Memory of The Netherlands. New to the
Koninklijke Bibliotheek was the choice for a
general, rather than an academic, audience.
lthough the proposal benefited from
the experience that was gained in pre-
vious digitisation pilots undertaken by the
Koninklijke Bibliotheek, a considerable
scaling-up was required as regards content
and organisation. What makes the Memory
special is its programmatic approach, which
is large-scale, comprehensive, and has a pro-
fessional set-up. The Memory covers art,
culture and history in the broadest sense.
The main focus is on digital content.
he project proposal also addressed
the problem of how to develop a sta-
ble and scalable technical infrastructure.
An additional focal point of the project
concerns the acquisition and dissemina-
tion of knowledge about digitisation and
project management. After reviewing the
project proposal, the Dutch Ministry of
Education, Culture and Science granted
the Koninklijke Bibliotheek a substantial
subsidy, with the advice to devote particu-
lar attention to the educational component,
and to reinforce the digital learning envi-
ronment in secondary education.
A PROGRAMMATIC APPROACH
emory of The Netherlands intro-
duces a programmatic approach to
the digitisation of cultural-historical mate-
rials in The Netherlands. The unifying ele-
ments in the programme's content are
history, art and culture in the broadest sense.
On the organisational level, the programme
is characterised by co-operation, profes-
sionalism, and large-scale digitisation. The
advantage of this programmatic approach
is that the processes can be managed in a
professional way. Previously, this approach
proved effective in Metamorfoze (http://
www.metamorfoze.nl), a large-scale nation-
al preservation programme run by the
Koninklijke Bibliotheek. The Memory uses
a large amount of material and occupies a
strategic position. As such, it can negotiate
favourable prices with scanning companies
without compromising the quality of the
material. The approach of the various sub-
projects is highly uniform. More and more
materials are becoming available for com-
parison. This allows a better insight into
both processes and costs. As a result, more
effort can be put into the development of
the technical and organisational infrastruc-
ture. Knowledge is better preserved and dis-
seminated. A durable, stable form of access
can be guaranteed. Ultimately, all this con-
tributes to providing the public with bet-
rom the start, Memory has worked on
examples of re-use in educational appli-
cations of heritage materials. Initially the idea
was to create a separate educational interface
on the entire Memory collection, but based
on experiences from school practice this was
abandoned in favour of the development of
a number of varied applications.
s their actual usage would be the best
indicator of success, the following
starting points were drawn up for the appli-
· Compliant with the school curriculum
and examination requirements.
· Attuned to existing teaching methods.
· Educationally sound.
· Developed jointly with people working
in education and tested in the school
· Attractive to both teachers and pupils.
· Discrete entities.
· Complete with a `reward' or check
· Demanding few technical skills in
preparation, use and maintenance.
· Compliant with existing, widely available
software and databases.
Kettingbotsing op het Damrak / Accident on the Damrak (Amsterdam)
Missionaris op Irian Jaya / Missionary on Irian Jaya (former Dutch New
Used with permission of Katholiek Documentatie Centrum.