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My Google alerts have just drawn my attention to a review in the Caveat Lector Blog and hence flagged to me the publication by JISC of our recent study on Digital Preservation Policies. A bit more information on the study and links to the report follow below. Our aim was to help institutions and their staff develop appropriate digital preservation policies and clauses set in the context of broader institutional strategies so we hope colleagues will find a lot of value in the report.

A major business driver in all universities and colleges over the past decade has been harnessing digital content and electronic services and the undoubted benefits in terms of flexibility and increased productivity they can bring. The priority in recent years has been on developing e-strategies and infrastructure to underpin electronic access and services and to deliver those benefits. However any long-term access and future benefit may be heavily dependent on digital preservation strategies being in place and underpinned by relevant policy and procedures. This should now be an increasing area of focus in our universities.

The new study aims to provide an outline model for digital preservation policies and to analyse the role that digital preservation can play in supporting and delivering key strategies for Higher and Further Education Institutions. Although focussing on the UK Higher and Further Education sectors, the study draws widely on policy and implementations from other sectors and countries and will be of interest to those wishing to develop policy and justify investment in digital preservation within a wide range of institutions.

Two tools have been created in this study and can be downloaded as PDFs from the JISC website:

1) a model/framework for digital preservation policy and implementation clauses based on examination of existing digital preservation policies (main report);

2) a series of mappings of digital preservation to other key institutional strategies in UK universities and colleges including Research, Teaching and Learning, Information, Libraries, and Records Management (appendices to the main report).

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