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Data Intro for Archivists
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2. Don't think you work with data?
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<h1>Don't think you work with data?</h1>
<p> Last updated on 2023-04-24 |
<a href="https://github.com/librarycarpentry/lc-data-intro-archives/edit/main/episodes/02-think-data.md" class="external-link">Edit this page <i aria-hidden="true" data-feather="edit"></i></a></p>
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<h3 class="card-title">Questions</h3>
<ul><li>What sort of data do you work with?</li>
<li>What do you do with it?</li>
<li>What tools do you use to help you?</li>
</ul></div>
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<h3 class="card-title">Objectives</h3>
<ul><li>Recognise that they work with data</li>
<li>Compare what tasks they peform on data and the tools they use</li>
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<section id="dont-think-you-work-with-data-think-again"><h2 class="section-heading">Don’t think you work with data? Think again<a class="anchor" aria-label="anchor" href="#dont-think-you-work-with-data-think-again"></a>
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<h3 id="task-1">Task 1<a class="anchor" aria-label="anchor" href="#task-1"></a></h3>
<p>This group task is an opportunity for you to think about the sort of
data you have, what you do with it, and what tools you use to do
that.</p>
<ul><li>Start by getting into pairs.</li>
<li>Brainstorm all the different sorts of data you work with (examples
might include metadata, catalogue data, legacy data, data ouptut from
DROID etc.)</li>
<li>Your instructor will gather in these ideas and lead a discussion to
establish that we are all talking about roughly the same thing when we
talk about data</li>
<li>Get into groups of 4-6.</li>
<li>Discuss your own data, trying to answer questions including; How
much data do you have? Where is it stored? Who has access to it? How is
it formatted or stored? Can you move it about easily - in and out of
systems? In particular think about the tools you use to help you manage
your data as well as any problems you have with it.</li>
<li>Each group then reports back on two problems they have with their
data.</li>
<li>The instructor will collate these on a whiteboard and facilitate a
discussion about; a) how starting to think in terms of data is a good
first step for what we will be learning, b) what it is we will be
learning, and c) how what we will be learning will help us to solve some
of the problems we are facing.</li>
</ul></div>
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<h3 id="task-2">Task 2<a class="anchor" aria-label="anchor" href="#task-2"></a></h3>
<p>This follow-on task aims to guide learners in thinking about data as
conceptually seperate from the systems that produce, store, and preserve
it. It offers an opportunity to think about how data move through
archival systems and the value of archival data outside of those
systems.</p>
<ul><li>As a group, consider the types of data you discussed in the previous
task and select one representative example.</li>
<li>Using sticky notes, map the lifecycle of a data point from the
moment of creation to its long-term home or to disposition (long term
transfer, destruction, etc.)</li>
<li>Discuss: How many people or organizations have been custodians of
the data? How many systems has it moved through? Is there a relationship
between the individual(s) creating the data and those who make
preservation or disposition decisions? How does the lifecycle of the
dataset impact documentation, metadata, or the data itself?</li>
<li>Each group attaches their data lifecycle map to the whiteboard</li>
<li>The instructor will lead a discussion about lifecycles of archival
data and highlight the potential value of these data outside of the
systems we typically associate with archival data.</li>
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<h3 class="callout-title">Keypoints<a class="anchor" aria-label="anchor" href="#keypoints1"></a>
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<ul><li>We all have data and it is not just enough to put it into a system
and forget about it</li>
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2022-11-07: we have gotten a notification that we have an overage for our
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