From Information Technology to Information Culture: The CATRIONA II Project and Strathclyde University's Digital Information Office

Dennis Nicholson
Strathclyde University

CATRIONA II: Overview

The CATRIONA II project was managed jointly by Strathclyde University (http://www.strath.ac.uk/) in Glasgow and Napier University (http://www.napier.ac.uk/) in Edinburgh, but all of the Scottish Universities supported the project, which also had the backing of SCURL (Scottish Confederation of University and Research Libraries - see http://bubl.ac.uk/org/scurl/ ). The project was funded by the UK Electronic Libraries Programme and investigated the creation and management of electronic teaching and research materials in Scottish universities, but from a UK-wide perspective, asking in particular whether universities should manage services offering institutional or extra-institutional access to locally-created electronic teaching and research resources, but looking also at a range of related issues such as policy, strategy, organisational infrastructure, service design, and the role of the University Library. It concluded that universities should manage services, that external funding should be provided to help encourage, direct, and co-ordinate development, but that if it is not, institutions should themselves investigate the value of setting up services without external help. The project began in May 1996 and ended in January 1999. The final report, detailed and summary information on project surveys, and various other resources such as draft Intellectual Property Rights Guidelines, service demonstrators, and articles on the project can be found on the project we-site at http://catriona2.lib.strath.ac.uk/catriona/

CATRIONA II: Surveys, Survey Results, Analyses, Conclusions

The project based its conclusions on two major surveys carried out in Scottish Universities. Survey one was conducted in six universities, covering the whole range of university types (ancient, modern and new) and all sizes from very large to very small. It looked at what electronic resources were being created, whether they were widely accessible, and who was creating them, together with various associated environmental factors likely to be influencing the situation. Questions fell under the following 18 headings:

• Research level material in electronic form
• Teaching material in electronic form
• Accessibility of electronic material to others
• Format of material
• Knowledge of other staff active in this area
• Balance of duties
• Computing facilities
• Networking facilities
• Factors that stimulate the creation of electronic resources
• Material respondents would find useful to have available in electronic form
• Willing to have work mounted on demonstrator service
• Copyright ownership: Published material
• Copyright ownership: Unpublished material
• Retention of rights on publication
• Age of respondents
• Years of service of respondents
• Gender of respondents
• Interest in survey results

Survey two was sent to all 13 Scottish universities, receiving 11 replies. It asked for institutional level responses to questions under the following headings:

• The perceived importance of the issues surrounding the management of services
• Whether universities should manage a service with an on-site focus and why
• Whether universities should manage a service aimed at other institutions and why
• Whether Universities already had an infrastructure in place that would support the various elements of service development and delivery
• Whether universities had already begun managing services or had plans to do so

The Surveys section of the project web-site has detailed information on the surveys and their results, together with associated analyses. These results and analyses, combined with the results of background research carried out by the project on various issues, were used in conjunction with discussion and debate with a range of experts within and outwith the project, to draw out the logic of the case for managing services, which is summarised in the following sequence of questions and answers:

Are quality electronic teaching and research resources being created at significant levels? Yes. Project surveys showed such resources being created at high levels in all types of institution (av. 90%).

Are these resources accessible? No. The networked 31% are often hard to find, in odd formats, lack metadata, have an unclear copyright position, are not designed for wider use, even within the local institution, have no indication of status or value, are not archived or updated, and are of widely differing design.

Is their inaccessibility important to academics and universities? Yes. 85% of academics surveyed saw access to such materials at other UK institutions as important, very important or essential to their work. Also, much of this is valuable material, is legally the intellectual property of the universities, and is potentially of great value both to the universities themselves and to the resource creators.

Is there a link to the need to develop institutional information strategies? Yes. The lack of a developed 'information culture' is arguably at the heart of the accessibility problem. The project defined an information culture as 'a shared perception within the institution of the importance, value and function of information and information products within the organisation, and a consequent translation of this into both individual and institutional actions and mechanisms for handling information in its various forms in ways appropriate to this shared perception of its importance, value and function' and saw the creation of such an environment as a key element in resolving the various accessibility problems mentioned above.

Is university management of services the best solution? Yes. In fact, it is arguably the only solution that can resolve the various aspects of the accessibility problem, whilst also tackling its underlying cause (the lack of an information culture). The project view was that no other approach would 'provide a focus for, and force the pace on, a practical implementation of information strategies in the mission-critical areas of teaching and research'.

Is the service management issue perceived as important? Yes. Of 13 Scottish institutions, 11 saw it as important, and as requiring short (3), medium (6), or long (2) term examination. 2 gave no reply.

What are the implications of universities managing services? The work involved is significant. Policy, strategy, organisational infrastructure, staff deployment and operational changes will usually be necessary in areas such as: intellectual property rights, electronic publication, electronic formats, information management, resource and service design, quality assessment, metadata, access control, archiving, and inter-service integration. Nonetheless, in the 11 (out of 13) institutions responding to survey two, the advantages of managing a local service were seen as outweighing the disadvantages by a factor of 8.4 to 1. For services aimed at other universities rather than just local access, the figures were 2.7 to 1, not as large but still significant.

Should universities manage internally or externally focused services? Will they? They should and possibly they will. These resources are of vital strategic importance to institutions and of great value to the UK higher education community, but their value is not being realised and the efforts of their creators are being duplicated because the process is poorly managed. The universities themselves agree. Of the 11 responding institutions in survey two, 9(82%) said universities in general should manage internally focused teaching services, with internal research, external teaching and external research service figures being 8(73%), 8(73%) and 7 (64%) respectively. 82%, 91%, 64% and 82% respectively included their own institution in this.

What role should the University Library play? A key role, potentially. Of the 11 universities participating in survey two, 6 saw the Library as well-placed to play central role, 3 an advisory role, 2 gave no answer.

Is there an ideal service design model? No. A centralised model may be more suited to smaller institutions, a distributed model to larger institutions, although its complexity is also a consideration.

Moving to a resource management and service-oriented culture - is external funding required? Yes. The project concluded that it was arguably the only way to ensure rapid development; inter-service integration and resource re-usability, and that it would bring valuable returns. Rather than funding one-off resource developments that cease to be viable when funding ends, funding bodies could help shape an environment in which resources are created as part of the normal work of researchers and teachers - thereby both increasing development and accessibility levels and ensuring long-term viability.

Should individual institutions examine the managing services issue? If so, how? Yes. The project took the view that most universities should - and would wish to - come to a considered view on the issue (see recommendation 1 below).

Outcomes (1): Strathclyde University's Digital Information Office

No information is currently available on whether or not universities in general have taken note of project recommendations and set about examining the idea of managing a service or, indeed, have actually begun service management initiatives. There have been a number of encouraging developments, however, not the least of which is Strathclyde University's recent decision to fund the setting up of a Digital Information Office with the aim of tackling the kinds of issues addressed in CATRIONA II. The Digital Information Officer begun work in January 2000 and is currently engaged in the following set-up activities:

• Specifying and creating an initial web-site for the project
• Carrying out a methodical survey of electronic teaching and research resources already on the University web-site
• Making initial contact with academics, particularly in the Engineering Faculty, which was involved in CATRIONA II and is developing initiatives of its own in respect of electronic resources created by its staff
• Planning, prioritising, and initiating activities associated with the DIO's various responsibilities (see details below)

The Digital Information Office is based within the Centre for Digital Library Research in the Directorate of Information Strategy at the University of Strathclyde and is responsible, either directly or in an advisory capacity, for the professional management of electronic resources created within the University, its aim being to optimise their value to the institution and its staff and students. These resources cover a wide range of types, media and formats, both structured and unstructured. For example, databases, spreadsheets, teaching materials, word-processed documents, images, audio clips, electronic books and journals, presentations and so on. A secondary role of the Office is the co-ordination of University wide interest in national and international datasets and other key resources with a view to ensuring that the University obtains maximum benefit from commercially acquired electronic information resources at the lowest possible total cost.

The central aim of the DIO is the creation of an Institution Wide Digital Library(IWDL), with the following being key activities intended to bring this about:

1. The development and maintenance of a metadata repository that describes the University's electronic resources, together with an associated service interface. The initial assumption is that the DIO will be responsible for advice, standards, quality control, training, automated collection and central integration, rather than the creation of all metadata for all resources.
2. The development, maintenance and dissemination of policies and standards for:
   1. The creation, description(metadata), storage, organisation and upkeep of digital information
   2. Security of information, including encryption, digital signatures and watermarking(in conjunction with NCS and IS)
   3. Avoidance of risk and liability in the handling of electronic resources (in conjunction with Administration)
   4. The equitable handling of copyright and IPR with respect to resources that originate from Strathclyde; assistance with assessment of value.
3. The design of training and advice in the skills and systems required at departmental level for the management of electronic resources; including recommendations for staff responsibilities in the role of departmental information managers
4. Advising on commercial or strategic exploitation possibilities for locally created resources
5. The co-ordination of University wide interest in national and international datasets and other key resources through the appropriate licensing authorities(If such interest were restricted to only part of the University, the DIO would provide advice and guidance to the departments or areas in question)
6. Influencing design and implementation of an appropriately structured and effective information retrieval environment to support teaching, learning and research activity in the University, intelligently integrating access to both on-site and off-site resources, whether electronic or hard-copy
7. Strategic responsibility for development and direction of electronic information services in the Library
8. Obtaining funding for relevant R&D projects that will help further the DIO agenda, either within Strathclyde, or in universities generally.
9. Fostering and facilitating inter-institutional co-operative activities in all of the above areas

The DIO will work closely with other areas of the Directorate, and with other University agencies and departments. Since the Information Office is a new University agency, some elements of its role may change in the light of experience.

Although it is not particularly evident from this dry list of responsibilities, a key aim, seen as central to the success of the whole enterprise, is the creation of the kind of 'information culture' described above within the institution. This will be brought about, partly through awareness raising and training activities, partly through the creation of an environment focused on the management of resource creation and handling processes and the delivery of a service, and partly through the development, maintenance and dissemination of policies and standards designed to change the organisational environment itself. Raising awareness, with a view to ensuring, in particular, an enhanced recognition at both an institutional and an individual level of the value and potential value of information products such as course materials and added-value research reports, and of the importance of designing, where possible, for wider use, particularly in respect of teaching materials, is seen as the vital ingredient for the success of the Digital Information Office, and it will be achieved, it is believed, by changing the physical/electronic environment, changing the organisational environment, and - last but not least - changing individual perspectives.

Outcomes (2): The Glasgow Digital Library, SCONE, RSLP, and AMPERE

Beyond the Digital Information office itself, there have been other developments, albeit that most of them are closely associated with activities associated with the University of Strathclyde:

1. The Glasgow Digital Library

This RSLP (http://www.rslp.ac.uk/) funded project aims to create a city-wide digital library, initially to serve the needs of the project participants, Strathclyde University, Glasgow University, Glasgow Caledonian University, the Glasgow Telecolleges Network, and Glasgow City Council libraries and Archives, but ultimately aimed at all of the citizens and major institutions of Glasgow. It will base its initial digital library on public domain resources, joint digital purchases, digitisation initiatives and - the aspect that is relevant here - resources created locally by the staff of the educational institutions. This latter activity will involve the Digital Information Office acting on its own behalf within Strathclyde but also advising and stimulating activities in the other institutions as required and may lead to the creation of service management activities in the other institutions. Further information on the GDL project is at http://gdl.strath.ac.uk/

2. Scottish Collection Network Extension Project (SCONE)

The RSLP-funded SCONE project (see http://scone.strath.ac.uk/) aims to extend an existing Scottish collections database, Research Collections Online (http://scurl.bubl.ac.uk/), to include a range of new resources. Included in these will be locally created electronic teaching and research materials as covered by the CATRIONA II project

3. Research Support Libraries Programme (RSLP)

One of the CATRIONA II recommendations was that external funding be provided to stimulate the creation of services to manage electronic resources in institutions. The latest RSLP call for proposals has a funding stream that offers this possibility. Applications are invited to examine 'the feasibility of improved access to the growing number of non-centrally organised electronic resources and studying how these are best maintained and preserved', and a bid his gone into this that would, if successful, help create services in other institutions (see 4 below)

4. Access, Maintenance and Preservation of Electronic Resources for Education (AMPERE)

The AMPERE proposal has been submitted under the call for proposals noted at 3 above. If successful, it will work to encourage the setting up of services in three Edinburgh institutions, aiming to exploit - for the benefit of the wider community - the possibilities of the Digital Information Office. More specifically, it will:

• Work with three test-bed universities to examine the feasibility of facilitating improved access to the growing number of non-centrally organised electronic resources held on institutional or departmental servers in Universities through the creation of a standards-based distributed catalogue on the CAIRNS model co-ordinated centrally by the Digital Information Office and CAIRNS and locally by University libraries. See CAIRNS gateway at http://cairns.lib.strath.ac.uk/ and CAIRNS project pages at http://cairns.lib.gla.ac.uk/ for further information on CAIRNS.
  
• Identify and implement medium and long-term strategies for their maintenance and preservation, the former most likely based on institutional procedures co-ordinated by university Computing Centres, the latter possibly based on central or regional stores
  
• Aim to manage and sustain these and other equally crucial processes associated with the management of locally-created electronic resources through the creation of centrally co-ordinated but locally managed institutional services as recommended by CATRIONA II, building local service maintenance into current institutional procedures and staffing levels as envisaged at Strathclyde University, and facilitating central co-ordination through the shared use of the Digital Information Office to develop and maintain joint standards, guidelines for best practice, and integration mechanisms.
  
• Develop a blueprint for the further extension of the embryonic service and make recommendations to RSLP about implementing this blueprint.

Summary and Conclusions

CATRIONA II surveys and associated examinations of web-sites identified a range of problems associated with electronic resources created by academic, research and teaching staff in universities:

• Quality resources of value or potential value are being created, are likely to be useful across the community and perhaps even within other parts of the host institution, are sought after, but are mostly not networked, even within the host institution
  
• Networked resources are difficult to find, have no metadata, are often in unhelpful formats, have no status information, and no indication of client-level
  
• Commercially and strategically valuable resources are being created but are not protected from unnecessary transfer of Intellectual Property Rights. If they are networked access to them is generally not controlled and the copyright position is sometimes not clear
  
• Resources are of potential value in both the wider institutional context and beyond it but there is usually no common approach to design, a particular issue in respect of teaching resources
  
• Resources are of potentially on-going value but there is usually no maintenance policy and no archiving policy
  
• Resources at other universities are of significant importance to academics but university web-sites are not designed for easy retrieval and are not inter-compatible or cross-searchable, this despite the fact that a great deal of web-site related activity goes on at every institution
  
• There is a lack of awareness at both the institutional and individual level of the strategic, commercial and promotional value and potential value of these 'information outputs'
  
• The strategic and commercial value and potential value of these resources to academics, universities, and UK Higher Education in general is not being realised

Following the project recommendations, Strathclyde University has put in place a Digital Information Office which would work to resolve such problems, aiming not only to:

• Put in place service mechanisms and procedures to ease network publication in standard formats, ensure the creation of metadata, standardise web-site design and improve navigation to resources, offer search facilities, monitor and maintain resource currency, impose access control, implement appropriate back-up and archiving routines
  
• Put in place associated policy, strategy, organisational infrastructure, staff deployment and other changes in areas such as IPR policy, electronic publication guidelines, funding of hardware, software and support staffing for resource creation, staff training, and service provision standards
  
• Put in place commercial and other mechanisms enabling users beyond host institutions to access and use the materials, to the greater benefit of the institutions, their staff, and UK Higher Education generally

but also to:

• Raise awareness of the issues listed above across the institution, ensuring, in particular, an enhanced recognition at both an institutional and an individual level of the value and potential value of such information products as course materials and added-value research reports, and of the importance of designing, where possible, for wider use, particularly in respect of teaching materials

and thereby be instrumental in the creation of an 'information culture' in the institution, this being seen as a key element to the success of the DIO's aims.

The DIO is only a few months old but it has begun its work and hopes to begin to show concrete results as the year develops. Its creation has raised the profile of the issue in the UK, and particularly in Scotland, and it has already made some progress towards encouraging similar developments in other institutions, with its inclusion as a key element in the Glasgow Digital Library likely to be particularly significant. Although primarily concerned with the more mundane and technology-oriented elements of its responsibilities such as standards, formats, metadata, maintenance and preservation schedules, and service interface design, its underlying concern will be non-technological, aiming not only to adjust the new electronic environment to the needs of academics, researchers and teachers, but also to change their own perceptions, perspectives, and behaviours so that they are better able to see and exploit this new environment to meet their traditional aims.

About the Author

Dennis Nicholson is Director of Research in the Directorate of Information Strategy at Strathclyde University and co-ordinates the activities of the Centre for Digital Library Research at Strathclyde (http://cdlr.strath.ac.uk/ ). Previously Head of Library Systems at Strathclyde University Library, he has been involved in a range of digital library services and projects, including The BUBL Information Service (1991-), CATRIONA (1994-95), CATRIONA II (1996-99), CAIRNS (1998-), SCONE (1999-), the Digital Information Office (1999-) and Glasgow Digital Library (1999-).