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:
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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
Week 1 –
Aug 26th
Week 2 –
Sept 2nd
TOPICS
Introduction to Course:
Archives, Records and Technology: The Changing
Landscape of Archival Work in the 21st Century
Software Development Lifecycle (SDL) and the
Archivist
Week 3 –
Sept 9th
Introduction to SQL and Relational Database
Management Systems
Week 4 Sept 16th
Week 5 –
Sept 23rd
Week 6 –
Sept 30th
Database Design for Archival users
Week 7 –
Oct 7th
Week 8 –
Oct 14th
Geek Speak: IT concepts for the Archivist
Archival Functions and Technology: The 4As -Acquisition; Accessioning; Arrangement (and
Description); and Access
Introduction to HTML
Dreamweaver and Style Sheets
Week 9 –
Oct 21st
Week 10 –
Oct 28th
Week 11 –
Nov 4th
Week 12 –
Nov 11th
Week 13 –
Nov 18th
Lab Day
Week 14 –
Dec 2nd
Group Presentations of web-site projects;
Discussion of User Experiences of Archival Websites
and the Future of Heritage Resources Online
Final Wrap, outstanding topics
Week 15 –
Dec 9th
Digital Imaging
ASSIGNMENTS DUE
Assignment One: Evaluating
Cultural Institution websites
due. Students choose
database topic
Assignment Two: SDL
Interviews Due
Assignment Three, Part One:
Entity-Attribute Matrix Due
Assignment Three, Part Two:
ERDs Due
Students choose Web Site
topic
Assignment Four, Part One:
Students submit web site
description
Assignment Three, Part Three:
Access Database Due;
Assignment Four, Part Two:
Submit Web Site Wireframe
Election Day – GO VOTE!
Digital Preservation; Archival Trusted Digital
Repositories and Certification
Virtualization, Emulation, and Migration
Assignment Four, Part Two:
Web Page Presentations
Today!
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
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
5) Individual Assignment: Analysis of database design
(DBeval)
Class Participation:
Class attendance, including attendance of lectures and guest
lectures and participation in in-class activities
30%
30%
Dec 9th
10%
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 KnowledgeInformation 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 Offthe-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 (JanuaryFebruary 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 Use
in 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, 19982006. 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 = A88-86 points = B+
85-82 points = B
81-79 points = B78-76 points = C+
75-72 points = C
71-69 points = C68-66 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
What didn’t work
What worked
Where can improvements be made
Describe overall experience
1
1
1
1
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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
Probing Questions
Followup reflection
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1
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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 EntityAttribute matrix from the keywords and phrases in the interview. Step Two -- take that entityattribute 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
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2
3
4
5
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5
ERD – 5pts
ERD created from Matrix with appropriate
relationships noted
Tables – 15 Pts
At least Seven Tables
At least ONE M-N
At least ONE 1-1
Queries – 5 pts
At least four queries
Forms – 10pts
At least five forms
One Navigation form
Reports – 5pts
At least four reports
Design and Documentation – 15pts
Correct use of data types
Use of required fields
Data dictionary (description fields)
Execution and Usability
1
1
1
2
2
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3
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- 10pts
Overall Look and Feel
Usability of forms and reports
Weekly Status Report – 10 pts
Timely completion of reports on weekly basis
Creating and Making Milestones
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
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Website Wireframe – 5 pts
Paper mockup of website structure
Design –25 Pts
At least two pages from each person
Navigation
Page structure
Folder Structure
Header, footer, body construct
Metadata – 10 pts
Header
Naming Convention
Execution and Usability- 10pts
Overall Look and Feel
Usability of site
Weekly Status Report – 10 pts
Timely completion of reports on weekly basis
Creating and Making Milestones
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?
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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
Usability of site
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Improvements -10 pts
What is missing
What would you do differently
Record material - 10pts
Which tables contain record material
Build a report of the records