SLIS J725, Fall 2009 Kristin Amsden, Aileen Marshall, Theresa Wagner

Final Report on the Digital Library Project

Contents
1) The planning process
2) Digitization process
3) Meta-data acquisition and creation
4) Pros and Cons of ContentDM
5) Encountered problems and solutions for future projects
6) Conclusion
7) Appendixes
a) Appendix 1: Digitization specs
b) Appendix 2: Meta-data fields
c) Appendix 3: Meta-data screenshots
d) Appendix 4: DL screenshot (public user-interface)

1) The planning process

When putting together a digital collection, planning is probably the most crucial step of

the whole process. It sets the tone for the project flow and helps the team to focus on its goal.

One of the first tasks was to decide on a cohesive topic for a digital collection. Our group

decided together on the topic for our DL, which ended up to be musicals. We wanted a topic that

we are all familiar with and that we all can contribute to, regardless of the differences in

expertise. We also decided that a topic of interest to both professionals (such as students) and

laymen would be beneficial for this term project. The collection is therefore intended for use by

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SLIS J725, Fall 2009 Kristin Amsden, Aileen Marshall, Theresa Wagner

theatre, dance, and music students, history scholars, and any and all users who share a love and

passion for past and contemporary musical history and wish to learn more about this particular

art. By providing a collection of texts, images and videos, it is the goal of our digital library to

give users a better understanding of what kind of work and people make stage and film musicals

possible. The digitized texts illustrate theoretical background and information on the history of

musicals; images and videos provide a glimpse into artistic and technical aspects of live theater

and film productions.

Our targeted user group for this digital library includes all those who share a particular

interest in the history and background of 20th and 21st century musical theatre. We decided to

include objects that would be to satisfy different interests within our target groups. We decided

to include pages from playbills from Cats, The Phantom of the Opera, Beauty and the Beast and

Les Miserables. We also decided to include a selection of short videos from these productions to

showcase the performance aspect to users, as well as articles about the musicals from the

playbills and sheet music to provide more information about each production to the end user.

One of the goals was to give users a sense of the process of stage musicals even if they had never

seen the shows we showcased.

2) Digitization process

After we had a plan in place, we had to go through the process of digitizing our items for

the collection. All of our images and texts had to be scanned as none were born digital. Each

group member was responsible for her own items. To make the process of finding appropriate

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SLIS J725, Fall 2009 Kristin Amsden, Aileen Marshall, Theresa Wagner

specs easier, we decided that one person would create the specs; the group would then go over

them and make corrections as necessary. We decided that we would use the same specs for each

item type to achieve as much consistency as possible. We did not set a limit as to how many

items each individual could have. Aside from text and still images, we had decided to include

videos in our collection. We found these videos online and had to convert them in workable

formats for our collection. We all had access to a scanner, so we did not experience problems

with the digitization process. And, we all were able to convert our videos from flash video to

MPEG files so we could post them on ContentDM. Our digitization specs are outlined in

Appendix 1.

3) Meta-data acquisition and creation

Due to the different nature of our objects, we decided to use Dublin Core as a metadata

standard. Its flexibility gave us the option to decide on mandatory and optional fields as they

would make sense for our specific collection. We used the USC guidelines as basic outline and

then discussed which fields we felt necessary to be mandatory and which we could leave

optional.

Once this decision was made, one of the group members worked on the specs and sent

them to the other two for discussion. We changed the USC guidelines and adapted them so that

they would make sense for our collection, i.e. we decided on specifics such as terms for creator

and contributors. Each group member then assigned metadata to their items. Some items had

more metadata elements than others. We decided to publish text files as PDFs, videos as MPEGs,

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SLIS J725, Fall 2009 Kristin Amsden, Aileen Marshall, Theresa Wagner

and still images as JPEG files. We also made the distinction between format and type when

assigning metadata. For instance, a text file is labeled in the Type field as text but in the format

field, it is labeled as a PDF. For subject headings, we decided to use the Library of Congress

Subject Headings to maintain consistency for our collection.1 These fields were easily managed

in ContentDM. Appendix 2 contains a list of mandatory and optional fields. Appendix 3 contains

meta-data screenshots.

4) Pros and Cons of ContentDM

As with any online management system there are going to be pros and cons of using that

individual system. For our group we found that overall ContentDM was very user friendly and

served us well for our purposes. The system has a User Support Center that allows its users to

view various tutorials about both setup and file creation, participate in web-based training, view

a variety of resources, and download other programs. This User Support Center is excellent for

both first time users and experienced users who may need additional help. This was particularly

helpful for our group as all of us had different levels of expertise in regards to software.

Another advantage of using ContentDM is that it allows its users to more easily and

efficiently organize their digital materials. Upon uploading your files you can add and edit your

metadata very easily. The Administration function of ContentDM allows you to either use the

metadata fields provided or to change the fields to those you need. Users can also delete fields

that are not needed and change the position of fields to organize them to suit your individual

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Library of Congress Authorities http://authorities.loc.gov/
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SLIS J725, Fall 2009 Kristin Amsden, Aileen Marshall, Theresa Wagner

needs. We made heavy use of this feature, changed and organized our fields to match our

collection perfectly.

Our group found that ContentDM was very efficient in how it allowed its users to

download, edit, and organize their digital materials. The system was very user friendly and

provided a variety of different resources for further assistance. It was easily to view your

collection once it was created as well as viewing other collections that you may have access to.

We experienced few downsides to using ContentDM. Some group members encountered

problems downloading ContentDM because not all computer systems are compatible.

Furthermore, the full version of ContentDM must either be bought or the library or archive must

upload their materials to OCLC’s server.

Copyright is another point that needs to be considered when choosing a DAMS. Since all

our material was published under the educational fair use, we were able to use ContentDM and

actually upload and publish our collection. Therefore, we would not recommend ContentDM if a

project includes copyrighted material and the team did not get permission to re-publish these

items.

5) Encountered problems and solutions for future projects

We encountered several problems during the planning and creation of our Digital

Library. In retrospect, the biggest problem was that we did not decide on a group leader. Failure

to do so had an impact on all other steps that followed.

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SLIS J725, Fall 2009 Kristin Amsden, Aileen Marshall, Theresa Wagner

First of all we had to deal with the fact that we live in different states, which did not give

us the option to meet in person. We had to resort to email and chat sessions, and a group leader

could have coordinated these meetings better so that they would not be as unorganized and

chaotic. We also decided that for the next group project we will exchange phone numbers,

instant messenger names etc. to stay in contact if needed as some people do not have the

opportunity to constantly check their email.

We experienced that due to different levels of tech expertise, we had problems getting

points across via email or while chatting. Oftentimes one group member would not quite

understand what another was trying to convey simply because of lack of technical knowledge or

lingo. This problem can be solved by having a preliminary meeting before the project starts to

determine where the group members stand in respect to technical and other necessary

knowledge.

The group leader can also facilitate as moderator in chat sessions, assign functions and

responsibilities to group members and act as point of contact in case questions or problems arise.

This would have made the work much more efficient.

We believe that, whenever possible, groups members should agree on who is responsible

for what step. In our case it was difficult to agree on one person doing the digitization because

we do not all live in the same town. However, if team members are all local, we strongly believe

that the group leader should name one person responsible for the digitization, another one for

meta-data creation, a third one to designing the DL web site and interface, and yet another to

prepare a documentation etc. This way each member would feel comfortable because, ideally,

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SLIS J725, Fall 2009 Kristin Amsden, Aileen Marshall, Theresa Wagner

he/she works within his/her field of expertise.

The main thing that caused our group a significant amount of trouble was the lack of

communication, or rather the courage to mention to the group members how we feel about the

process, work done etc. One member, who felt that she was putting in more effort than the other

members, did not mention this right away, which caused irritation and dissatisfaction. We

believe that having named a group leader in the beginning would have eliminated this problem

right away. Members can talk to the leader who they conveys the message to the rest of the

group and, if necessary, makes a decision in regards to workload, assignments etc. It is most

important that all members agree in the beginning to accept the leader's decision once it has been

made.

Finally, we believe that we should have set up an internal schedule that dictates which

work has to be completed at what date. The advantage is that this would have given us some time

to compare our results and not have the feeling of last-minute panic.

In conclusion, our problems were mainly human ones. We did not experience any

problems with the technology as we managed to help each other out if questions arose. We

learned from this experience that group work requires a lot of effort and preliminary thinking and

work before starting the actual project. We also think that it is vital for the group to get to know

each other ... this will build stronger ties among the team members and gives them the courage to

voice doubts, critique etc.

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SLIS J725, Fall 2009 Kristin Amsden, Aileen Marshall, Theresa Wagner

6) Conclusion

Throughout this class our group learned a lot about digital libraries. We gained

experience in planning a project, selecting and digitizing objects, creating meta-data and finally

piece it all together. We found that creating the meta-data was one of the most interesting parts

of this project. Each of us had to face her own problems, and we realize now, at the end of the

semester, that some of these problems could have been eliminated by proper planning. Although

we were frustrated at times, we take this as what it should be: a learning experience we can use

to improve our next group project and ensure communication and success right at the beginning.

We feel that this class was very valuable as it did not only provide theoretic background but also

hands-on experience, which will be valuable in any job we chose after graduating.

Despite our set-backs we think that we worked well together and created a good,

interesting and informative Digital Library.

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SLIS J725, Fall 2009 Kristin Amsden, Aileen Marshall, Theresa Wagner

7) Appendixes

a) Appendix 1: Digitization specs

Images
We chose to scan these at this rate in order to have a manageable file size for our end users,
while still maintaining the image quality of the original.
Resolution: 300 x 300 dpi
Depth: 24 bit color
Hardware: Epson Expression 10000 XL scanner / HP Photosmart C4180 All-in-One / Epson
Perfection V700
Software: Adobe Photoshop Pro / Gimp
File format: JPEG

Text
Both grayscale and black and white imaging was used to digitize our text objects. For the sheet
music, after testing, the grayscale gave better reproduction quality.
Resolution: 300 x 300 dpi
Depth: 8 bit grayscale
Hardware: Epson Expression 10000 XL scanner / HP Photosmart C4180 All-in-One
Software: Adobe PrintShop Pro, also collected and OCRed with Adobe Acrobat 8.0
File format: PDF

Video
These were downloaded from Youtube and then converted to usable formats. No segmentation
was necessary.
Software: OnlineVideoConverter.com to convert flash video to MPEG file, Windows
MovieMaker to clean up video quality / FVL to MPEG Converter for Ipod .5.3
File type: mpeg
Variable bit rate
Resolution: 320 x 240 pixels, aspect: 4:3, 30 frames/sec

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b) Appendix 2: Meta-data fields

Descriptive meta-data
Mandatory fields

Title
Unique title for each record
AACR2 rules for capitalization punctuation etc.
Remove leading articles (the, a, etc.)
If no title, group member who digitalized item will supply title; in this case do not put title in
brackets.

Subjects
All subjects in one field, separated by semicolon and space
Use LC subject headings, or local (SC) when needed
Add terms when appropriate. Decision will be made by individual member.

Publisher
Each record will only have one publisher: University of South Carolina

Date.Digital
One Date.Digital per record
Date.Digital = Date when item was digitized
Follow ISO 8601 standard of YYYY-MM-DD

Type
One type per record
Follow DCMI Type vocabulary: Still Image, Moving Image, Sound, and Text etc.

Format
Only one Format per record
Consolidate Internet Media type (IMT) and subtype into one string
Add file size and content extent when applicable, e.g. image/jpg 2 MB (for a
digital photograph) or video/mpg 10 GB ; 34 min., 20 sec. (for digital video)
Do not use bytes. Use KB, MB, GB etc

Source
Enter all sources in one fields, separated by semicolon and space
Use for free-text account of the source of the original item
Include publisher of original item here, plus ISBN or any other original necessary information
Maintain detail from MARC catalog record when possible
Can include URL or finding aid or MARC record in USC’s catalog

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Description
Enter each Description in one field.
Use for free-text account of intellectual content of the original item, and physical description of
original item. Can be quoted or composed my metadata creator.
Is searchable, so think of audience and terminology they would use
Use both Description.Abstract and Description.TableOfContents if applicable. First is composed
by metadata creator, second is found on item.

Website
URL for collection home page

Optional fields

Title.Alternative
Use for subtitles etc.
Enter each Title.Alternative in one field, separated by a semicolon and one space
Follow AACR2 rules for capitalization, punctuation etc.
Remove leading articles (the, a, etc.)

Creator
Enter each Creator in one field, separated by a semicolon and one space
Follow AACR2 rules for capitalization, punctuation etc.
Use LC Authority File for form of corporate and personal names
Enter names as follows: last name, first name. Enter corporate names in full direct form
If no LC established heading exists, group makes decision on name
Can include multiple names or corporate bodies, but use Contributor field for those who played a
secondary role in the intellectual content of the item
Can include role of creator, when needed, in parentheses after name. Text creator = author,
picture creator = photographer, video creator = director

Contributor
Enter each Contributor in one field, separated by a semicolon and one space
Follow AACR2 rules for capitalization, punctuation etc.
Use LC Authority File for form of corporate and personal names
Use this field for those who played a secondary role in the intellectual content of the item
Can include role of contributor, when needed, in parentheses after name. Text creator = author,
picture creator = photographer, video creator = director

Contributing Institution
Only one: University of South Carolina (School of Library and Information
Science)

Language

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Enter all Languages in one field

Relation
Enter each Relation in one field, separated by semicolon and space
Use refinements to specify relations, when necessary
Always include title of Digital Collection in a Relation.IsPartOf field

Digitization Specifications
Only one Digitization Specification per record
Include: bit depth, resolution, separate by semicolon and space

Date.Original
Only one Date.Original per record
Follow ISO 8601 standard of YYYY-MM-DD. Only use what part of the date is known
Use dates associated with creation/publication of original item
If missing date, use n.d.
If approximate date known, use circa YYYY
For range of dates, put space-dash-space between years.

Resource Identifier
Only one Resource Identifier per record
Use for file name (i.e. phant_01.jpg)

Rights Management
Only one Rights Management per record: Educational Fair Use

Administrative meta-data (optional)

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c) Appendix 3: Meta-data screenshots

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SLIS J725, Fall 2009 Kristin Amsden, Aileen Marshall, Theresa Wagner

d) Appendix 3: DL screenshot (public user-interface)

This part of the collection can be found at

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