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Archival studies have long been a critical part of information education around the world. This paper attempts to provide a worldwide overview of archival education among main information schools worldwide and find out their similarity and differences to suggest measures for the development of archival education.

Quantitative research is conducted including ten elements of the iSchools' archival education which are (1) geographical distribution, (2) names of degrees, (3) names of concentration/specialization, (4) names of academic units offering the programs, (5) levels of academic units offering the programs, (6) study mode, (7) credit requirement for program completion, (8) percentage of required credits, (9) capstone requirements and (10) other accreditations. Programs among different regions are compared.

The study found that 43 out of 96 iSchool members from 13 countries/regions offer a total of 45 master's level archival education, and most of them are from North America. Both similarities and differences among the schools are identified and discussed.

This study’s findings suggest that iSchools may explore the possibility of organizing more conferences and forums to exchange ideas on archival studies and education issues. The iSchool community could contribute to this traditional field by attracting more members worldwide and cooperating with other accreditation organizations of archival education.

Most research on archival education focuses on just regional or country-based issues, and scant research explores a global view.

The purpose of this paper is to examine user studies as well as user education within the context of public services offered by archival institutions. It highlighted some of the key aspects that constitute both concepts drawing from history in order to provide a better understanding in the context of current professional discussions.

The review analysed peer-reviewed articles ranging from the late 1970s to the present time to illuminate debates in the archival professional underpinning the current understanding of user studies and user education.

The paper outlined the different paths used in user studies to ensure data collection is exhaustive and provides a nuanced assessment of user needs. It also outlined the two related paradigms of structuring user education programmes, highlighted the points at which they differ and the rich discussions resulting from comparative analysis.

The paper demonstrated that there is a rich corpus of professional literature on both user studies and user education, expounding on different aspects that would ensure both are designed and implemented effectively.

The purpose of this paper is to report the findings of a research project that analyzed records management (RM) and electronic records management (ERM) course syllabi from North American archival studies’ programs. By identifying the convergences and divergences of the topics and literature found within the syllabi, the authors sought to understand the relationship between the two courses and gain insight about how these courses continue to serve as an integral component of archival studies education.

The paper is based on a qualitative analysis of 23 RM and 12 ERM course syllabi from 26 academic institutions from North America. The research examined three different aspects of the syllabi: textbooks, required articles and weekly topics. The syllabi were analyzed as separate data sets (RM syllabi and ERM syllabi), which was followed by a comparative analysis of the two types of syllabi.

The findings of this study reveal that RM, ERM and (to a lesser extent) DA (digital archives) knowledge as represented in archival education converges in some course contents but diverges in others. Archival educators should pay close attention to overlapping areas so that the courses can better complement each other and advance knowledge representation within archival studies.

This study only considered graduate-level programs in the USA and Canada. The study did not include syllabi or instructional guides from associate-level programs or professional organizations such as the International Certification of Records Managers or Association of Records Managers and Administrators (ARMA) International.

The results of this study lead the authors to present two different approaches for how RM and ERM knowledge may be incorporated into archival curriculum.

This is the first research project to analyze RM and ERM syllabi with regards to the enhancement of records and information management education and archival curriculum development.

Educating researchers on how to use archival and manuscript materials and repositories is an important component in any records program. This is more important now that increasing amounts of information concerning archives and manuscripts appear daily on the web. Twenty years ago, all use of archives and manuscripts was mediated by reference personnel. This is not true today. However, the archivists' paradigm for educating researchers has not shifted accordingly. Furthermore, archivists do not have the defined basic competencies that might comprise “information literacy for primary sources”.

Archival research is a much under-rated and under-utilized method of research in management studies. Yet multi-disciplinary undertakings being observed in recent times, such as in knowledge management (KM) systems, business history and social network studies, among others, indicate that there is a lot of potential to be explored. The purpose of this paper is to highlight this point and make a case for its inclusion in the researcher’s toolkit in the future.

The authors follow a two-stage method here: the first stage being an improvised process to benchmark articles for this review; while the second stage involves content analysis and synthesis of the same.

The authors have dealt with the intricacies of the archival research methodology by minutely examining the fieldwork steps, proxies generation, other related processes of triangulation, etc. With the discussion on “multi-disciplinary undertakings,” the authors offer not only a selective bibliography of works that have effectively harvested this family of methods, but also critique the nuances involved. Finally, coming into more contemporary concerns and developments, the authors undertake an in-depth look at technological applications in the domain of KM, in case study mode. Methodological richness leads to substantive granularity. As such, the authors argue that archival methods contribute to the robustness, contextuality and holism of any research endeavor, more so in the study of business and organizations.

This paper is based on the literature review.

This paper makes a case for archival method’s contribution toward the robustness, contextuality and holism of any research endeavor, more so in the study of business and organizations.

This paper re-positions the method of archival research as a viable and sophisticated tool for researchers to employ effectively in singular or mixed method studies.

The purpose of this paper is to propose a theoretical framework to illustrate the archival knowledge applied by archivists in their personal archiving (PA) and the mechanism of the application of archival knowledge in their PA.

The grounded theory methodology was adopted. For data collection, in-depth interviews were conducted with 21 archivists in China. Data analysis was performed using the open coding, axial coding and selective coding to organise the archival knowledge composition of PA and develops the awareness-knowledge-action (AKA) integration model of archival knowledge application in the field of PA, according to the principles of the grounded theory.

The archival knowledge involved in the field of PA comprises four principal categories: documentation, arrangement, preservation and appraisal. Three interactive factors involved in archivists' archival knowledge application in the field of PA behaviour: awareness, knowledge and action, which form a pattern of awareness leading, knowledge guidance and action innovation, and archivists' PA practice is flexible and innovative. The paper underscored that it is need to improve archival literacy among general public.

The study constructs a theoretical framework to identify the specialised archival knowledge and skills of PA which is able to provide solutions for non-specialist PA and develops an AKA model to explain the interaction relationships between awareness, knowledge and action in the field of PA.

Public organizations are investing in e‐government development and e‐services to improve the interaction and services to the citizens. Archivists need to act more pro‐active to capture and manage records in order to be accessible both in the present and in the long‐term. Archivists need to understand the conceptual context and business processes in which the records are created. This study aims to focus on an ongoing process within a specific context, which may have direct, but also future implications for archivists' professional identity. Professional identity is understood as a sense of shared understandings and skills, experiences, common way of perceiving problems and their possible solutions. The study is meant to answer the overall research question and sub‐questions: What is the status of archivist professionals' positions and practice within public organizations? What organizational effect has the change from paper‐based to electronic record keeping had on archivists' professional positions and practice within organizations? How do archivists perceive themselves in their professional roles, i.e. identity? Are there any critical competence issues that need to be solved that are connected to new requirements in working methods related to electronic record keeping? and How do archivists define their skills and working performance?

The data presented and analyzed in this article are based on a literature review and an empirical study. The literature covers areas related to archivists' professional practice and future role. The empirical study is based on interviews with nine municipality archivists at nine different Swedish municipalities identified by the Swedish Association of Local Government and Regions as “good example” e‐government municipalities. All interviews were undertaken during January and March 2011.

The findings provide information on how archivists define their current and future professional role in relation to the organization and the development of information technology: the status of archivist professionals' positions and practice, for example, within public organizations. It explores the importance of strategic approaches to managing electronic records – from their creation throughout their whole existence, including long‐term preservation – and considers necessary changes to the professional image of archivists and the skills they need.

This article will be of interest to record keeping practitioners working in the shift to e‐government in local contexts and also to educators, as there appears to be a shift in the skills and knowledge required by those working in local government.

The purpose of this article is to examine the historical development of archives and records management education in universities in England and review the state of research and teaching in the discipline in 2005.

Using a framework that draws on sociological attributes, the main text provides a historical analysis derived from primary and secondary sources, together with a brief overview of current educational provision for the discipline.

The article finds that graduate education in archives and records management has developed in the UK over a period of 60 years (1947‐2005) and is well established, with seven Master's‐level programmes offered across England, Wales, Scotland and Ireland, in a variety of learning modes (full‐ and part‐time, open learning, face‐to‐face) and from different perspectives and contexts (history, information science, digital preservation). The university research community in the discipline has developed more recently and needs to progress quickly and soundly to support the future intellectual life of the profession.

The geographical scope is limited to the UK and focuses in particular on England.

The paper identifies some gaps in educational provision, for instance mid‐career cross‐domain research opportunities, and an apparent lack of interest in academic research by UK practitioners, which might be further investigated.

No study of the historical development of the academic discipline of archives and records management has previously been published.

The purpose of this paper is to report findings from research conducted to study the everyday work of information professionals, specifically records managers. This paper is a part of the “Research on the Work of 21st Century Information Professionals” study.

Researchers used the tailored design approach to create and increase response rate of our survey. Survey research methodology facilitated the development, pilot and launch of a survey instrument with a 20-question module specific to records management work.

The authors discovered the frequency of 11 tasks in records managers’ daily work, as well as how important each of 11 competencies are to their success on the job. Professional development topics and format, job satisfaction, strategies for gaining compliance, desired skills for new hires and curricular recommendations are also presented.

The survey generated 334 responses from records management professionals. This sample was based on graduate alumni, targeted professional groups and snowball strategy. Implications from this study include educating doctoral students to study information work and identifying particular areas for strengthening graduate curricula and professional training.

The authors obtained direct insight on what records managers do in their daily work that will inform curricular decision-making.

The study explores an interest in daily work activities through multiple quantifiable data measures to offer nuanced insight on the relationships between different aspects of records management work.

This paper scrutinizes the scholarship on community archives' information work. Community archives and archiving projects represent unprecedentedly democratic venues for information work centering on essential documentary concepts such as custody, collection development and appraisal, processing, arrangement and description, organization, representation and naming, collaboration, resource generation and allocation, activism and social justice, preservation, reuse, and sustainability.

Unearthed through databases searches, citation chaining, and browsing, sources examined include peer-reviewed journal articles, books, and book chapters published in the English language between 1985 and 2018.

The literature on community archives’ information work shows considerable geographical (six continents), topical, and (inter)disciplinary variety. This paper first explores scholars' efforts to define both community and community archives. Second, it unpacks the ways in which community archives include new stakeholders and new record types and formats even as they leverage alternative archival principles and practices. Third, it discusses community archives as political venues for empowerment, activism, and social justice work. Fourth, this paper delves into the benefits and challenges of partnerships and collaborations with mainstream institutions. Fifth, it documents the obstacles community archives face: not only tensions within and among communities, but also sustainability concerns. Finally, it sets forth six directions for future research.

This paper is the first systematic review of the community archives literature.