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Sukulu ya GLAM/Mafumbo

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This page is a translated version of the page GLAM School/Questions and the translation is 29% complete.

Jani lino lina mafumbo agho ghkugwiliska ntchito mu kafukufuku. Mungavwila kuti likhale mu chiyowoyelo chinu. Ivi vipangiskenge kuti vinandi vizenge mu chiyowoyelo chinu. Mungasachizga vinandi kwizila mwakulemba pa jani lake lakuchezgela.


By replying to the questions you agree to publish your replies as CC0 at GLAM School/Interviews. The answers will be anonymous unless you grant a permission to associate your name with your replies. When you submit the form, you will get a link to return back to edit your replies. This way you will not have to complete the whole survey at once. We may also add new questions during the research period, and we will inform all respondents that have already replied.

By responding you grant us the permission to store your email address associated with your replies. It will be stored only for the duration of the study. The contact person for the study is Susanna Ånäs at AvoinGLAM, susanna.anas@gmail.com, https://www.avoinglam.fi/.

You can read the questions and help translate the survey into your language at Special:Translate/GLAM School/Questions.


How would you like to contribute to the study?

  • I would like to book an interview
  • I am happy to respond through this survey

What are your top concerns about empowering volunteers and GLAM professionals in contributing to the open ecosystem and the Wikimedia platforms? *

Please answer this question even if you wish to have a separate discussion with us later, even briefly.

Zina linu

Mazgolo ghambula kumanyikwa wozgola *

  • Nkhukhumba kuleka kumanyikwa
  • Niyendenge na mazgolo ghane

Mwekha mukujitola ngati ni

The options are described at GLAM School/Definitions.

  • GLAM professional
  • Open GLAM advocate
  • GLAM-Wiki contributor
  • Wikimedia volunteer
  • Non-professional working with cultural heritage
  • Developer or technology professional
  • Scholar
  • Creative
  • Policy maker
  • Executive
  • Other:

Your institution or community

Do you define your institution or community as

The options are described at GLAM School/Definitions.

  • Wikimedia affiliate
  • Creative Commons chapter
  • Open Knowledge chapter or group
  • OpenStreetMap chapter or group
  • Other non-governmental organization
  • Archive
  • Museum or gallery
  • Library
  • Broadcaster or other media company
  • Educational institution or project
  • Governmental organization
  • Technology provider
  • Other business
  • Unregistered interest group
  • Funder or foundation
  • Other:


Ninjani wangatolapo luwande?

Who are the people and organizations that should be involved in contributing cultural heritage materials to the open ecosystem? How to best engage them or facilitate their work? How do we make GLAM work an essential part of preservation of cultural heritage globally? Add some observations about any of the groups mentioned. You can skip any of the sections, add a new one, or return to complement your replies at a later stage.

Nkhwantha zamu GLAM

How can a GLAM professional find value in contributing to the open ecosystem? What are the needs the open ecosystem promises to solve, and how well are those needs met? What would an individual professional need in order to make a stronger argument in their institution to go open? What type of learning would be best supported by the institution?

Chikaya Chawaliyose cha GLAM

How do the different GLAM communities inter-relate, and how could they be more in collaboration with each other? Which global structures will help, and which local collaborations between networks are fruitful?

Chikaya cha GLAM-Wiki

People in the Wikimedia movement who work with GLAM content contributions in affiliates, as volunteers, Wikimedians in Residence, developers and anyone who relates to the group.

Ŵavwili ŵanyake ŵa Wikimedia

How to best collaborate with Wikimedia communities in each of the Wikimedia projects? How to educate and engage volunteers in GLAM issues to become empowered to form partnerships, and to collaborate on accommodating the projects to better accept the GLAM contributions.

Content communities

How could non-institutional caretakers of cultural heritage, Local communities, heritage associations, groups with archives etc. be better informed about the possibilities that the open ecosystems offers?

Technology developers

How to facilitate the path to become a technical contributor to the open ecosystem? How to create an empowered community of technical contributors and GLAM advocates that work together? How to match projects lacking technical competence with technical resources? Take yourself as an example: What could you provide, what would you need?

Ŵana Ŵasukulu

Researchers and students in studies and interdisciplinary programs in culture and humanities, sustainability, communications, technologies, design etc.


Other educators, such as basic education or informal learning, experts in learning.


Creative practitioners, designers, artists etc. in any field. How does Open Access to cultural heritage facilitate the work of creatives? How will creatives see open licensing as an opportunity?

Ŵapangi Malango

What can policy makers do to make the case for Open Access to cultural heritage? How can they be more informed and see the benefits? How can they better contribute the discussions and interact with the wider GLAM community?

Add a missing category and explain the reasoning behind it

Kuikapo mtima pakuchita vinthu

Describe how a person might get involved with opening cultural heritage materials in the open ecosystem.

Zunulani zina la munthu (panji uyo mukunena)

It can be you, a person you know or who you imagine.

Longosolani nkhani

Think how the story goes: what makes the person get more familiar with contributing and making use the open resources, what are the first steps, what obstacles come along, and how they could be overcome. It can be you, a person you know or who you imagine. Give some background information about the person: the profession, professional experience, interests etc.

You can link to an image

Link an image that illustrates your story.

Vyakuvwila pakusambila

There is a clear need for shared learning resources. However, it is not clear how they should be structured or where they should be located.

Ni vinthu vini ivo vikwenela kusangika?

Tell which ones you have found especially useful, or what you would like to see produced, standardized, localized and beautifully made. You can think of tutorials, videos, podcasts, blogs, websites, glossaries, bibliographies, courses, MOOCs, shared calendars etc, just to give examples.

Ni miti njini iyo ikukhumba kulongosoleka?

Which topics do you find especially important? You can think about topics ranging from ethics to technology, and everything in between.

What would a centralized learning resources hub look like?

On which platform could such a resource live? What requirements are there, for example for accessibility or translations? How about interactive resources, video, syllabi etc?

What should be created and what should be linked to?

Wheels should not be reinvented. How to make the best of what exists scattered around the internet, and what should be (re)-created for replicability? Please also list resources that you think are valuable to be shared.

Nkhokwe ya Chisambizgo

What could a course or a curriculum look like for learning GLAM skills? Please make note of the participant group in your answers, whether you are thinking about volunteers vs GLAM professionals, for example.

Vyakusambizga vya GLAM mphanyi vikuoneka uli?

What are the subjects in a GLAM syllabus? What are the basics that everyone should understand, which diverging paths are there?

Guided learning methods

What kind of guided learning events could be useful for arranging globally or for local participants, such as courses, MOOCs or masterclasses, and for which target groups? How to make them localizable and replicable in different contexts?

Independent learning

How would such a learning experience be accommodated for independent learning? Could OER projects be used for this?


Which topics require certification or validation of skills related to Open Access to cultural heritage, and the use of the open platforms and tools? Why is qualification important in those areas? What kind of qualifications could be thought of: certificate, badges, achievement matrix...

Model projects and case studies

Let us know about your successful models for learning, teaching and advocating GLAM-related issues

You can briefly explain one or more successful models. Tell why you think the model was successful. Share also if you or someone else has produced variations of it.

New formats for co-creation

GLAM work has untapped potential when it is combined with different elements studying and preserving cultural heritage. Think about these crossovers and let yourself imagine something that does not yet exist.

Describe a new format for learning together

Think about informal spaces, mixing different participant groups and locations, switching roles, using different modalities and timeframes.

Emerging issues

The GLAM community is facing new challenges regarding open access to cultural heritage. For example, some museums are 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.

What emerging issues would you like to highlight?

Write about one or more. If possible, give also a bit of background.

What would be meaningful ways to discuss emerging issues in the GLAM community?

What kind of community, platforms and formats would best facilitate fruitful discussions and proposing solutions to the issues?

Diversity, equity and inclusion

How should DEI be taken into account in GLAM activities and in the learning experiences?

DEI in the subject matter of GLAM contributions

How to close content gaps in GLAM materials? How to approach and engage those content communities?

DEI in GLAM practices

How to balance between opening and protecting the sensitive cultural aspects of the materials of the possibly underrepresented communities? What kind of guidelines would be needed for working with sensitive materials? How can volunteers and advocates be made aware of the cultural sensitivities, and how can they be negotiated in the everyday practices of the open projects?

DEI as part of designing learning materials

How should different abilities be taken into account in creating the learning materials. How are cultural aspects and different languages addressed?

Kuzenga chikaya

How can the different communities in the broader GLAM landscape come together?

Ma Channel

Which channels are there, what are their limitations, and how to make maximum crossovers?


Which events welcome participants across sectors, where can the communities mix? How to expand the reach for participants in those events?


What other ways can you think of that encourage creating community across different barriers?


What kind of impact do GLAM projects need to convey for different stakeholders? How can this evidence be collected and communicated?


What kind of impact do GLAM projects have? What do they need to convey for different stakeholders?

Kuyezgelela na kagwiliskilo ntchito

What needs to be evaluated and for which purposes? How can it be communicated?