Statement of Knowledge for the Archives, Records and Information
Management professions (working title)
Contents
Executive summary................................................................................................................ 2
Introduction ............................................................................................................................ 3
Broader context of the statement of knowledge ................................................................ 3
What do Archivists, and Records and Information Managers do? .................................... 4
What are their responsibilities? .......................................................................................... 5
The professional knowledge domains .................................................................................... 7
Underpinning knowledge domain of theory and principles ............................................... 7
Knowledge Domain 1: Purposes and characteristics of records and systems ................... 8
Knowledge Domain 2: Context ......................................................................................... 9
Knowledge Domain 3: Processes and practice ................................................................ 10
Conclusion ........................................................................................................................... 12
Appendix: Summary matrix of recordkeeping knowledge domains ................................... 15
Figures
Figure 1: Place of the statement of knowledge within broader frameworks ............................. 4
Figure 2: Concept diagram of the interlocking knowledge domains ......................................... 7
Tables
Table 1: Examples of professional knowledge about context ................................................... 9
Table 2: Examples of professional knowledge about processes and practice ......................... 10
Table 3: Stakeholder use of the Statement of Knowledge ....................................................... 12
Table 4: Resources for knowledge building and career development ..................................... 13
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Executive summary
The statement of knowledge for the archives, and records and information management professions
(referred to as statement of knowledge) identifies the specialist body of theory, and the standards,
principles, ethics and practices that are required: by professional practitioners who have
responsibilities for archives, records and information (content) in business; by communities; or by
individuals or organisations who need to understand the value of sound information governance to
support their goals and carry out their responsibilities.
A statement of knowledge is a guiding document that helps define the responsibilities of a
profession or discipline. A statement of knowledge codifies the body knowledge that distinguishes a
profession and can promote understanding of the role undertaken by professionals within the
industry and beyond to professions who engage with; and to the wider society. This statement of
knowledge codifies the body of knowledge for the archives, and records and information profession.
Executives and managers can use the statement in a variety of ways to develop archives and records
and information management roles and frameworks.
Reasons why specialist knowledge for this profession is codified include to:
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provide a baseline of knowledge and skills required to work in all information environments in
the workplace and across the information community,
build awareness beyond the profession to the wider community of the contribution of archives
and records and their role in society,
highlight how professionals can assist those who are custodians of archives, records and
memories, including Indigenous knowledge paradigms,
inform employers about archives, records and information management roles and
responsibilities to meet legislative requirements,
support development of governance and information management frameworks within
organisations
inform the design and review of educational programs, assessment and accreditation in
supporting the membership of professional associations,
help potential students and practitioners make decisions about education, vocational training,
career options and compulsory professional development.
This statement of knowledge has a diverse audience including
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practitioners at any stage of their career to guide knowledge development, to expand expertise
and to advise others what is unique about the profession,
students or practitioners from other disciplines considering a career in the field,
employers seeking to develop corporate level governance, technology and information
frameworks, build programs and projects, recruit professionals and identify skill needs
community custodians to provide awareness of roles needed to care for archives, records and
memories,
tertiary institutions, educators and trainers requiring guidance for course development and
accreditation from professional associations,
career and employment advisors
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Introduction
The statement of knowledge is divided into several parts.
1.
2.
3.
4.
This introduction which explains some key concepts and its sources.
A description of the work undertaken by professional practitioners.
A description of professional knowledge divided into four domains, including a summary matrix.
A summary of resources for further reference.
This statement of knowledge is a collaborative endeavour of the Australian Society of Archivists Inc.
(ASA) and the Records and Information Management Professionals Australasia (RIM Professionals
Australasia). The Statement was approved by the ASA Council in [insert date] and the RIM
Professionals Australasia Board on [insert date]. It replaces the Statement of Knowledge for
Recordkeeping Professionals approved in 2006. A review is scheduled for 2015.
This statement of knowledge identifies the specialist body of theory, and the standards, principles,
ethics and practices that are required by practitioners who have responsibilities for archives, records
and information content in business or community environments. This specialist knowledge is based
on records continuum concepts,1 which place records in multiple organisational and community
contexts or dimensions, and allow practitioners to move between contexts, including different
organisations and recordkeeping environments.
Broader context of the statement of knowledge
The statement of knowledge draws on a number of resources including AS ISO 15489 - 2002 Records
Management2, BSB07 Business Services (Recordkeeping) Training Package,3 an archival unit of
competency in the CUL11 Library, Information and Cultural Services Training Package4 and the
Universal Declaration on Archives.5 The Statement of Knowledge also draws on the intent of
protocols and treaties most relevant to Indigenous communities in the Australasian context.6
The statement of knowledge sits within broader community needs and expectations and
frameworks of theory, ethics, research, practice and education, as illustrated in Figure 1 below.
1
Upward, F. (1996). ‘Structuring the Records Continuum Part One: Post-custodial Principles and Properties’.
Archives and Manuscripts, 24, no. 2, pp.268 – 285.
Upward, F. (1997). ‘Structuring the Records Continuum Part Two: Structuration Theory and Recordkeeping’.
Archives and Manuscripts, 25, no. 1, pp.10 – 35.
2
Standards Australia (2002). AS ISO 15489 – 2002 Records Management. Sydney: Standards Australia.
3
Innovation and Business Skills Australia (IBSA) (2008). BSB07Business Services (Recordkeeping) Training
Package. Melbourne: IBSA. The training package is also available at:
http://training.gov.au/Training/Details/BSB07
4
Innovation and Business Skills Australia (IBSA). (2011). CUL11 Library, Information and Cultural Services
Training Package. Melbourne: IBSA. The training package is also available at:
http://training.gov.au/Training/Details/CUL11
5
International Council on Archives, Section on Professional Associations (2010). Universal Declaration on
Archives. http://www.ica.org/6573/reference-documents/universal-declaration-on-archives.html
6
The Aboriginal and Torres Strait Islander Library and Information Resources Network. (2005). ATSILIRN
protocols.
http://www1.aiatsis.gov.au/atsilirn/protocols.atsilirn.asn.au/index6df0.html?option=com_content&task=blogc
ategory&id=0&itemid=6; Treaty of Waitangi – Te Tiriti o Waitangi. Archives New Zealand website.
http://www.archives.govt.nz/exhibitions/treaty.
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Broader frameworks of a Statement of Knowledge
Theory
Business and society
needs & expectations
Ethics
Association goals & mission
Research
Standards
Learning
theories
Practice
Statement of
Knowledge
Accreditation
Learning pathways
Professional
development
Tertiary
qualifications
Qualifications
framework
Vocational
qualifications
Figure 1: Place of the statement of knowledge within broader frameworks
What do Archivists, and Records and Information Managers do?
The roles, descriptions, and contexts in which archives, records and information management
professionals engage are diverse, reflected by a wide range of labels or descriptors. These are
constantly changing but are still founded on records continuum concepts. What is common to these
roles is that the digital environment increasingly dominates the work, the skills and knowledge
needed and how professionals interact with the wider society. The following examples of roles are
indicative only:
 Archivist
 Archives Officer
 Information Manager
 Information Professional
 Knowledge Manager
 Records Officer
 Records and Information Manager
 Records Manager
Archivists, and records and information managers have a primary role to consciously manage
records in accordance with rules and standards from the moment the records are created or
received until they no longer possess any on-going value, a concept described as recordkeeping:
“[Recordkeeping is about] making and maintaining complete, accurate and reliable evidence of
business transactions in the form of recorded information”.7 The concepts of records and archives
and recorded information in postmodern thinking are not restricted to documentary evidence but
come in many forms including: “orality, literature, art, artefacts, the built environment, landscape,
dance, ceremonies and ritual”.8
7
Bettington, J. et al. (2008) Keeping Archives (3rd edn). Canberra: Australian Society of Archivists, p. 636.
S. McKemmish, A. Gilliland-Swetland & E. Ketelar. (2005). ‘Communities of memory’: Pluralising archival
research and education agendas. Archives and Manuscripts, 33/1, May, p. 153.
8
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What are their responsibilities?
Archivists, and records and information managers support societies, communities and organisations
as they try to make meaning out of decisions, actions and memories. Archivists, and records and
information managers provide an essential bridge between the past, present and future dimensions
in which records and their contexts belong.
Responsibilities include the following:
1. Establish, manage and maintain recordkeeping frameworks that:
 enable accountability and governance;
 preserve memory and identity; and
 enable analysis and interpretation of information content for business and individual needs.
2. Establish, manage and maintain recordkeeping processes and systems that:
 capture, maintain and provide authentic, reliable, accessible and trusted records of
community and business activities; and
 meet the needs and expectations of individuals, organisations and communities.
3. Apply theory and practice through ethical behaviour, set down in codes of practice or conduct.
4. Engage in advocacy to promote awareness and understanding of the importance and value of
information for business, personal and community purposes and to ensure this information is
cared for and preserved.
5. Be sensitive to community concepts of recordkeeping including Indigenous concepts of
knowledge that are not based on written or photographic documentary evidence, but might
exist through storytelling, dance, art, textiles, digitisation of existing memories or social media.
The fundamental knowledge needed to fulfil these responsibilities includes:
 the purposes and characteristics of records and recordkeeping systems
 the context in which recordkeeping occurs
 the legislation, standards and regulations that provide recordkeeping governance
 recordkeeping processes and practices
Archivists, and records and information managers also need to have management and transferable
skills that complement specialist knowledge, though these are not unique to these professions.
Beginning practitioners may not commence their career with all these skills, but will build capability
over time. An experienced or senior practitioner working in a specialist or leadership role would be
expected to have these skills. An indicative range of skills is listed below, but they are not examined
in detail in this statement.9
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Business analysis and audit
Communication and interpersonal skills
Development of governance and information frameworks
Digital literacy to manage and use multiple technologies
Financial and budgetary management
Human resource management
9
These references have more detail about management related skills and knowledge. ARMA International
(2007). Records and information management core competencies.
http://www.arma.org/competencies/document.cfm; Australian Public Service Commission (2004). The
integrated leadership system. http://www.apsc.gov.au/ils/ils.pdf; IBSA (2008), BSB07 Business Services
Training Package; Special Libraries Association. (2003). Competencies for Information Professionals of the 21st
Century. http://www.sla.org/content/learn/members/competencies/index.cfm.
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Information and statistical analysis, manipulation and dissemination
Leadership and mentoring capabilities
Project management
Research methods
Risk assessment
Training and development
For more formation about roles and responsibilities in these professions see Archival Profession and
the Records and Information Management Profession
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The professional knowledge domains
The description of professional knowledge that follows is divided into knowledge domains, including
a summary matrix. The conclusion highlights links to a range of resources for further information.
The statement of knowledge is structured around integrated concepts of theory, principles, ethics
and practice. Theory and principles explain the reasons for a course of action, ethics guide how
practitioners approach that course of action and practice shows what the course of action could be.
Through a structure of inter-related knowledge domains, this statement seeks to show the
interaction of theory, principles, ethics and practice.
The body of knowledge is presented in three knowledge domains with a core underpinning domain.
 Underpinning knowledge domain of theory and principles
 Knowledge domain 1: Records and recordkeeping systems
 Knowledge domain 2: Context
 Knowledge domain 3: Recordkeeping processes and practices
The knowledge domains are interconnected so not fixed by clear boundaries. Figure 2 below
illustrates how the four knowledge domains are integrated and how they exist through different
time periods and in multiple contexts at the same time.
Time
Recordkeeping
processes & practice
Context
Space
Theory &
Principles
Space
Records &
Recordkeeping systems
Time
Figure 2: Concept diagram of the interlocking knowledge domains
The knowledge domains are explored below and summarised in a matrix at Figure 3 (will be
hyperlinked) are indicative of the rich body of knowledge that forms the basis of these professions.
Underpinning knowledge domain of theory and principles
This knowledge domain outlines the underpinning body of theory and principles. Today’s theories
are embodied in AS ISO 1548910, but practitioners also need to know about theories that informed
archives, records and systems in the past. Theory and principles are independent of how records are
created and maintained over time, and are not tied to historical or current environments or
10
Standards Australia (2002). AS ISO 15489 – 2002.
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technologies. This means that when learning about or working with records from different eras, it is
essential to understand and respect the theories that would have informed the decisions and actions
of the organisations and individuals at the time.
It is not possible, or appropriate to replicate the full body of theory in this statement; rather, the full
discourse can be found in the professional literature and in organisational and industry policies and
procedures. Examples of underpinning theories most relevant to the Australasian context include:
 Records continuum theory
 Respect for original order
 Respect for provenance
 Appraisal theories
 Series system of arrangement and control
 Accession system of arrangement and control
Theory underpins all decisions and actions undertaken by practitioners. How theory is implemented
is guided by a range of principles, examples of which include:
 Knowledge and information management
 Collection and data management, custody, storage and preservation
 Professional ethics and codes of conduct
 Cross-cultural perspectives and sensitivities
 Local, national and international information policies, legislation and standards
 Current and emerging technologies and information paradigms
 Economic and financial climate
 Customer and wider society needs and expectations
 Business and information continuity, governance and risk
Knowledge Domain 1: Purposes and characteristics of records and systems
This knowledge domain is about understanding records and the systems in which they are created
and maintained; why they are created, the information they contain and how evidence is
represented in the records. The system could be historical, manual, or digital and exist in the past,
present and future. Individuals, governments, business and community sectors have different
concepts of evidence, memory and information assets and these differences need to be identified,
quantified and respected.
Purpose and characteristics of records
The primary purpose of records is to provide evidence of transactions between organisations and
individuals. Records, also referred to as information assets, underpin individual and organisational
accountability and memory. Records that capture evidence are products of a variety of contexts and
exist in multiple formats which change over time as media and technology evolves.
Records are contingent on the business activities that they document and the purposes which they
serve. Records can be distinguished from other information resources: through authenticity,
reliability, integrity and useability. Records are also managed in context through time and space.
Records are not restricted to written forms and may be entirely digital or physical, be artefacts,
dance, oral histories, stories, music, art or textiles, or a combination.
Purpose and characteristics of recordkeeping and information systems
Systems are increasingly being developed in digital forms in all sectors of government, business and
the community, though many legacy or superseded systems and hybrid systems (combinations of
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technologies) are maintained. Information can also be captured into multiple systems through
copying or digitisation projects.
Systems are enablers of process and practice through:
 their mechanisms for ensuring the characteristics of records are maintained
 capturing and maintaining metadata that relates to records over time
 managing aggregations of information and different contexts
 enabling accessibility of records to meet business and user requirements, and community
expectations
Systems are must be designed to capture, manage and preserve records. Characteristics include
accessibility, reliability and integrity, being compliant and comprehensive. Systems can be standalone or recordkeeping functionality can be imbedded into business applications or communitybased ways of keeping information, which may be digital, physical, memory-based or a combination
(hybrid).
Knowledge about systems is supported by an understanding of:
 methodologies that support the design, implementation and evaluation of systems
 information system architecture and organisation structures
 system analysis, administration and migration
 information retrieval, restructuring, manipulation and presentation
 different contexts and aggregations in which records are created, managed and used
 the purpose and application of metadata schemas and taxonomies
 underpinning theory and practice
Knowledge Domain 2: Context
This knowledge domain is about the broader environment that influences the creation and
maintenance of records, memory and evidence, in the past, present and into the future. Context
includes: ethical consideration of community perspectives about records, information and memory;
legislative and regulatory mandates; governance frameworks; the business environment; cultural
sensitivities; and records and information principles and standards. Table 1 highlights the elements
of context that make up this knowledge.
Table 1: Examples of professional knowledge about context
Topic
Context about
organisations,
communities and
individuals
Example of the broader context of records and archives
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Governance
frameworks
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expectations, needs and rights of individuals,
organisations, and communities
community-based interpretations of ownership of
information and memory, and of the custodians, such as
community elders or leaders
culture and language of individuals, organisations or
communities; and different perspectives of evidence
characteristics of the jurisdictions or communities in
which recordkeeping activities occur
organisational goals and strategies
legislative and regulatory frameworks
local, national and international standards
information risk assessment and management
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Information
management
frameworks
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business and community continuity
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information flow, interoperability and reuse
business and social exchange of information
strategic, tactical and financial planning of information
management objectives
digital continuity plans and strategies
access to information, security and privacy
information quality, accountability and performance
assessment
user services, needs, behaviours and education
new and emerging technologies
research agenda to challenge or test theory and practice
and contribute to the body of knowledge
skills and knowledge base
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Knowledge Domain 3: Processes and practice
This domain is about how recordkeeping theory, principles, frameworks and standards may be
implemented in business or community environments. The processes and practices highlighted
below are not dependent on whether or not the information that forms the archive, record, or
memory is digital or physical. The full body of knowledge about process and practice is embedded in
the professional literature, in standards and in organisational documents produced by Australasian
and international archives and records institutions and associations.
The range and extent of knowledge practitioners need will vary over time, as they take on different
roles and on the context in which they are undertaking these roles. Table 2 highlights several broad
areas of process and practice.
Table 2: Examples of professional knowledge about processes and practice
Topic
Documenting
context
Example of practice and process
 documenting community and business contexts over time as
legislative and regulatory mandates, governance, roles and
responsibilities change
 advocating the important of good records and information
governance to organisations and the wider society
 Connecting information management frameworks to the
wider roles and responsibilities of the organisation or
context, past, present and future
 respecting cultural sensitivities about the different
perspectives of the nature, ownership and role of records
Identifying
requirements and
processes
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undertaking research and business process analysis to
identify functional requirements in community, or business
systems
developing a corporate thesaurus to support planning of
frameworks, systems and processes
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Appraisal and
assessment of
significance
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Classification and
description
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User services,
advocacy and
outreach
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Preservation and
management over
time
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designing, implementing and evaluating systems and tools
for use in manual and/or digital environments
identifying enabling technologies that are appropriate for
processes being defined and the system being implemented
analysing functions or business areas of organisations
appraising the value and significance of records and
information
assessing how long to retain records and information
implementing authorised decisions made about the use and
retention of records and information
identifying vital records and information as part of business
continuity plans and programs
identifying business functions, activities and transactions
facilitating or undertaking the manual or automated capture
and registration of records into systems and application of
security controls if needed
arranging and describing records that respects the context in
which they were created and used
facilitating maintenance of persistent links between records
and other entities through application of manual or
automated metadata and taxonomies
providing user services, reference and outreach programs to
support accessibility to records and information in multiple
environments
undertaking advocacy for the industry and professions
through publications, media releases, website activities,
submissions, and engaging with professional associations
supporting community custodians and elders, especially,
Indigenous, minority and marginalised groups to preserve
cultural identity and heritage
managing records and information over time in accordance
with organisational policies, and as new theories, principles,
practice and technologies emerge.
preserving records in built, community-based, virtual, or
trusted digital repositories; for as long as they are required
implementing digital continuity programs
developing and implementing vital records and disaster
management plans
managing access to and security of information, and
complying with privacy guidelines
Knowledge about process and practice is supported by an understanding of:
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different cultural perspectives of characteristics and uses, custody and ownership of records
business and systems analysis
relationships between requirements, processes and enabling technologies
appraisal and assessment of significance of functions and records
metadata schemas and taxonomies
arrangement and description
storage and preservation
information retrieval
accessibility through reference and user services
Conclusion
The purpose of this Statement is to codify the kinds of knowledge about which practitioners working
across the archives, records and information management professions need to be aware, taking into
consideration the organisations in which they are employed, the communities with which they
engage, their roles and career stages. The professional knowledge of practitioners, however, is not
fixed but grows and adapts through education, continuing professional development and
experience.
In addition to codifying professional knowledge across the archives, records and information
management professions, the Statement can be used for a wide range of purposes. Table 3
highlights how different stakeholder groups can use the Statement.
Table 3: Stakeholder use of the Statement of Knowledge
Stakeholder
group
Organisations
How stakeholders can use the Statement of Knowledge
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Educators
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Practitioners
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Students
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Community
organisations
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developing information management frameworks
assess workforce development needs through mapping skills
and knowledge of employees to the statement
develop in-house professional development programs or
individual learning and development plans
identify skills and knowledge needed for recruitment or project
teams
use as a reference when developing or reviewing course
content
map course content to Statement when seeking course
accreditation
identify areas of content to build knowledge and skills
map out a personal professional development plan – eg is
more theory needed or more practice?
help awareness of kind of knowledge required to work in the
industry
help decide areas of specialisation
provide awareness of what is involved in being custodians of
archives, records and memories and the kind of expertise they
can draw upon in preserving their identity and heritage
The Statement of Knowledge is not a stand-alone document but is linked to a range of resources that
can also assist practitioners, students, educators, organisations and communities in building
professional knowledge and understanding the information-related professions. Table 4 includes a
selection of resources.
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Table 4: Resources for knowledge building and career development
Resource
Statement of Knowledge
for Recordkeeping
Professionals
Where to find the resource (hyperlinks will be ‘plain English’)
Australian Society of Archivists. (2012). Statement of Knowledge for
Recordkeeping Professionals.
http://www.archivists.org.au/page/Learning_and_Publications/ASA_
Learning/Educational_Standards/
RIM Professionals Australasia. (2012). Statement of Knowledge for
Recordkeeping Professionals http://www.rimpa.com.au/professionaldevelopment/statement-of-knowledge/
A framework to assist
practitioners to build
their knowledge, and
skills, and identify career
pathways: “Tasks,
competencies and
salaries for recordkeeping
professionals”
Australian Society of Archivists. (2010). Tasks, Competencies &
Salaries for Recordkeeping Professionals (TCSRP).
http://www.archivists.org.au/icms_docs/111929_Tasks_Competenci
es__Salaries_for_Recordkeeping_Professionals.pdf
Courses that have been
accredited using the
Statement of Knowledge
Australian Society of Archivists. (2012). Accredited courses.
http://www.archivists.org.au/page/Learning_and_Publications/ASA_
Learning/Accredited_Courses/
Career information about
the archival profession
RIM Professionals Australasia. (2012). Courses recognised by the
Records and Information Management Professionals Australasia.
http://www.rimpa.com.au/professional-development/coursesavailable/
Australian Society of Archivists. (2012). Archival profession
http://www.archivists.org.au/page/About/The_Archival_Profession/
RIM Professionals Australasia. (2010). Tasks, Competencies & Salaries
for Recordkeeping Professionals (TCSRP).
http://www.rimpa.com.au/professional-development/tcsrp/
Career information for
the records and
information management
industry
Job Outlook prospects for
Records Managers,
Archivists and Curators
RIM Professionals Australasia. (2012). Records and Information
Management Careers. http://careers.rimpa.com.au/
Workforce development
strategy for Archivists and
records and information
management
Advice on interacting
with Indigenous
communities and on
dealing with materials
with Indigenous content
Innovation and Business Skills Australia. (2012). .
http://www.ibsa.org.au/news-and-projects/current-projects/glarmwds.aspx
Job Outlook Australia. (2011). Job Outlook for Archivists, Curators and
Records Managers
http://joboutlook.gov.au/Pages/occupation.aspx?search=alpha&cod
e=2242
The Aboriginal and Torres Strait Islander Library and Information
Resources Network. (2005). ATSILIRN protocols.
http://www1.aiatsis.gov.au/atsilirn/protocols.atsilirn.asn.au/index6d
f0.html?option=com_content&task=blogcategory&id=0&itemid=6
Treaty of Waitangi – Te Tiriti o Waitangi. Archives New Zealand
website. http://www.archives.govt.nz/exhibitions/treaty
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Glossary of archives,
records and information
terms
Queensland State Archives. (2010). Glossary of archival and
recordkeeping terms
http://www.archives.qld.gov.au/Recordkeeping/GRKDownloads/Doc
uments/GlossaryOfArchivalRKTerms.pdf
Archives New Zealand. (2007). Glossary of terms
http://archives.govt.nz/advice/continuum-resource-kit/glossary
# Add ICA one when completed
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Appendix: Summary matrix of recordkeeping knowledge domains
Knowledge Domain
Knowledge Domain
Knowledge Domain
Purposes & characteristics
of records & systems
Environmental &
recordkeeping context
Recordkeeping processes &
practices
Records are:
Context could include:
- the basis of individual
and organisational
accountability &
memory
- reliable, authentic,
useable & reliable
- evidence of business
activity between
individuals and
organisations
- created and maintained
in multiple formats
- purpose, needs &
expectations of
individuals, organisations
& society
- business mandate and
ownership
- organisational policies,
legislation & standards
- access, security and
privacy guidelines
- political, economic and
financial climate
- information quality and
performance assessment
- culture and language
- developing research
agendas to test theory
and practice
- developing an appropriate
skills and knowledge base
Process and practice could
include:
- documenting
organisational or
individual context
- undertaking research
and analysis to identify
functional, business &
systems requirements
- developing a corporate
thesaurus to support
information needs
- undertaking appraisal &
assessment of
significance
Systems:
- identifying vital records
- are based on
to support business
information
continuity
architecture principles
- capturing, classifying and
- reflect business
describing (manual or
processes
automated)
- capture, manage,
- providing user and
preserve & make
customer services, and
accessible
reference
- are compliant
- undertaking advocacy
- governed by access &
and outreach activities
security rules
- managing records over
- use metadata and
time, including applying
taxonomy schemas
relevant technologies to
secure, store, preserve,
migrate and dispose
Underpinning Knowledge Domain: Recordkeeping theories & principles
Theory and principles could include:
SPACE/ DIMENSION
TIME
PAST PRESENT FUTURE
Summary matrix of Recordkeeping Knowledge Domains
- records continuum theory, appraisal theories, systems of intellectual and physical
control, respect for provenance and original order
- knowledge and information management, & technological frameworks
- collection and data management, custody, storage and preservation
- professional ethics and codes of conduct
- cross cultural perspectives and sensitivities, customer and wider society needs and
expectations
- local, national and international information policies, legislation & standards
- business and information continuity, governance and risk
DEPTH OF KNOWLEDGE
Exposure draft of 2 August 2012
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