1 Leave a comment on paragraph 1 0 For this week’s collective blog post, our team started to gather information regarding general guidelines for Data Management Plans. In order to do so, we looked into our own revised workplan and also into the Data Management research guides from the Graduate Center Library.

2 Leave a comment on paragraph 2 0 Step 1. Key Summary of the ZUC Project

3 Leave a comment on paragraph 3 0 (This information was already thoroughly detailed in Jenna’s project proposal.)

4 Leave a comment on paragraph 4 0    A cross­-repository resource for zine research, providing access to metadata about as many zines, and in as many ways (linked open data, links to digital content, etc.) as possible.

5 Leave a comment on paragraph 5 0    A collaborative platform for cataloging zines and their creators, by persons both within and external to the library profession.

6 Leave a comment on paragraph 6 0    A hub for zine research, where partners can seek inspiration and collaboration.

7 Leave a comment on paragraph 7 0    A promotional and educational resource for the zine genre.

8 Leave a comment on paragraph 8 0    A tool capable of supporting projects to incorporate digitized (and born digital) zine (and zine­ related) material into other platforms such as the Digital Public Library of America (DPLA).

9 Leave a comment on paragraph 9 0 Step 2. Kinds of Data

10 Leave a comment on paragraph 10 0 For the purposes of this project, our team will not be producing new data. Instead, we will work with metadata—data or content that describes the information about the zines—already created and publicly shared on the xZINECOREx GitHub repository.

11 Leave a comment on paragraph 11 0 Regarding the data that will appear on the web-based application, our goal is to begin importing and managing one of the metadata sets that are included in the repository—including the Denver Zine Library Catalog, Barnard College, Carnegie Library of Pittsburgh, Queer Zine Archive Project (QZAP), and ABC No Rio, among others. Our team—and, more specifically, the Lead Developer—will be responsible for controlling the data after we build up a working environment for the webserver.

12 Leave a comment on paragraph 12 0 Given the collaborative approach of the project, not only within our team, but also when it comes to other cultural institutions and enthusiasts, we are contemplating on retaining the data for as long as possible—maybe permanently?

13 Leave a comment on paragraph 13 0 Step 3. Identification of the Standards

14 Leave a comment on paragraph 14 0 To set up the back-end of the webserver we will be using Collective Access, an open-source collections management software specifically designed for projects like ours. The metadata standard required, in this case, is xZINECOREx, created for the QZAP Collective Access profile. As we already mentioned in our ZUC Revised Workplan, xZINECOREx is a refined schema of the Dublin Core standard that addresses issues that apply to zines in particular. Moreover, xZINECOREx is able to unify the metadata into the same standard in order to share the same bits of information about zines.

15 Leave a comment on paragraph 15 0 On a separate note, the team is obtaining valuable information regarding the front-end, browsing mechanisms, and subject thesauri from other Collective Access projects including LaMaMa, the New Museum, the Interface Archive, QZAP, OCLC WorldCat, CLIO, Sallie Bingham Center zine catalog, Open Library, and Project Gutenberg, for example.

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  • Welcome to Digital Praxis 2016-2017

    Encouraging students think about the impact advancements in digital technology have on the future of scholarship from the moment they enter the Graduate Center, the Digital Praxis Seminar is a year-long sequence of two three-credit courses that familiarize students with a variety of digital tools and methods through lectures offered by high-profile scholars and technologists, hands-on workshops, and collaborative projects. Students enrolled in the two-course sequence will complete their first year at the GC having been introduced to a broad range of ways to critically evaluate and incorporate digital technologies in their academic research and teaching. In addition, they will have explored a particular area of digital scholarship and/or pedagogy of interest to them, produced a digital project in collaboration with fellow students, and established a digital portfolio that can be used to display their work. The two connected three-credit courses will be offered during the Fall and Spring semesters as MALS classes for master’s students and Interdisciplinary Studies courses for doctoral students.

    The syllabus for the course can be found at cuny.is/dps17.

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