GLAM School/Topics
This page is the evolving set of topics about GLAM school. Each of the subpages contains a summary of that topics. The best way to contribute to the discussion, is to discuss on the talk pages of each of the pages below, book an interview, or answer the questionnaire independently.
Top concerns[edit]
What do you think are the main obstacles in making GLAM professionals as well as volunteers to feel more empowered to contribute to the open ecosystem?
Who should be involved?[edit]
Who are the people that should be involved in contributing cultural heritage materials to the open ecosystem? How can they be reached? How do we make GLAM work an essential part of preservation of cultural heritage globally?
Deepening engagement[edit]
One of the hypotheses is that there should be a path of deepening engagement with the open ecosystem that the GLAM practitioners take, to become more autonomous in contributing to the Wikimedia projects and the open ecosystem in general.
How do you see this path for different groups of contributors: GLAM-Wiki volunteers, Wikimedia volunteers in general, OpenGLAM advocates, technically oriented contributors, GLAM professionals in general, or those with technical skills, technology providers, creative professionals, researchers in humanities, cultural activists in underresourced communities?
Furthermore, the personal path of a volunteer often results in a deep understanding of the issues at stake. How could more professional opportunities be opened for the experienced wikimedians?
Learning resources[edit]
Lots of learning resources exist for learning to contribute to Wikimedia projects or mastering open licenses around the world and across organizations. They are often distributed on several platforms, created in various languages, they are of varying quality and age. How can we we streamline what already exists, and what new resources should be created?
Curriculum[edit]
What could a course or a curriculum look like for learning GLAM skills? What formats are out there? A masterclass, a summer school, a residency?
Learning about the principles and practices of contributing to the commons (Q9828451) should also be included in university studies in several domains.
Certificates and proofs may be important in some contexts.
Model projects and case studies[edit]
This page is for successful models for learning, teaching or advocating about open access to cultural heritage and the use of Wikimedia platforms. Let's gather a list of tried methods for engaging learners!
Diversity, equity and inclusion[edit]
What do diversity, equity and inclusion translate to in the context of GLAM activities? How do we implement ethically sound working methods in contributions to the open ecosystem? How do we negotiate them with the existing contributor communities?
New formats and domains[edit]
GLAM work has untapped potential when it is combined with different elements studying and preserving cultural heritage. Here are thoughts for novel collaboration formats, maybe some of them even exist. Link to examples or drafts!
Emerging issues[edit]
The GLAM advocates are facing new challenges regarding open access to cultural heritage. Examples range from museums willing to monetize their collections rather than open them for reuse. Rights holders are taken by surprise when the content they released openly is being used to train AI. Indigenous communities feel oppressed when their traditional knowledge is used freely, since it is not protected by copyright.
Creating community[edit]
How can we bring together GLAM contributors from across the networks and sectors to collaborate, appreciate each other's work or just to familiarize with one another?
Evaluation[edit]
How can the various participants and stakeholders assess the impact of their contributions to the open ecosystem? How is it manifested at their institution? How is the value of the GLAM contributions reflected internally in the movement? How is it amplified at the policy level?