As technology increasingly drives the way education is delivered, the library of the future will need to rise to the challenge of collecting and archiving a wider range of digital formats \u2013 music, news media, gaming software, research data etc. We may need to adapt our library and IT infrastructure to better reflect an educational trend towards students as co-creators of knowledge, not just passive consumers of it. The responsibility for preserving \u2018born digital\u2019 and \u2018transition to digital\u2019 content will, however, need to start with the creators \u2013 ie the students. This could be achieved by embedding essential digital and information management skills into the curriculum from the outset so that the early works of writers, artists and musicians of the future are not lost.<\/p>\n
We will also need to build local and national infrastructure which provides new standards of access to born digital primary source materials for students and researchers to work on (eg literary manuscripts, collections of email \u2018letters\u2019). This is a far greater challenge than the digitisation of existing print material and our success with this will significantly affect teaching and research for decades to come. As more content becomes ubiquitously available online, it is this unique and distinctive digital content (as well as our heritage print\/archival collections) which will become a significant part of Birmingham\u2019s teaching specialism and distinctiveness.<\/p>\n","protected":false},"excerpt":{"rendered":"
As technology increasingly drives the way education is delivered, the library of the future will need to rise to the challenge of collecting and archiving a wider range of digital formats \u2013 music, news media, gaming software, research data etc. We may need to adapt our library and IT infrastructure to better reflect an educational … Continue reading “Supporting research based learning in a ‘born-digital’ world. Christopher Cipkin, Library Services”<\/span><\/a><\/p>\n","protected":false},"author":103,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[48,8,49,54],"tags":[17,55,19,20],"class_list":["post-579","post","type-post","status-publish","format-standard","hentry","category-curriculum","category-digital","category-infrastructure","category-library","tag-curriculum","tag-library","tag-skills","tag-technology"],"_links":{"self":[{"href":"https:\/\/blog.bham.ac.uk\/bigconversation\/wp-json\/wp\/v2\/posts\/579","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blog.bham.ac.uk\/bigconversation\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blog.bham.ac.uk\/bigconversation\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blog.bham.ac.uk\/bigconversation\/wp-json\/wp\/v2\/users\/103"}],"replies":[{"embeddable":true,"href":"https:\/\/blog.bham.ac.uk\/bigconversation\/wp-json\/wp\/v2\/comments?post=579"}],"version-history":[{"count":1,"href":"https:\/\/blog.bham.ac.uk\/bigconversation\/wp-json\/wp\/v2\/posts\/579\/revisions"}],"predecessor-version":[{"id":580,"href":"https:\/\/blog.bham.ac.uk\/bigconversation\/wp-json\/wp\/v2\/posts\/579\/revisions\/580"}],"wp:attachment":[{"href":"https:\/\/blog.bham.ac.uk\/bigconversation\/wp-json\/wp\/v2\/media?parent=579"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blog.bham.ac.uk\/bigconversation\/wp-json\/wp\/v2\/categories?post=579"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blog.bham.ac.uk\/bigconversation\/wp-json\/wp\/v2\/tags?post=579"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}