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TEAC HING THE A PPRA ISAL A ND D ISPOS AL OF ELEC TRON IC RECORDS 1

Theo Thomassen Director of the Netherlands Institute for Archival Education and Research

Electronic records in initial and continuing education If we want to understand how the education of appraisal and disposal of electronic records is organised in Europe, we must first distinguish between two different target groups. Archival education like all professional education is continuous education. It consists of initial archival education, aimed at inexperienced young people who want to become members of the profession, and continuing archival education, aimed at experienced archivists who want to update their knowledge and skills. These two target groups are completely different in composition and character and in consequence need different education and training programmes to attain the same level of competence in any professional field, including the appraisal of electronic records. The training of experienced archivists and records managers in handling and understanding electronic records seems to be the easiest job. They already have a considerable amount of knowledge, understanding and skills in the field of archival theory, methodology and practice and the new field of knowledge could be seen as more or less additional to what they already know and can do. On the other hand they carry the burden of tradition. It is not always easy for them to change their attitudes and assume a new role, and that is what educators in the field of electronic records management ask them to do. The initial, pre-work training and education of future archivists and records managers is aimed at other targets. It is aimed at transmitting a broad and integrated knowledge and understanding of the full range of records, including electronic records. And that is not an easy job for archival educators. On the other hand, most of these future records professionals do not suffer from the old paper bias of their more experienced colleagues. They do not have to go through the difficult process of reinventing their roles and attitudes, but are in the privileged position to adopt a proactive role and an integrated approach towards archives and records and towards paper and electronic records right from the start.

Special courses on macro-appraisal and electronic records New knowledge and expertise in the professional domain are more readily being transmitted to experienced archivists in workshops, short courses and informal training activities, than to future archivists in initial education. The development of new courses usually precedes the modernisation of the standing curricula. This holds particularly true for teaching new appraisal methods and the management of electronic records. The roots of teaching electronic records appraisal are to be found in the short courses rather than the standing curricula of the archive schools. In many cases new mass appraisal courses preceded courses on electronic records. Allow me to take my own school as an example. Some twelve years ago it developed a special training course on mass appraisal and disposal, 63

aimed at archivists and records managers jointly. The reason for developing it was the growing mass of records ready to be transferred to the archives, which forced archival services to rethink and reinvent their appraisal methods and techniques and to pay more attention to the office environment in which the records were created and used. New in this course was its approach, which was process-oriented, functional and life-cycle-oriented or integrated. Some five years ago the Archiefschool developed a special training course on electronic records aimed at archivists and records managers jointly. The reason was the growing mass of electronic records, compelling archivists to reorient their approach to automation and pay even more attention to the office environment in which electronic records were created and used. In organising the course we used the mass appraisal course as a model. Both courses departed from a process-oriented, functional and life-cycle-oriented approach. Just like macro-appraisal the management of electronic records appeared to ask for a shift from a waitand-see approach to a pro-active approach and for thinking in terms of business processes rather than static archival objects. Just like mass-appraisal electronic records management demanded making the same shift from a document-oriented descriptive approach to a systemoriented functional approach. And just like mass-appraisal electronic records management demanded broadening the archival functions from arrangement and description of historical archives to archival quality management in the whole records continuum. In other respects both courses are similar too. The course on appraisal has an electronic records unit and the course on electronic records includes an appraisal unit.

An electronic records seminar for the EU A new target group, a new approach, new contents: these are also the features of the first European initiative, the E-term module. Allow me to just briefly present to you the main features of this course and its development. Several archive schools in Europe have joined forces in developing an European electronic records course on the basis of the Dutch model I briefly described earlier. These schools are: the Dutch Archiefschool, the University of Tampere, the Fachhochschule at Potsdam, the University of Porto, the University of Northumbria in Newcastle and the Italian State Archives Service. This project is now at the stage (and I quote from the conclusions of the DLM-Forum '99 under paragraph 2) that: a training module called E-term (European programme in electronic documents and records management) is to be distributed to interested parties in the Member States together with supporting training material in the second half of the year 2000. What are the main features of this course? The first objective of this five days course is to upgrade the knowledge level of archivists and records managers with respect to the management of electronic records, to such an extent that they will be able to identify the current and forthcoming questions in this field, to develop policies for their institutions, and to cooperate effectively with other institutions and disciplines. A second objective is to stimulate the establishment of a framework for basis archival education in the field of electronic records management. The course aims at archives professionals with at least a few years of working experience either in an archives, or as a records manager within public administration. Due to the composition of the target group but also forced by the impact of information technology, the 64

course is highly multidisciplinary. Concepts, ideas and theories are borrowed from archival science, information science, law, business administration, and political science. The central concepts of the course are archival concepts, primarily based on the notion of the records continuum. For the greater part ideas from the Guide for Managing Electronic Records from an Archival Perspective, drafted and published by the ICA Committee on Electronic Records, are used as points of departure. The case, which is an essential part of the course, will be developed separately for each of the countries in which the course will be organised. The course deals with technological, organisational and archival aspects of electronic records and electronic records management. First, basic theories and concepts are introduced and discussed. Then attention is directed towards information and communication technology and its impact on record keeping and records and archives management. Further on electronic records are approached from the organisational perspective, particularly in view of their implications for business processes redesign. A last theme is electronic records keeping requirements. The point of departure in teaching appraisal is that the appraisal of electronic records is the appraisal of records as such, which is treated as one of the functions of a record keeping system. Compliant with this approach functional appraisal is taught as the methodology which is most applicable to electronic records too. The establishment of specific appraisal criteria for electronic records are among the problems to be discussed. At the end of the course, participants will be invited to integrate the different aspects when discussing the central problem of adopting an overall strategy and a policy for safeguarding the interests of record keeping and archiving in an integrated context, departing from the business processes that generated the records. This is also the central question of the final assessment. After the seminar the students must be able to handle the problem of safeguarding the interests of records and archives in a digital context and to adopt the role of negotiators with the management and with specialists in related domains. The course will be organised for each individual country which asks for it. If possible, a national archives school or other central training institute will play a central role in the organisation. Teachers and lectures should be provided by the country in which the course will be organised. Members of the project team initially train the national lecturers and act as course coordinator when the course is organised in a participating country for the first time.

Integrated programmes: their development and variety Dear colleagues, experienced archivists must learn how to appraise records and how to appraise electronic records, but new professionals must learn it as well. For the first target group the organisation of special courses in functional appraisal and electronic records is most appropriate. The learning needs of the second target group, however, ask for integrating functional appraisal and the management of electronic records in programmes for initial archival education.

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In terms of didactics and curriculum structure the latter operation is more complicated than the first. If just added as special issues to an existing course in archives and records management, functional appraisal and electronic records cannot be more than isolated units within the overall curriculum, anomalies in a paper oriented educational context. Only if integrated into a medium-neutral course on archives and records management functional appraisal and the appraisal of electronic records in particular can be taught in its appropriate context. Obviously this duty is one of the most complicated duties that can be put on the shoulders of an archival educator. Functional appraisal and electronic records compel archival educators to rethink and reengineer the very fundamentals of the archival curricula. In new curricula for archival education a full scale paradigm shift in archival science must be mirrored. To phrase it in more concrete terms: the demand for functional appraisal and electronic records education asks for reidentifying the target group of the whole programme, redefining the whole range of learning objectives and managing the overall implementation of the new approach, a process-oriented, a functional and a records continuum or integrated approach. One cannot tailor functional appraisal and electronic records subjects to the broad profile of the records professional, while aiming at only the archivist-historian in other subjects; one cannot adopt a process-oriented, functional and integrated perspective in teaching functional appraisal and electronic records, while sticking in other subjects to the traditional static approach which focuses on describing non-current records as physical objects. The way in which archival educators have included the teaching of functional appraisal and electronic records in programmes of initial archival education in Europe varies according to differences in the way in which archival education is positioned within the general education system. Where archival science is taught as a subject in a curriculum in history, appraisal and electronic records are likely to be dealt with as isolated subjects and from the perspective of the researcher, if they are dealt with at all. Where the teaching of archival science takes place within the context of an independent archival curriculum, appraisal and electronic records are more likely to be integrated in a substantial course in archives and records management. In preparing this paper I focussed on the programmes in which electronic records are more or less integrated in an archives and records management module. Three types can be distinguished: post-graduate university programmes, degree programmes in archival and information sciences, and programmes at universities of professional education or polytechnics.

Post-graduate university programmes In the post-graduate university programmes electronic records are dealt with from the archival perspective. Examples are the curricula at the Universita of Urbino, Italy, Ecole Nationale du Patrimoine in Paris, France, and the post-graduate curriculum of the Archivschule Marburg, Germany. These programmes are aimed at educating archivists, not records managers. At the Universita of Urbino the appraisal of electronic records is a part of a more general course on what they call electronic records keeping. Appraisal of electronic records is treated as the appraisal of records of a specific type. Topics are the relevance of the traditional classification schemes for appraising electronic and other non-paper records and the current situation with reference to the appraisal function in the case of migration processes. 66

Electronic records are records, that is also the point of view of the Archivschule Marburg. In the post-graduate curriculum, electronic records is a distinct subject, but the basis for the understanding of electronic records is (just like in the other Marburg curricula) laid out in more general archival science modules, like Arrangement and Description, Structural analysis and Appraisal. Generally speaking, the focus is on the effects of automation on administrative work rather than on appraisal of electronic records as such. The archival curriculum of the Ecole Nationale du Patrimoine in Paris is aimed at educating managers of archival institutions. The point of departure is, again, that records are records irrespective of medium. The teaching in appraisal and disposal of electronic records is focused on the identification of problems. Students must learn to understand that a proactive approach is needed and that no electronic records will be transferred to the archives if archivists do not concern themselves with the whole archiving process, including the development of software applications for electronic document management. Electronic records are dealt with in two modules: the module on conservation and preservation, in which digital longevity is discussed, and the module on records management, in which appraisal is a distinct theme. The latter module includes presentations of specific programmes and projects aimed at extracting electronic records considered to be of enduring value for transfer to the archives, like CONSTANCE (CONservation et STockage des Archives Nouvelles Constitues par l'Electronique), and a programme aimed at identifying and preserving electronic records created and used as scientific research resources. Generally speaking, the appraisal of electronic records is dealt with from the cultural heritage perspective and in a practical rather than in a theoretical way.

Degree programmes and programmes at universities of professional education In the degree programmes in archival and information sciences, aimed at the education of records professionals in general or at records managers in particular, electronic records are dealt with both from an archival and from a record keeping perspective. Examples are the Books, Archives and Information degree programme of the Dutch Archiefschool and the University of Amsterdam, the Netherlands, the Archives and Records Management course of the Department of Information Studies of the University of Tampere, Finland, the School of Library, Archive and Information Studies at University College in London, United Kingdom, and the School of Information Studies of the University of Northumbria in Newcastle, United Kingdom. They are quite comparable with most archival curricula at universities of professional education: the Dutch Archiefschool at the Amsterdam university of professional education, the course in archive and information science at Central-Sweden University in Hrnsand, Sweden, and the curriculum in the Fachbereich Archiv, Bibliothek, Dokumentation at the Fachhochschule Potsdam, Germany. The focus of the post-graduate courses is more on the theoretical aspects, while in the programmes of the universities of professional education the practical aspects are stressed. But in terms of professional profile and curriculum structure the graduate programmes and the programmes of the universities of professional education are highly similar. Both types of programmes are established as a branch within information sciences and include core information studies and records management units, like the function and principles of records management, the life-cycle approach to records management and managing records in the electronic environment in Newcastle.

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The Fachhochschule curriculum of the Archivschule Marburg, Germany, is an exception to the rule. It is a two year programme fully dedicated to archives and records management. The particularities of electronic records in their structure and function are systematically explored and compared in the module Electronic office systems and electronic records. The module consists of two parts: Electronic Office Systems in Public Administration and Archiving electronic records. In the latter part the appraisal of electronic records is dealt with. On the basis of the students understanding of basic concepts like life cycle, records continuum, primary and secondary functions the objectives and methods of functional appraisal are presented and discussed. The maintenance of the authenticity of the records and their potential to mirror the generating business functions and processes are presented as the central objectives of the appraisal process. Finally, the DOMEA-Project of the Bundesarchiv is analysed and matched with the ICA Guide for Managing Electronic Records.

The RECPR O - project: general features Several of the other graduate programmes and programmes of polytechnics can happily be discussed jointly. In 1997, Prof. Pertti Vakkari of Tampere University took the initiative to have his university join forces with the Archiefschool in Amsterdam, the University of Northumbria in Newcastle and the Fachhochschule Potsdam in the so called RECPRO curriculum development project, sponsored by the EC Socrates programme. Together, these schools developed an electronic records management curriculum within the framework of a general curriculum in archival and information sciences. One cannot really compare this RECPRO-project with the European course on electronic records presented earlier. The RECPRO-project is part of a full university program for initial professional education and not primarily aimed at experienced archivists and records managers. Moreover, it is relatively extensive covering a whole module, while the European course on electronic records is organised as a five days course with relatively long intervals between the classes. Not amazingly, however, there are also striking similarities. Like the European electronic records course RECPRO covers the whole records continuum and aims at archivists and records managers jointly. The structure of the curriculum is also quite similar. It consists of three teaching areas. Advanced Archival Theories, Information and Communication Technology in an Office Environment, and electronic record keeping solutions in records and archives keeping. The first teaching area is Advanced Archival Theories related to Electronic Record keeping. The point of departure is, again, that electronic records are records just as paper records and that problems in the field of electronic records are problems to be dealt with by archival science. At the same time, the very existence of electronic records also brings about the need for all major concepts of archival science and archival methodology to be redefined. In answering the questions involved, much attention will be paid to records creation, record keeping and records management theories. The second teaching area is Information and Communication Technology in an Office Environment. Not the technical aspects are stressed, but the concepts, particularly the concepts related to information systems. The third teaching area is fully dedicated to electronic record keeping. In this area central issues are the record keeping function, functional requirements for electronic record keeping, 68

the record keeping system and its functions, implementation strategies, the role of the archivist and legal and ethical implications. Sub-units are appraisal (seen from the user requirements perspective) and disposition as archival functions.

The RE CPRO -project: appra isal and disposal sub -units Let us now take a closer look at the appraisal and disposal sub-units of the RECPROcurriculum. Appraisal is identified as the key problem of modern archival science. The appraisal sub-unit deals with (1) concepts of appraisal in the traditional paper-based environment, (2) the particularities of the appraisal of electronic records seen from a records continuum perspective and (3) the definition of methodologies for appraisal. Students can only participate when they are able to identify and explain the main concepts of appraisal in the traditional paper-based environment, the most common theoretical ideas about appraisal and practical experience in the traditional paper-based environment, the concepts of records and recordness in both a paper and an electronic environment, and, finally, the main differences between appraisal by function and appraisal by content. By the end of the sub-unit, they should be able to explain why appraisal is important in the electronic environment, what the main reasons are why appraisal and selection must be initiated early in the stage of conception in an electronic environment, what the criteria are for appraising electronic records, what methods can be used for appraisal in an electronic environment and how appraisal methodologies can be implemented in an electronic environment. The disposal sub-unit deals with the way in which disposition and retention is implemented and monitored, with the differences between logical and physical management and the differences between custody and non-custody models. Students can only fruitfully participate in this sub-unit when they have a sound understanding of electronic records and archives management and when they can describe what preservation is. By the end of the sub-unit they should be able to identify appropriate disposition procedures for electronic records, to explain the advantages and disadvantages of the custody and the non-custody models and identify the countries and organisations in which these models are currently used.

Integration in the general curricula The RECPRO-curriculum is deliberately designed as a separate course, within an archives and records management programme, but a course that can be integrated in a general curriculum in the field of archival, library and information sciences. Each of the partner schools will do this in its own way and at its own pace. In effect, the RECPRO-model is already in the process of being implemented. At the University of Tampere, the Department of Information Studies, the initiator of the RECPROproject, launched its new course on Electronic records management just a few weeks ago. The course is targeted at major subject students in Information Studies. Unsurprisingly, the appraisal of electronic records is dealt with from the perspective of functional appraisal in general and as a function of the record keeping system. Having completed the module the students should be able to identify and understand the information needs of organisations and the functional requirements of electronic record keeping systems. Moreover, they should be 69

able to evaluate the properties of different document management systems, also from an appraisal perspective. A special course in archival appraisal has recently been established in the Tampere advanced studies programme, in which the appraisal of electronic records is one of the issues. The latter course is a minor subject aimed at ordinary major subject students in information studies as well as at all minor subject students, who study computer science, history etc. The focus is on appraisal theories and strategies in different organisational contexts. At the University of Northumbria the elements of the RECPRO-curriculum have been dispersed to different parts of the recently redesigned two years records management course, aimed at practising records managers. In the first year the management of electronic records has been integrated in five records management modules: (1) Principles and practice of records management, (2) Strategic approaches to management, (3) Information storage and retrieval, (4) Managing the records continuum, and (5) Research methods. Throughout all these modules records are covered irrespective of format. When aspects are dealt with that have specific implications for electronic records e.g. long-term preservation, disposal and appraisal, the specific implications at that point are explicitly looked at. In the second year of the course a large module has been included equating to three normal size modules which is devoted to managing records in the electronic environment. It was decided not to call it Managing Electronic Records as the reality is that the systems are hybrid. The module is subdivided in five sections, namely: (1) The challenge, (2) Application of records management principles and practice, (3) Information management technologies and Communication technologies, (4) User needs and the organisational dimension and (5) The way forward. Although not having been involved in the RECPRO-project, the approach of the School of Library, Archive and Information Studies at University College London (UCL), is more or less similar to the Northumbrian approach. UCL is another example of a school where electronic records topics are partly integrated in the overall curriculum and partly treated as a separate subject. In general, the approach UCL takes is to integrate the teaching of records and archives management for all media. Electronic records are records and in that quality subject of general appraisal methodology. Consequently, the appraisal of electronic records is covered under classes on appraisal, which looks at different approaches, such as natural selection, value system, documentation strategy and macro-appraisal. In the courses on records management at UCL, however, there are two classes focusing on electronic records in particular. One of the topics dealt with in these two classes are managing electronic records, functional requirements for electronic record keeping systems, diplomatics, authenticity and integrity, technical obsolescence and long term preservation, access versus privacy in multinational databases, the custodial versus the non-custodial role of the archivist, and, last but not least: functional appraisal. The Dutch Archiefschool has already undertaken the full integration of the electronic records module in the regular archival science programme of the Department of Book, Archives and Information Sciences of the University of Amsterdam. The school was still in the process of implementing the RECPRO-curriculum as a separate course, when it was forced to speed up the integration process by a new overall programme revision of the University. As a result, this year electronic records are dealt with in all three basis courses of the new Archival Science major subject: (1) Introduction in archival science, (2) Records and their functions, (3) and Records and their management. Moreover they are also dealt with to some degree in the advanced courses. The appraisal of electronic records for instance will be dealt with in the 70

course on Records and their Management. At the end of the year it will be evaluated whether electronic records have successfully been integrated in the general curriculum or have been drowned in a sea of general archival theory.

Teaching aids and methods; teachers Curricula is not the only thing that counts in archival education and training. Teaching aids and methods are equally important. And without teachers there would be no education at all. Let me finally just briefly discuss these important topics with you. The appraisal of electronic records provides archival educators with some specific didactical problems. First the development of theory and methodology is still in its infancy. A lot of theoretical and methodological problems have not been solved. The archival profession does not yet agree upon what might be the most appropriate way of appraising multidimensional and multimedia documents or e-mail records. Terminology is also under discussion. Archivists speak arbitrarily in machine-readable, digital or electronic terms. Appraisal guidelines for electronic records are still in the formative stage. Generally speaking it is agreed that the appraisal of electronic records should follow similar basic principles as the appraisal of any other records, but when it comes to details no guidance has been given so far. Under these circumstances, teaching students to appraise electronic records is not a question of transferring to them specific knowledge and skills, but helping them to identify the problems involved and adopt an appropriate attitude to solve these problems. There is nothing wrong with that, but it puts its limits to the possibilities of archival educators to teach appraisal in an integrated way: stimulating your students in identifying unsolved problems is something different than just transferring formal knowledge to them. A second didactical problem is about teaching methods and teaching aids. Doing practical appraisal exercises, which is a popular teaching method in teaching paper records appraisal, is not an option yet. Presentations and excursions are easier to organise. Private companies or research institutes are requested to present their electronic systems in class. Students go out and visit public and private organisations, in order to see records and document management systems, which include electronic records systems, and describe these systems in their reports. In several archive schools examples of good and bad practice are presented in case studies. Cases are most helpful to give students a practical understanding of appraisal theories, methods and strategies in different organisational contexts. Unfortunately, appropriate cases are relatively scarce. The joint development and maintenance of a bank of cases, ready to be used for training purposes in different countries and educational environments should be top priority for all establishments involved in this field of education and training. The use of video-presentations can also be very suitable. A fine example is the UCL videopresentation Electronic Records in the New Millennium. Managing documents for Business and Government. This two parts video training package is produced by UCL in 1995 and still used as cases for the class to discuss the included topics. Appraisal is dealt with in the second part, in which the most significant issues are explored in greater depth from the professional perspective. This part is structured in seven units, which may be used alone or in clusters for teaching sessions. One of these units is a unit on business process redesign and functional appraisal. 71

Finally, a suitable means for stimulating the students to discuss the subject is to have them study relevant literature and report on it in class. One of the biggest problems for archive schools nowadays is to find enough competent teachers. Currently, teaching archival science is a very demanding job. Teachers in managing electronic records must have both a good knowledge and understanding of electronic records and the didactic skills and the personal involvement of professional teachers. They must teach the subject while developing it, so they must also be qualified to do research in the field. Experienced professionals who satisfy all these demands are very rare. And if they are available, they seldom can cover the whole range of electronic records subjects. Happily several archive schools can make use of specialists from the public and private sector who teach specific issues or case studies on an hourly basis. Although there are several advantages to teaching by specialists, it is obvious that the recruitment and training of professional teachers deserve much attention. Archival education and training will have to provide not only for the future professionals, but also for our new teachers. Train the trainers programmes and specialist education for teachers is also a matter of urgency.

Conclusion Dear colleagues. In 1993, in the special issue of the American Archivist on educating the archivist of the information age, two conclusions were drawn: 1. The future viability of our profession rests with our ability to address the needs of those whom we serve and the electronic records that they create and employ, and 2. The archival profession has not yet dealt adequately with educating archivists to manage automated techniques and, especially, electronic records. What was applicable to archival education in 1993 is still valid in 1999: the archival profession has not yet found the final solution for educating archivists to manage electronic records, and this particularly holds true in the field of appraisal. But when we compare the 1993 level of training and education in electronic records in Europe with the level of 1999, we cannot escape from noticing a tremendous progress. In 1993 electronic records were almost exclusively dealt with in a few short courses and seminars. Preservation was the focussing issue; appraisal was the problem of how archival services could rescue the few electronic files they considered to be valuable. In 1999 electronic records is not only the subject of special courses, but also a subject in the archives and records management courses of programmes for initial archival education in many archive schools and full integration in the curricula is under way. Appraisal and disposal are primarily dealt with as functions of the record keeping system, and the teaching of it is covering structured databases, textual material and, recently, e-mail messages too. When we look at the structure and the contents of the courses in question we cannot find many reasons for pessimism either. The programmes and curricula are rather comprehensive and seem to be drawn more or less along the same lines. The differences seem to depend greatly on the way and the degree in which the archive schools in question have succeeded in adapting the orientation and the structure of their curricula to the new orientation of archival science as one of the information sciences. Generally speaking, the integration of electronic records issues in the standing curricula went along with a reorientation of the teaching of archival science, a reorganisation the curricula and sometimes even the restructuring of the whole archival education system, which makes the archival educators achievements even 72

more impressing. Providers of courses in electronic records do not only find similar solutions, they are also facing the same problems: theory and methodology are still under development and teaching aids are not sufficiently available. They certainly share a crucial problem: the lack of competent teachers. A promising new development is the joint development of courses in electronic records by archive schools from different European countries. Why should every archive school try to invent its own electronic wheel? In the field of electronic records, a curriculum structure suitable for the Netherlands can also be suitable for Finland, a video film produced in the United Kingdom can also be viewed in Italy, a case reflecting the experiences of the French can also be analysed by the Estonians, and research undertaken by the Germans can undoubtedly be joined by the Swedish and vice versa. The European course on electronic records and the RECPRO-project represent only the first experiences in what will turn out to be a long series of inter-European curriculum development projects. We can be sure that archival education in Europe, once divided by palaeography, will be united by electronic records.#

Thanks to: Mariella Guercio, Catherine Hare, Angelika Menne-Haritz, Marie-Francoise Limon, Peter Horsman, Elizabeth Shepherd, Thom van Slooten and M arjo Rita Valtonen, who provided me with information about relevant programmes of archival education in their schools. See also Archivschule Marburg http://www.unimarburg.de/archivschule/fv2.html, Fachbereich Archiv, Bibliothek, Dokumentation at the Fachhochschule Potsdam, Germa ny, http://www.fh-po tsdam.de/~ ABD /abd_ho me.htm ; Department of Information Studies of the University of Tamp ere, Finland , http://www.info.uta.fi/home.html, Archive and Information Studies at U niversity Colleg e UCL in Londo n, United K ingdom, http://www.ucl.ac .uk/SLAIS /slais.htm, the Schoo l of Informatio n Studies of the University of Northu mbria in N ewcastle, U K, http://ilm.unn.ac.uk/.

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