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The purpose of this case study is to discuss the creation of robust preservation functionality within PURR. The study seeks to discuss the customization of the HUBzero platform, composition of digital preservation policies, and the creation of a novel, machine-actionable metadata model for PURR's unique digital content. Additionally, the study will trace the implementation of the Open Archival Information System (OAIS) model and track PURR's progress towards Trustworthy Digital Repository certification.

This case study discusses the use of the Center for Research Libraries Trusted Repository Audit Checklist (TRAC) certification process and ISO 16363 as a rubric to build an OAIS institutional repository for the publication, preservation, and description of unique datasets.

ISO 16363 continues to serve as a rubric, barometer and set of goals for PURR as development continues. To become a trustworthy repository, the PURR project team has consistently worked to build a robust, secure, and long-term home for collaborative research. In order to fulfill its mandate, the project team constructed policies, strategies, and activities designed to guide a systematic digital preservation environment. PURR expects to undertake the full ISO 16363 audit process at a future date in expectation of being certified as a Trustworthy Digital Repository. Through its efforts in digital preservation, the Purdue University Research Repository expects to better serve Purdue researchers, their collaborators, and move scholarly research efforts forward world-wide.

PURR is a customized instance of HUBzero®, an open source software platform that supports scientific discovery, learning, and collaboration. HUBzero was a research project funded by the United States National Science Foundation (NSF) and is a product of the Network for Computation Nanotechnology (NCN), a multi-university initiative of eight member institutions. PURR is only one instance of a HUBzero's customization; versions have been implemented in many disciplines nation-wide. PURR maintains the core functionality of HUBzero, but has been modified to publish datasets and to support their preservation. Long-term access to published data are an essential component of PURR services and Purdue University Libraries' mission. Preservation in PURR is not only vital to the Purdue University research community, but to the larger digital preservation issues surrounding dynamic datasets and their long-term usability.

This paper aims to carry out a literature review on the implementation of digital preservation policies, strategies and actions by institutional repositories. The objective is to identify, out of the published experiences, at which level they are fulfilling the function of ensuring the long-term availability of the deposited materials.

Using a systematic literature review methodology, a total of 21 articles from international refereed journals published between 2009 and 2020 are reviewed.

The research production on this subject is very limited. The scarce number of published articles proves that the interest of repository managers has been focused on issues other than to assure the long-term availability of the assets they store. The literature review has not found clear evidence about how institutional repositories are implementing digital preservation. It is particularly striking the lack of works focused on the situation in European countries. More field studies are needed. They would allow to extract conclusions and produce best practices to help managers to improve preservation strategies.

This study has shown that one of the main functions of repositories is not being dealt with as promised by repository managers. More work in this area is needed. In particular, it is necessary for a study at the European level to gather detailed data that will allow to draw a portrait of the current situation, extract conclusions and produce best practices to help managers to improve or develop preservation strategies.

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

Introduces and annotates English-language periodical articles, monographs and other materials on library instruction and information literacy published in 2013.

Provides information about each source, discusses the characteristics of current scholarship and describes sources that contain unique scholarly contributions and quality reproductions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

The paper introduces and annotates periodical articles, monographs, and audiovisual material examining library instruction and information literacy.

Information about each source is provided. The paper discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.

The information in the paper may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

Little attention is given to black male experiences and decision-making process around college-going. A qualitative study (interpretive phenomenological analysis [IPA]) was conducted using a strengths-based perspective to understand the experiences of three first-generation black men college students attending a predominately white institution. Superordinate themes include perceived benefits to attending college, barriers to college admission and attendance and influential programs and supports. Recommendations for school counselors helping black males are included.

The authors used a narrative approach to illustrate the stories and experiences captured by the three young men who participated in the study. Hays and Singh (2012) suggested using a narrative approach for telling the stories of marginalized groups. IPA (Smith, 1996) was the approach used to identify superordinate themes, because the authors wanted to better understand the participants’ K-16 experiences. As a qualitative approach, IPA provides detailed examinations of personal lived experiences on its own terms rather than pre-existing theoretical preconceptions.

The participants’ accounts clustered around three superordinate themes: perceived benefits to college, barriers to college admission and attendance and influential programs and supports.

Although there are studies that provide insight on the factors that impact first-generation, black men’s success in attending college, there are few studies that have used a strengths-based perspective to investigate key experiences that lead to college enrollment. Those experiences that lead first-generation black male to attend college are pivotal and provide insight into important points of intervention and support. School counselors and other educators can use these insights to inform practices and the creation of supports for black men in their respective schools.