Fedora 3.0 and METS: A Partnership for the Organization, Presentation and Preservation of Digital Objects

4th International Conference on Open RepositoriesThis presentation was part of the session : Fedora User Group PresentationsDate: 2009-05-21 10:30 AM – 12:00 PMFedora is being implemented in many different kinds of repositories even within a single institution, e.g., institutional repositories, and preservation repositories, and metadata repositories. Within many institutions, METS (Metadata Encoding & Transmission Standard http://www.loc.gov/standards/mets/) is being used to encode and package content files and metadata for many of the digital objects within these repositories. Much has been speculated about how the two could work together, particularly with the expansion of "content models" within Fedora 3.0. In this proposal, 3 different academic institutions will discuss decisions, plans, and issues arising out of the implementation of a "Paged Text" content model that incorporates the use of METS for various purposes related to the management of metadata for this type of digital object during its lifecycle. Within two 20 minute presentations, each presenter will provide the context for the type and purpose of the repositories being discussed within his/her institution as well as the related services that pertain to the discussion. In addition, each presenter will explain for what purpose METS is being used within the repositories, e.g., to "stage" content and metadata as a pre-SIP target or organizer for vendors, and/or to package content files and metadata for export to preservation. Areas of discussion will include how METS is or potentially could be used in conjunction with the more generalizable mechanisms built within Fedora to manage the structure of a digital object, the disseminators interacting with a digital object (such as page turners for text), and the workflow associated with different "moments" within the lifecycle of the digital object. Presenters will discuss lessons learned as well as future areas of exploration as the Fedora and METS communities continue to work together to optimize the use of each when it makes sense to do so. Questions and discussion from the audience will be encouraged

Growing the FAIR Community at the Intersection of the Geosciences and Pure and Applied Chemistry

The geoscience and chemistry communities have numerous common practices and dependency on data standards. Recent efforts from the International Union on Pure and Applied Chemistry (IUPAC) and the American Geophysical Union (AGU) are to explore and collaborate on approaches and sharing lessons learned on efforts to implement the FAIR Guiding Principles as they apply to data in their respective communities. This paper summarizes their efforts-to-date highlighting the importance of existing communities, Scientific Unions, standards bodies and societies in taking deliberate steps to move and encourage researcher adoption of the FAIR tenets

A Collaborative Clearinghouse for Data Management Training and Education Resources

Objective: The main objectives of this breakout session are for the Data Management Training (DMT) Clearinghouse team to: 1) introduce the Clearinghouse and its current design and implementation, 2) solicit submissions to its learning resource inventory, and 3) collect feedback upon its web interface and future development. Features of the Clearinghouse that will be demonstrated include how to search and browse its inventory as well as submit a learning resource to the Clearinghouse using the LRMI (Learning Resource Metadata Initiative) metadata format. The team will also share the roadmap for the Clearinghouse’s upcoming features. In order to provide feedback regarding the Clearinghouse’s usability, the team will invite the session attendees to test the Clearinghouse’s services and will encourage comments to guide its future development. Setting/Participants/Resources: Since the DMT Clearinghouse is entirely accessible via the web, in order to demonstrate the Clearinghouse successfully, a reliable (and preferably free of charge) internet connection, and an overhead projecting capability will need to be available to the presenter. It would also be very useful for the attendees of the session to have access to the same internet connection, so that if they desire, the attendees can follow along with the steps of the demonstration, and contribute to the Clearinghouse inventory. The main presenter will plan to bring her own laptop with built-in standard HDMI and USB ports. As a result, it will be helpful if a HDMI or USB cable could also be provided for the presenter to connect her laptop to the projecting equipment. Method: Many research organizations, government agencies, and academic institutions have been developing excellent learning resources in order to support and meet the needs for data management training. However, these learning resources are often hosted on various websites and spread across various scientific domains. Consequently, these resources can be difficult to locate, especially by those who are not already familiar with the creators/authors. This is a barrier to the use and reuse of these resources, and can have significant impact on the promotion and propagation of best practices for data management. To address this need within the Earth sciences, the U.S. Geological Survey’s (USGS) Community for Data Integration (CDI), the Federation of Earth Science Information Partners (ESIP), and the Data Observation Network for Earth (DataONE) have collaborated to create a web-based Clearinghouse1 for collecting data management learning resources that are focused on the Earth sciences. The initial seed funding for the effort was provided by a grant received from the USGS CDI earlier in 2016, and ESIP’s Drupal site provided the hosting infrastructure for the Clearinghouse. Members from the USGS, DataONE, ESIP’s Data Stewardship Committee and its Data Management Training Working Group, Knowledge Motifs LLC, as well as Blue Dot Lab met regularly between April and October, 2016 in order to discuss, create, and implement the content structure and infrastructure components necessary to build the current revision of the Clearinghouse. 1. http://dmtclearinghouse.esipfed.org Results: As a registry of information about the educational resources on topics related to research data management (initially focused on Earth sciences), the Clearinghouse serves as a centralized location for searching or browsing an inventory of these learning resources. Currently, the Clearinghouse offers search and browse functionality that is open to all, and submission of information about educational resources by login with a free ESIP account. To assist with discoverability, the learning resources are described using Learning Resource Metadata Initiative (LRMI) schema. Additionally, the resources may be associated with the steps of data and research life cycles, such as the USGS CDI’s Science Support Framework2 and DataONE’s Data Life Cycle3. Leveraging the team’s collective experience in creating, presenting and distributing data management learning resources, the Clearinghouse included the learning resources from USGS, ESIP, and DataONE as its initial inventory, but is expanding to resources from NASA and others. Crowdsourcing is currently the main mechanism for sustaining the Clearinghouse. Going forward, in addition to the built-in workflow to allow anyone from the public to submit descriptive information about the data management learning resources that s/he wishes to share, future capabilities will be added to enable contributions to review, edit, and rank the submissions, as desired. 2. https://my.usgs.gov/confluence/display/cdi/CDI+Science+Support+Framework3. https://www.dataone.org/data-life-cycle Discussion/Conclusion: The DMT Clearinghouse team was successful in completing the initial development phase as scheduled for the first six months of its funding, including some informal usability testing of the interface. The team aims to continue to develop and enhance the Clearinghouse’s capabilities, including the evaluation of its usability, through collaboration with additional communities, and if feasible, adding the capability for bulk-loading of learning resources. Being able to present the Clearinghouse at the eScience Symposium would not only allow those who are involved with or would like to learn about data management to leverage the Clearinghouse’s resources, but also connect those who would like to contribute to the project with the Clearinghouse team. Ultimately, the Clearinghouse is designed so that the resources from its inventory could be used in a variety of data management training and education environments. By exposing the Clearinghouse to diverse users and communities, the Clearinghouse team can better assess how the Clearinghouse can be updated and what technological enhancements to pursue in the future in order to improve our support of research data management training needs

Curricula models and resources along the data continuum: Lessons learned in the development and delivery of research data management and data science education

There continues to be a critical demand for data managers, data curators, and data scientists. This panel addresses the education that needs to be delivered to help students and practicing professionals fill these roles, explores the existing resources available to educators, and provides an interactive environment to discuss the issues. The Institute of Museum and Library Services recognized the need for LIS educators to create the conduit to advance the entire research enterprise by building capacity in data management and data science. They funded projects to develop curricular models and related materials to educate the next generation of information professionals including: LIS Education and Data Science for the National Digital Platform (1); Development of an Enhanced and Expanded Data Management Training Clearinghouse for Earth Science Information Partners (ESIP) (2); User Experience and Assessment (3), Data Curation Education in Research Centers (4), and Geographic Information Librarianship (5). Attendees will learn about existing training materials and will be encouraged to brainstorm how to infuse and integrate research data management and data science into existing LIS programs and courses. A group discussion will consider the following questions: What research data management and data science education exists in other programs? How do we get LIS students more engaged in these data careers? Do other materials exist that could be included in the ESIP Clearinghouse? What can be learned from the ESIP example? (1)RE-70-17-0094-17; (2) LG-70-18-0092-18; (3) RE-20-16-0036-16; (4) RE-02-10-0004-10; (5) RE-05-12-0052-1

DMT_Clearinghouse_ESIPSummer2017Bloomington.pptx

The Data Management Training (DMT) Clearinghouse is a metadata registry for training materials on data management. Now that the DMT Clearinghouse is up and running, and following on from some user testing of the interface and functionality, this session was designed to provide a number of opportunities for interested participants to help move the Clearinghouse forward in a working session. Organizers brought suggestions for educational resources to add to the DMT Clearinghouse, but also sought new sources of training materials. Participants prepared for the session ahead of time by bringing information about educational resources thought useful to researchers and data professionals. At the session, the resources were reviewed per the selection criteria suggested, and then submitted to the Clearinghouse. Time was also allotted to look for other resources to add to the list of resources to submit. <div><br>The kind of educational resources being sought could be delivered online, face to face, or using a combination of both techniques. Examples of possible resources included: remote access tutorials, webinars, videos, audio presentations, exercises or training activities such as specific examples of data use or so-called data “recipes” that could be used to supplement other educational resources, syllabi, lesson plans, teacher guides, related tool training guides (e.g., for DMP Online), etc. All resources should provide instruction directed to researchers and/or data professionals who wish to train themselves or others on best practices related to the management of research data including but not limited to Earth science data. In terms of audience, generally, the resources should offer instruction to upper level scientists of all types, undergrads / early grad students, post-docs and early career scientists, data professionals such as data managers and data librarians, and citizen scientists. </div><div><br>For ideas about what to submit, check out what’s already in the DMT Clearinghouse at: <a href="http://dmtclearinghouse.esipfed.org/" rel="nofollow me noopener noreferrer" target="_blank">http://dmtclearinghouse.esipfed.org</a>. At the working session, organizers and experienced submitters answered questions, showed examples, explained decisions made with respect to prior submissions, and celebrated additions to the inventory as well as collected feedback on user experiences with the DMT Clearinghouse website functionality and resource submission form. </div

Dash Curation Service Infrastructure Enhancement: An Informed Extension &amp; Redesign

University libraries and data repositories are increasingly being asked to support research data curation as a consequence of funder mandates, pre-publication requirements, institutional policies, and evolving norms of scholarly practice. While free commercial alternatives such as figshare and Dropbox provide high service functionality and intuitive user experience that serve research data creators well, they do not offer long term preservation reliability, nor do they necessarily share the increasingly important value of open data. From the perspective of the research data creator, however, all of these factors are important and desirable, so a preservation repository service targeting the needs of researchers should provide them. The UC Curation Center (UC3) at the California Digital Library created its Dash research data portal to address these needs. Following the initial deployment of the Dash service UC3 received feedback from users that additional functionality and a redesigned user interface would be desirable. With funding from the Alfred P. Sloan Foundation UC3 has re-factored the infrastructure behind Dash, and improved the front-end user experience of the existing deposit service. The Dash submission, harvesting, and discovery components are being extended to apply to any standards-compliant repository supporting the SWORD submission and OAI-PMH metadata harvesting protocols

Testing the Proposed METS 2.0 Data Model against Use Cases and Complementary Data Models: Presentations and Community Discussion

The Metadata Encoding and Transmission Standard (METS) 1.x schema has an established community of users including academic and national libraries, archives, and museums as well as support from a number of commercial and open source tool and service vendors. While the established community of METS users has adapted systems and tools to METS expressed in XML, many in the library and archive communities are moving toward the use of newer technologies such as those of the Semantic Web and linked data for the digital content that they have been collecting. As a result, the METS Editorial Board (MEB) has been contemplating a data model for a next generation METS schema that will facilitate these kinds of technologies. The initial approach to a new METS data model aligned very closely to metadata schemes in the preservation arena, namely PREMIS, but the MEB thought it essential to test the new METS 2.0 data model against existing canonical implementations of METS, and developing complementary data models. This workshop will describe current and ongoing efforts to evaluate and further develop a new METS data model. Participants are invited to participate in the discussions, and the subsequent evaluation / refinement of a METS 2.0 data model