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                  <text>Preservation in the archive involves the process of historical representation and connotes security, safety, and assurance that the collections will remain intact and uncorrupted for future generations to enjoy. Digital collections pose unique preservation challenges and require an assessment of risks, both material and intellectual, as part of the planning and  management policies. These entries illuminate standard archival preservation practices and present future trends.</text>
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                <text>Gladney’s article discusses the issue of addressing user interests in digital preservation. He notes that much scholarship on digital preservation to date (at time of writing) focuses on the interests of artists and scholars but that the users of archived digital information are growing to include businesses as well. He explains that one of the major concerns of users of digital archives is that of the trust. While the literature suggests that focus should be on creating trusted repositories, Gladney argues that this assumes naivety on the part of the users. Instead of promoting trusted repositories, he suggests focusing on creating trustworthy information. He discusses the concepts of “original” vs. “authentic” data and suggests a method for ensuring authenticity of digital artifacts, which he calls the Trustworthy Digital Object (TDO) Methodology. This involves attaching metadata to files which describes identifiers, external references, certification keys, and version history. Finally, Gladney admits that since TDO has not yet been tested, it is premature to give “firm assertions’ of its advantages over alternatives, but claims that TDO represents a necessary change in focus from repository needs to user needs. </text>
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                <text>Gladney, H. M. “Principles for Digital Preservation.” Communications of the ACM 49.2 (2006): 111-16. Accessed February 3, 2012. http://mysite.pratt.edu/~croach/images/princip.pdf</text>
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                <text>Gladney, H. M. “Principles for Digital Preservation.” Communications of the ACM 49, no. 2 (February 2006): 111–16. Accessed April 13, 2020. https://doi.org/10.1145/1113034.1113038</text>
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                <text>Preservation of digital data requires anticipation of potential threats to the integrity and authenticity of the items. Although future environmental and intelligence threats may be impossible to predict and thus, prepare for, Henry M. Gladney describes viable solutions for the long-term preservation of digital collections. Beginning with a clear mission, founded in both archival standards and a high level of technical expertise, Gladney outlines methods and procedures for producing ample copies, migration to newer forms of technology, facilitating search and retrieval functions, and preventing data rot and corruption. Throughout the text, he reiterates the importance of deeply understanding the unique structure and operations of digital objects (whether born digital or the digitization of analog material) and suggests greater focus be placed on the representation and sustainability of these objects as opposed to debating the structure and operations of a repository. To assure interoperability between institutions and future technologies Gladney proposes the “Trustworthy Digital Object" method. In addition to providing technical solutions, Gladney also engages philosophical arguments on what it means for an object to be authentic, accessible, and valuable.</text>
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                <text>Gladney, Henry M. &lt;em&gt;Preserving Digital Information. &lt;/em&gt;Berlin; New York: Springer, 2007.</text>
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                  <text>Items in this collection pertain to the ways one can use digital archives to teach digital humanities or related subjects. Specific pedagogies associated with the creation, management, preservation of archive content are also collected here.</text>
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                <text>Making African American History in the Classroom: The Pedagogy of Processing Undervalued Archives</text>
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                <text>This article argues that getting students to learn about archival preservation and research in the context of an underpreserved, underresearched history offers a number of pedagogical rewards. Colleges and universities are pushing to increase community-based learning opportunities for undergraduates. At the same time, digital humanities initiatives are making it increasingly possible for undergraduates to work hands-on with primary sources, and a number of university-sponsored efforts are being made to process and digitize neglected African American archives. Many of these projects make use of graduate student labor, but few have recognized the benefits of engaging undergraduates in processing local and minority archives as part of their classroom experience.&#13;
&#13;
This article argues that such classes would not only build mutually beneficial relationships between town and gown but also encourage students to recognize that the approach to history they are familiar with—one that emphasizes national leaders and “major” events—is part of the same tendency to value the powerful that has caused African American history to be underpreserved. Preserving and publicizing local histories counters this tendency and may help produce a younger generation of scholars who are attuned to politics of power and privilege within the scholarship they encounter and produce. (Provided by publisher)</text>
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