLSc or MSLS, as in the case of M.S. for MSc. But in most commonwealth universities, both bachelor's program and master's program has been merged to provide MLIS/MLISc degree. Admission to MLIS programs normally requires holding a bachelor's degree in any academic discipline.. In the United Kingdom it is more common for a vocational degree in library and information science to bear the standard designation M.A. or M.Sc.
Did you earn the MLIS before your participation in the Western Archives Institute?
The theory and origins of the Western Archives Institute is basic instruction for beginners in the profession.
Are you a member of the Society of California Archivists or affiliated with a SCA member institution?
Are you a SCA member or affiliated with a SCA member institution? See http://bit.ly/1aSIgxa
Are you a certified archivist? *
The Academy of Certified Archivists USA is the body within the archives profession that awards certification upon completion of a variety of requirements that apply to the broad body of knowledge within the profession. see http://bit.ly/1hs5tYo
Did you earn academic credit the year you participated in the Western Archives institute?
What was your annual salary the year you participated in the Western Archives Institute?
What is your most recent (current) annual salary?
What were your total participation costs?
External costs (also called externalities), are the costs (transportation, lodging, food, lost opportunities) that people pay to take advantage of these educational opportunities. The bearers of such costs can be either particular individuals or employers (or both).
What percentage of these costs were paid by you? (0%-100%)
What percentage of these costs were paid by others? (0%-100%)
Archival material (acquisition)
See Guidelines: Collection Development, Competencies for Special Collections Professionals at 3.A.1 - 3.A.6 http://bit.ly/1j9siDl / USA (C) 1996–2014 American Library Association
Courseware
Courseware is a term that combines the words 'course' with 'software'. Its meaning describes the materials used in the course. SAA uses the term to describe the entire "package" consisting of one 'class' or 'course' bundled together with the various lessons, tests, and other material needed. The courseware itself can be in different formats, some are only available online such as html pages, while others can be downloaded in pdf files or other types of document files. See http://bit.ly/1eKK24A
Archival material (appraisal + disposition + arrangement + description)
See Guidelines: Processing + cataloging, Competencies for Special Collections Professionals at 3.E.1 - 3.E.6 http://bit.ly/1j9siDl / USA (C) 1996–2014 American Library Association
Courseware
Courseware is a term that combines the words 'course' with 'software'. Its meaning describes the materials used in the course. SAA uses the term to describe the entire "package" consisting of one 'class' or 'course' bundled together with the various lessons, tests, and other material needed. The courseware itself can be in different formats, some are only available online such as html pages, while others can be downloaded in pdf files or other types of document files. See http://bit.ly/1eKK24A
Archival material (preservation)
See Preservation + conservation, Competencies for Special Collections Professionals at 3.D.1 - 3.D.7 http://bit.ly/1j9siDl / USA (C) 1996–2014 American Library Association
Courseware
Courseware is a term that combines the words 'course' with 'software'. Its meaning describes the materials used in the course. SAA uses the term to describe the entire "package" consisting of one 'class' or 'course' bundled together with the various lessons, tests, and other material needed. The courseware itself can be in different formats, some are only available online such as html pages, while others can be downloaded in pdf files or other types of document files. See http://bit.ly/1eKK24A
Archival workflow (reference + access)
See Information Technology (proxy for access) at 3.B.1 - 3.B.7 and Public service at 3.G.1 - 3.G.5 and Teaching + research at 3.H.1 - 3.H.9, Competencies for Special Collections Professionals http://bit.ly/1j9siDl / USA (C) 1996–2014 American Library Association
Courseware
Courseware is a term that combines the words 'course' with 'software'. Its meaning describes the materials used in the course. SAA uses the term to describe the entire "package" consisting of one 'class' or 'course' bundled together with the various lessons, tests, and other material needed. The courseware itself can be in different formats, some are only available online such as html pages, while others can be downloaded in pdf files or other types of document files. See http://bit.ly/1eKK24A
Does the service standard used in this institute for internet access (social media, websites) 24h per day / response in 10h?
Does the service standard used in this institute permit personal cameras / scanners / storage to make record copies?
Does the service standard used in this institute access (reference) 30d or less?
Does the service standard used in this institute for access (legal clearance + release) 90d or less?
Does the service standard used in this institute for access (reconsideration of denied access) 15d or less?
Does the service standard used in this institute for access to new acquisitions (creative commons 0 (zero) or Attribution 4.0 (Inter)national)?
Does the service standard used in this institute for access to existing records requested to be released (creative commons 0 (zero) or Attribution 4.0 (Inter)national)?
Archival workflow (public programs)
See Promotion + outreach at 3.F.1 - 3.F.4 Competencies for Special Collections Professionals bit.ly/1j9siDl / USA (C) 1996–2014 American Library Association
Courseware
Courseware is a term that combines the words 'course' with 'software'. Its meaning describes the materials used in the course. SAA uses the term to describe the entire "package" consisting of one 'class' or 'course' bundled together with the various lessons, tests, and other material needed. The courseware itself can be in different formats, some are only available online such as html pages, while others can be downloaded in pdf files or other types of document files. See http://bit.ly/1eKK24A
Archival management
See Management, Supervision, and Administration at 3.C.01 - 3.C.10 Competencies for Special Collections Professionals bit.ly/1j9siDl / USA (C) 1996–2014 American Library Association
Courseware
Courseware is a term that combines the words 'course' with 'software'. Its meaning describes the materials used in the course. SAA uses the term to describe the entire "package" consisting of one 'class' or 'course' bundled together with the various lessons, tests, and other material needed. The courseware itself can be in different formats, some are only available online such as html pages, while others can be downloaded in pdf files or other types of document files. See http://bit.ly/1eKK24A
Does the service standard used in this institute require data collection and statistical analysis?
Does the service standard used in this institute require evidence-based decisions?
Does the service standard used in this institute require transparency + simple majorities in operational decisions?
Tours + internships
An outcome of the institute is the training of archival professionals capable of delivering on a service charter (excellence service delivery, continued awareness collection, aid access to the collection, contribute to cultural, educational, research development). One method employed by the institute is to broker meetings with very senior archival management representatives, provide glimpses of archival workflows and workspaces, and other experiences that define a frontier of best practices, best people and best technology available in the field. This 'exceptional bias' can also be complemented with an understanding of how to deliver on the service charter under extreme resource constraints - ' a developmental bias'.
What archival repositories did you engage as part of the Institute?
In your current professional circumstances, how would you rate your working conditions against these examples?
Continuing education + current professional competencies
An outcome of the institute is the continued training of archival professionals capable of delivering on a service charter (excellence service delivery, continued awareness collection, aid access to the collection, contribute to cultural, educational, research development). Institute participants generally recognize the need for professional continuing education, to provide knowledge of archival workflows and workspaces, and other experiences that define a frontier of best practices, best people and best technology available in the field. This 'exceptional bias' can also be complemented with an understanding of how to deliver on the service charter under extreme resource constraints - ' a developmental bias'.
Was the institute effective in providing specific instruction on helping people create and manage their records?
In your current professional circumstances, what percentage of your effort is in this area? (0% - 100%)
Subsequent to your participation, how many instances of continuing education (acquisitions) have you completed?
Was the institute effective in providing specific instruction on helping persons select the most valuable records created to become part of the archival collection
Subsequent to your participation, how many instances of continuing education (appraisal + disposition) have you completed?
In your current professional circumstances, what percentage of your effort is in this area? (0% - 100%)
Was the institute effective in providing specific instruction on storing, describing and preserving the archival collection?
Subsequent to your participation, how many instances of continuing education (arrangement + description) have you completed?
In your current professional circumstances, what percentage of your effort is in this area? (0% - 100%)
Was the institute effective in providing specific instruction on ensuring legal clearance for access, determining open access periods, stewarding legally suppressed records, and making archival records publicly available?
Subsequent to your participation, how many instances of continuing education (preservation + access + legal clearances / holds) have you completed?
In your current professional circumstances, do you (check any / all that apply)
In your current professional circumstances, what percentage of your effort is in this area? (0% - 100%)
Was the institute effective in providing specific instruction on (reference, teaching, scholarly communication + public programs) and making archival records publicly available?
Subsequent to your participation, how many instances of continuing education (reference, teaching, scholarly communication + public programs / services) have you completed?
In your current professional circumstances, do you (check any / all that apply)
Was the institute effective in providing specific instruction on (public programs + advocacy) and making archival records publicly available?
Subsequent to your participation, how many instances of continuing education (public programs + advocacy) have you completed?
In your current professional circumstances, do you (check any / all that apply)
In your current professional circumstances, what percentage of your effort is in this area? (0% - 100%)
Doing archives - a (free) open global learning + teaching, data and ranking project for those who curate the world's knowledge.
Doing archives - a (free) open global learning + teaching, data and ranking project for those who curate the world's knowledge.
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