class 9 lesson plan
This section of the lesson introduces types of reformatting, the history of reformatting for preservation purposes, principles of reformatting, and the organization and function of reformatting in libraries and archives. Part I relies heavily on instructors creating, for example, a PowerPoint to guide their presentation of this material.
If time permits, it is interesting to begin with the invention of microphotography by J. B. Dancer and to discuss the various purposes for which microfilm has been used. For a brief history of microphotography .
Students should be aware that reformatting also includes photographic duplication of deteriorating nitrate and acetate film negatives, as well as glass plate negatives, onto modern polyester safety film. Increasingly, duplication is achieved digitally, but it has been performed historically using the interpositive process. In this process, the original negative is contact-printed onto film to produce an interpositive (a positive image on film). The interpositive is then contact-printed onto film to produce the duplicate negative.
The instructor should discuss the relative preservation urgency that many modern audiovisual carriers present. Though in the past the profession has emphasized reformatting paper-based collections, attention is now fairly intensely tuned to the issues of the fragile audiovisual record.
Point to organizational charts and other documents on the Internet. Here are some suggested sources:
Part II again requires the instructor to combine presentation of information and class discussion. Based on the class readings, students should be engaged to discuss their opinions about selection methodology. Selection is at the heart of what is preserved for the future; this may be a prime moment in this introductory course to think broadly and philosophically. If the instructor has a good understanding of the history of selection for preservation, noting the “holes” and ambiguities in thought and institutional policy will spark discussion and debate.
The instructor should cover “D” and “E” briefly, explaining that preservation microfilming is one aspect of preservation that is standardized and that institutional work flow will differ (especially in how bibliographic control is addressed — as a Preservation Department function or as a function within the institution’s Cataloging Department), though the work-flow components are all essential to the production of preservation-quality microfilm. Outsourcing of a range of work-flow components is available. If the instructor is comfortable with the topic, the pros and cons of outsourcing can be discussed.
This section of the class requires presentation and discussion of the questions that surround the use of digitization as a preservation tool. The instructor can use Why Digitize? as a point of departure, then move on to a discussion of ARL’s “Recognizing Digitization” and the differences of opinion on the topic.
Describe standards, guidelines, and best practices for capture of photographic, manuscript, text, moving image (film and video), and audio source materials. These subjects are addressed in more detail in Classes 10 and 11, so this introduction should be brief. The issues are complex and standards are few and far between.
A. Functional components and workflow (in brief)
This section provides an opportunity to show examples of digitization products on the Web.
Suggested Graded Assignments
Suggested Term Projects
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