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The purpose of this paper to describe the research work on the long‐term preservation of Chinese digital information funded by National Natural Science Foundation of China (NSFC) since 2001.

The paper provides an overview, in text and figures, of ways in which e‐documents originating in China, in now obsolete formats, can be made readable again. Also, results of a recent survey of electronic records management in government and corporations are given.

The lifecycle management gap with respect to electronic records is highlighted and the main factors that restrict the Chinese anti‐disaster data backup plan are analysed. It is suggested that the data backup centre which can be accepted by small medium enterprises should be the e‐government disaster recovery centre for local government.

All the research results are useful for those who need to understand the long‐term preservation of Chinese digital information and electronic records management.

This paper traces the incorporation of western educational histories in the development of normal-school curricula during the late Qing Dynasty and the Republic of China (1901–1944). It uses publication networks to show how the study of comparative educational history facilitated the international circulation of knowledge in the teaching profession, and how the “uses” of educational history were shaped by larger geopolitical forces.

This paper analyzes the international exchange of texts between normal schools in China and Japan and, subsequently, between normal schools in China and the United States. A database of 107 publications in the field of western educational history that were adopted in China reveals specific patterns of textual citation, cross-reference, and canon-formation in the field of educational historiography.

With conclusions derived from a combination of social network analysis and clustering analysis, this paper identifies three broad stages in China's development of normal-school curricula in comparative educational history: “Japan as Teacher,” “transitional period” and “America as Teacher.”

Statistical analysis can reveal citation and reference patterns but not readers' understanding of the deeper meaning of texts – in this case, textbooks on the subject of western educational history. In addition, the types of publications analyzed in this study are relatively limited, the articles on the history of education in journals have not become the main objects of this study.

This paper uses both quantitative and qualitative methods to uncover the transnational circulation of knowledge in the field of comparative educational history during its formative period in China.