Sustainable Digital Preservation Initiatives Benefit from Multi-Pronged Approach
Bibliographic record
Abstract
A Review of: Masenya, T. M., & Ngulube, P. (2020). Factors that influence digital preservation sustainability in academic libraries in South Africa. South African Journal of Libraries and Information Science, 86(1), 52–63. https://doi.org/10.7553/86-1-1860 Abstract Objective – To define principles for the sustainable management and preservation of digital resources. Design – Survey and literature review. Setting – Academic libraries in South Africa. Subjects – Twenty-two academic institutions in South Africa. Methods – The researchers evaluated four conceptual models of digital preservation and conducted a literature review for the same subject. Informed by these reviews, the researchers developed a questionnaire for South African academic institutions, distributed the questionnaire, and studied the results using statistical analysis software. Main Results – Twenty-two of twenty-seven (81.5%) surveys were returned. Results indicated a broad consensus about which factors were important in sustainable digital preservation; all factors listed received anywhere from 86.3% to 100% agreement among respondents. Conclusion – A proposed conceptual integrated digital preservation model recommends a three-pronged approach to address management-related, resource-related, and technological-related factors in sustainable digital preservation.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.003 | 0.445 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; both teacher heads agree on what is shown here.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".