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August 30, 2016

Next HLG Committee meeting - Monday 31st October

The next HLG committee meeting takes place on Monday 31st October at CILIP HQ in London.  If you would like to be join in as an observer contact Imrana or Sarah via hlgchair@gmail.com 


UKeiG publishes Investigatory Powers Bill recommendations for CILIP

In the latest of our Commentaries, UKeiG has published its thoughts on professional ethics and codes of professional practice in relation to the Investigatory Powers Bill, which - as it stands - conflicts with the Knowledge/Information/Library industry's ethical position in relation to providing and facilitating access to information and knowledge.

The brief overview ends with an open set of recommendations to CILIP, which previously responded to the Draft Investigatory Powers Bill: Joint Select Committee in January 2016. As the Bill approaches debate in the House of Lords, the recommendations focus on the proper response of the profession. Our latest Commentary can be found at: Ethics and the Investigatory Powers Bill.

 

Note: Last week, UKeiG published Charles Oppenheim's commentary on "The Marrakesh Treaty and its Implications". All Commentaries can be found on our website.

 


August 26, 2016

EU Copyright Reforms may mean News Organisations Charge Search Engines

According to The Telegraph Business and the Financial Times, the European Commission has drawn up proposals in a major shake-up of copyright reforms to hand publishers “exclusive rights” to their content... although such changes would not prevent individuals from sharing links.

The plans, which will be published next month, will force aggregators such as Google News to agree terms to show parts of stories...

... although news outlets would not be forced to charge. When a similar change to the law was made in Spain, Google responded that such charges were unsustainable and closed its news service to the country.

In Germany, many news organisations opted to waive charges after their websites suffered big drops in traffic. 

 


August 25, 2016

Latest UKeiG Commentary: The Marrakesh Treaty and its Implications

Continuing our series of Commentaries on issues in or affecting our sector, we are pleased to publish Charles Oppenheim's thoughts on the Marrakesh Treaty and its implementation in UK law. In June 2013, at a diplomatic conference in Marrakesh, the World Intellectual Property Organisation (the UN agency concerned with everything to do with intellectual property, including copyright) adopted the so-called Marrakesh Treaty for facilitating access to published works for persons who are blind, visually impaired or otherwise print disabled and in 2014 changes to the law in the UK were implemented as part of the package of copyright law reforms.

The Marrakesh Treaty and its Implications (Charles Oppenheim, August 2016) can be found here.

Other Commentaries in this series are:

  • Legal Deposit and Access to Parliamentary Papers
  • Disabled Student Allowances changes – key issues for libraries
  • Draft Investigatory Powers Bill: CILIP Response to the Joint Select Committee
  • Information Management and ISO9001:2015
  • EU Safe Harbour: Regulating data flows to the US

... all of which can be found in the Commentaries section of our web site.


August 23, 2016

EIFL Newsletter July-August 2016 available

The latest edition of the EIFL* (Electronic Information for Libraries) Newsletter available on their website contains the following articles:

  • Kenya LIbrary Service to Support Online Leaners
  • Polish Copyright Law Modernizes Library Services
  • Palestine Universities Launch New Open Access Project
  • OA Policies Adopted in Kenya - but is this enough?

as well as one on how licensing ended ‘established and respected’ international document supply service, one on EIFL's work in Croatia to inspire the creation of a new community development vision for Croatian public libraries, and a note of the winners of the EIFL Public Library Innovation Award for Improving people’s lives.

* EIFL (Electronic Information for Libraries) works with libraries to enable access to knowledge for education, learning, research and sustainable community development. Our vision is a world in which all people have the knowledge they need to achieve their full potential.

 


UK Parliament Week 2016 and libraries

UK Parliament Week. Engage. Explore. Empower

This year’s UK Parliament Week will take place from 14-20 November 2016. Preparations are now in full swing, but we need your help. This is your chance to get your library more involved in Parliament, generating ideas and  discussion about democracy. Your time is limited. That’s why we’re asking you to do just three things to make UK Parliament Week a success. You don’t have to do them all, but the more you can manage, the better this year’s programme will be. 

1. Host an Event

Consider hosting an event during UK Parliament Week, it could be an information stand (display your free poster and resources), have a book, article or artefact display, debate (with our free debate pack), Q&A, or topical discussion (to name a few ideas). 

2. Get social 

Follow @yourukparl on twitter, retweet any relevant tweets and use our hashtag #UKPW16.  

3. Share resources 

We’ve created handy UK Parliament resource packs, which we’ll be sending out to all our partners who’ve registered events after the deadline (30 September 2016) which will include your free poster. 

What is UK Parliament Week? 

UK Parliament Week is an annual programme of events aimed at engaging people from across the country with Parliament, its work and Members. It is a great opportunity to generate discussion and debate about democracy in the UK, particularly in groups of people who are disengaged from politics. 

Related knowledge and skills


August 22, 2016

6 suggestions for teaching information literacy

Teacher in front of class

Most college students have been exposed to more technology than students of previous generations. This does not make them technology experts.  Students do a lot of searching online for information. This does not make them expert, or even good, searchers. Thanks to Google, students can always find information on any topic.  This does not mean that they have found true, accurate, useful information and does not make them expert finders of information. Students need instruction and guidance in learning how to find, evaluate, select and use information, just as they need instruction and guidance in learning anything else. They are not born "information literate" and frequent, uninstructed Googling will not make them so.

The Framework for Information Literacy for Higher Education

The Framework for Information Literacy for Higher Education (the Association of College and Research Libraries' new "guide" to Information Literacy) is meant to explain the theory behind information literacy and the threshold concepts that students must incorporate into their thinking to become information literate.  

The Framework document says:

"The Framework offered here is called a framework intentionally because it is based on a cluster of interconnected core concepts with flexible options for implementation, rather than on a set of standards or learning outcomes, or any prescriptive enumeration of skills.....Neither knowledge practices nor the dispositions that support each concept are intended to prescribe what local institutions should do in using the Framework; each library and its partners on campus will need to deploy these frames to best fit their own situation, including designing learning outcomes."

How to teach students information literacy

While the "framework" provides a description of what a person who is information literate looks like and does with regard to information, the framework does not provide the answer we all want--How do we get our students to that goal?  The bad news is that the Framework is not going to help answer that question. The good news is that everything we have created up to this point is still relevant.  While some lessons may need to be updated and/or broadened to incorporate new types of information delivery or new groups from whom we can get information, the core of what students need to know to become information literate remains the same.  Students need to know how to find information, how to evaluate information, how to select information, how to apply information to a problem, and how to use information ethically and legally.

Here are 6 suggestions about how to offer students the concepts and skills that will set them on the road to information literacy.

1. Take them from the familiar to the less familiar to the unfamiliar.  

Everyone I know uses Google on a regular basis.  The single search box is convenient, doesn’t require anything in the way of search strategy or specific language.  Most people have no idea that Google has an advanced search, much less how to use it.  In fact, Google no longer offers a link to its advanced search page from the basic search page.  Instead one must click on “settings” and select the advanced search.  

Have students do a Google search for global warming in the single search box. They will get links to millions of pages returned to them.  Show them how to get to the advanced Google search page and have them use some of the search options to transform a giant search into something with a meaningful result.  From there, you might transition to a subject specific database, where students will find much more targeted information, making more of the information they find applicable to their information need.

2. Make students mentally stretch to make a lesson more memorable 

If you want students to evaluate the information they find, ask them to determine what qualities make information credible, accurate, and reliable.  You can then ask them to evaluate information you supply against their list of criteria.  The supplied information may provoke changes in the list of evaluation criteria.  For example:

  • The hoax website Dihydrogen Monoxide should make students consider evaluation of the content  
  • The website offering a scientific study on feline reactions to bearded men should make students consider evaluation of the bibliographic references.  
  • The website of Dr. David Duke, a white supremacist, should make students consider the author and author’s credentials.

3. Selection and application of information is critical 

There are thousands of webpages devoted to the recent Brexit from the European Union, many of them able to pass the evaluation test.  But every website does not provide information relevant to the same information need.  So a student seeking to answer a question about the effect of Brexit on Poland will need to select information targeting that effect and not information about how the term Brexit was created.  
I have found it useful to put students into teams to role play a “real life” situation.  Students become researchers who must provide information to the CEO of the company they work for.  The CEO will base a decision about the future of the company on the information supplied.  Big money is at stake, as well as job security for the researchers.  The information must be on the CEO’s desk within the hour. A class presentation allows for discussion and critique of sources selected, sources discarded, sources undiscovered, and so on.

4. Get students to think about the consequences of plagiarism

Ethical concerns for students about the use of information usually center on the issues of citation of sources and plagiarism.  Students I have spoken to know they need to cite sources.  They know there are penalties for plagiarism, sometimes very harsh penalties.  They simply don’t know when to do it.  Is a citation required for paraphrasing?  Is a citation required for a quote?  How does one cite a quote from one person in a document from another person?  Providing students with a little practice in thinking through what a citation is for and what it accomplishes will go a long way to providing them with the answers to their questions.  As to the format for citations, there is software that will do that—much of it free.  Direct students to those tools and they will be forever grateful.

Get students to think about the ethical, economic and social consequences of plagiarism.  Have them look into the specifics of incidents of plagiarism that have had serious consequences (George Harrison’s My Sweet Lord vs. the Chiffons’ He’s So Fine, for example).  Discuss the nature of intellectual property and fair use.

5. The role of the individual in the information world is expanding 

Students are both consumers and producers of information.  Students should be made aware that they can create and disseminate of information and discuss what that means for them in terms of both opportunity and responsibility. For some audiences the student can be an authority. Students can add perspective and new ideas to groups working on projects or problems by participating in blogs, listservs and other interactive discussion groups.  Students can create their own publications for issues of importance to them and make those publications available to the world.

Have students subscribe to and follow a blog that covers an academic topic over a specified time period.  Ask them to write about or discuss their experience, considering the positive and negative aspects of this form of communication, the quality of the information, the variety of people who participate, and whether or not the blog helps move the world forward in terms of the subject under discussion.

6. Apply the same skills to the “real world”

Students often fail to understand that what they learn in one classroom can often be useful in the next classroom, and that concepts and skills they learn in an academic setting can translate to applications in the “real world”.  The human brain works by analogy—comparing new information to information already in storage and looking for similarities. The use of analogies in the classroom can help students think about how one idea might apply in a completely different situation.

Get students to brainstorm steps to take when gathering information for a term paper. Write the ideas on a flip chart or white board.  Ask students to then suggest non-academic scenarios where the same process could be helpful.  (Buying a cell phone, planning a two-week vacation in an unfamiliar location, writing an annual report for work, finding a nursing home for an elderly relative, etc.)

To summarize, students need to learn basic concepts and skills in order to become information literate as students and as citizens of the world.  Make students active participants in their own learning.  Allow them to stretch their understanding through discussion and exploration. Get them to actively participate.  Ask them to grapple with the big ethical and social questions.  The instruction you have already developed is likely still relevant and useful so don’t start from the beginning, but build on what you have already created.

About Teaching Information Literacy Reframed

Teaching Information Literacy Reframed by Joanna M Burkhardt offers a starting point to understanding and teaching the six threshold concepts listed in the ACRL Framework for Information Literacy for Higher Education, an altogether new way of looking at information literacy.

References

Class group icon made by Freepik from www.flaticon.com is licensed by CC 3.0 BY / original placed on new canvas

Related knowledge and skills


August 19, 2016

Membership 2018 Focus Group (Online)

Take part in focussed research on the proposed membership model for 2018

Earlier this year CILIP announced a new membership model for 2018. As part of the process for shaping the proposals further, focus groups are being run in various regions (and online) in order to get detailed member feedback. This focus group will be hosted as a live webinar. It will last around 60 minutes. There are two sessions, one in the morning at 1100 and one in the evening at 1700.

You can learn more about the campaign at www.cilip.org.uk/membership-2018. The focus groups will examine some of the headline results from the survey and give members the opportunity to discuss some of the finer aspects of the proposed offer. Places will be limited to 10. To attend, please email luke.stevens-burt@cilip.org.uk, specifying which session you would be most interested in joining.

Login details will be provided nearer the time.

The event is relatively informal, but loosely the agenda will cover:

Welcome

Introduction and format

Clarity of the model

Focus of the benefits/services

Pricing structure

Leaders’ Network

Attracting non-members

Final comments

Headline results from quantitative research

Closure and thanks

Thu, 13th Oct 2016 -
11:00am to 6:00pm

Online via WebEx

Free Event: 


Membership 2018 Focus Group

Take part in focussed research on the proposed membership model for 2018

Earlier this year CILIP announced a new membership model for 2018. As part of the process for shaping the proposals further, focus groups are being run in various regions (and online) in order to get detailed member feedback. We will be running one at the Ridgmount St offices on 6 October 2016 at 1700. It will last around 60 minutes. You can learn more about the campaign at www.cilip.org.uk/membership-2018. The focus groups will examine some of the headline results from the survey and give members the opportunity to discuss some of the finer aspects of the proposed offer. Places will be limited to 10. To attend, please email luke.stevens-burt@cilip.org.uk

Refreshments will be provided.

The event is relatively informal, but loosely the agenda will cover:

Welcome

Introduction and format

Clarity of the model

Focus of the benefits/services

Pricing structure

Leaders’ Network

Attracting non-members

Final comments

Headline results from quantitative research

Closure and thanks

Thu, 6th Oct 2016 -
5:00pm to 6:00pm
Free Event: 


Would you like to be involved in UKeiG?

We are looking for new volunteers to help with a wide range of UKeiG activities and in response to all your suggestions (see below) there are lots of things that we would like to be doing for members but we need more help.

If you feel you could offer a bit of time we would love to have you join us. You can get involved in a variety of ways:

  • Writing for our website (e.g. Factsheets) or contributing to eLucidate
  • Running our Awards Programme
  • Helping with our social media strategy
  • Helping develop our webinars
  • Helping with our Training Programme and events, especially out of London

Volunteering with UKeiG is a great way of developing your professional networks, and provides a range of CPD opportunities useful for your CV. There are opportunities to join the Committee and gain committee experience (you can attend via Skype) but you do not need to be a committee member to help as long as you are able to give a couple of hours a week.  UKeiG Committee uses a collaborative platform, to share ideas so it’s easy to keep in touch with what’s going on.

Contact Val Skelton mail@ukeig.org.uk for more information.


August 17, 2016

UKeiG Training: Digital Marketing Toolkit

Ned Potter

There is an increasing array of online tools which can help you market your Information Service, and fortunately most of them can be used for free. Ned Potter's course focuses on emerging technology you can use to communicate more effectively with existing and potential users and increase your level of engagement.

“This has been a fantastic course - I have learnt so much and gained more confidence around a number of digital marketing tools and how to use them effectively.”

”Excellent course with plenty of hands-on time and very up to date content. Would certainly recommend.”

”I really enjoyed this event and have learnt loads. What an excellent speaker Ned Potter was!”

Who should attend?

This course is aimed at anyone who wants to explore online tools beyond social networks, and find out how they can be used for effective digital communication. Suitable for people wishing to market any aspect of their information service.

CILIP’s Professional Knowledge and Skills Base (PKSB)

This course supports the following elements of CILIP’s PKSB:

11.          Customer Focus, Service Design and Marketing: 11.1 Strategic marketing
11.          Customer Focus, Service Design and Marketing: 11.2 Communicating with stakeholders
12.          IT and Communication: 12.4 Social media and collaborative tools

Course outline

There is an increasing array of online tools which can help you market your Information Service, and fortunately most of them can be used for free.

This course focuses on emerging technology you can use the minute you get back to your desk, to communicate more effectively with existing and potential users and increase your level of engagement. Covering marketing with video including tools such as PowToon, online publishing and using the new platform Microsoft Sway, measuring impact from social media, mobile apps and augmented reality, there are detailed instructions and hands-on time with the key tools, and a chance to discuss digital marketing with the other participants. You will go away with a greater knowledge of practice for marketing online, useful tips and tricks, and ideas you can try out right away.

Thu, 24th Nov 2016 -
10:00am to 4:30pm

Ned Potter

University of York

Ned Potter is an Academic Liaison Librarian at the University of York, and a trainer for various organisations including the British Library and the Bodleian Library in Oxford. His book The Library Marketing Toolkit was published in 2012 by Facet Publishing and he has contributed social media case studies to other publications, as well as writing a social media marketing column for Library Journal. His own blog can be found at www.ned-potter.com and he is on twitter @ned_potter.

020 8691 0246
Val Skelton

Cost

  • UKeiG members £200 + VAT at the current rate; others £245 + VAT at the current rate
Free Event: 


EDINA and ISSN statement on actions to assure access to digital scholarship

The following statement addressed to publishers, research libraries and national libraries was published last week (reproduced here in full):

Working Together to Ensure the Future of the Digital Scholarly Record

EDINA and the ISSN International Centre are pleased to announce the publication of Working Together to Ensure the Future of the Digital Scholarly Record. This statement outlines the actions now required to tackle the evolving challenges of preserving and ensuring the long-term accessibility of digital scholarship.
 
View the statement at: http://thekeepers.blogs.edina.ac.uk/keepers-extra/ensuringthefuture/
 
Working Together to Ensure the Future of the Digital Scholarly Record addresses publishers, research libraries and national libraries, and sets out a series of recommended activities that they can undertake to support archiving and preservation initiatives. It represents the consensus of the preservation specialists, archivists, librarians and technologists who participated in an invited workshop held as part of the Keepers Extra project in Paris on the 6th and 7th of June 2016.
 
The Keepers Extra project (2014-16) is a Jisc investment designed to support and enhance community activity around the Keepers Registry, a Jisc service at EDINA.  The Keepers Registry provides the freely available means to discover which e-journals are being archived by participating ‘Keeper’ archiving agencies, and thereby helps to highlight those e-journals for which no arrangement is on record.
 
The Keepers network, the community of practitioners who contribute to the registry and are committed to acting as the stewards of digital content, will work to support and encourage the actions identified in this statement.  
 
Together, we invite others to support this call to action.  If you or your organisation wishes to endorse this statement please write to edina@ed.ac.uk.

For further information contact the EDINA Helpdesk at edina@ed.ac.uk
or at 
 +44 (0)131 650 3302 (telephone)
 +44 (0)131 650 3308 (fax) 
 
EDINA
Information Services, University of Edinburgh
Argyle House, 3 Lady Lawson Street
Edinburgh, United Kingdom EH3 9DR
 
The Keepers Registry is an online service jointly developed and operated by EDINA at the University of Edinburgh and the ISSN International Centre. It is financially supported by Jisc  for the benefit of scholarship internationally, providing a global monitor on the preservation coverage of e-serials and highlights journal content that is at risk of loss. The Keepers are the participating archiving agencies that act as stewards of digital content: there are currently twelve participating agencies. Each agency runs an initiative for the archiving of e-journals and is making metadata on the journals in their initiative available to the Keepers Registry. http://thekeepers.org/registry.asp?action=about


August 16, 2016

Going the distance: Travelling Librarian award for Sunderland University librarian

The 2016 Travelling Librarian Award from CILIP and the English Speaking Union (ESU) has been awarded to Leanne Young, Sunderland University’s dedicated distance services librarian, whose role also supports the information skills of Sunderland’s tourism, hospitality and events students.

The Travelling Librarian Award is a fully funded opportunity to learn from international institutions and counterparts.  Leanne will travel to the US in November to explore innovative distance learning initiatives and practices at six higher education libraries, from Arizona to San Francisco.

Leanne said:

“At Sunderland we’re on a constant drive to improve our services to our students. Teaching information skills is a huge priority but one method doesn’t fit all. In the UK distance students are usually supported by subject librarians rather than dedicated distance study librarians, so this is my opportunity to learn from other librarians in a similar role.”

Nick Poole, CILIP Chief Executive said:

“This is a clear example of the value of international relationships in CPD and librarianship practice. We are very keen to see the outcomes of Leanne’s exploration into the ever evolving ways that librarianship can best support distance learners in their research, study skills and information literacy.”

Melanie Aplin, Head of International Programmes and Cultural Exchange at the English Speaking Union said:

English is a tool for communication that brings people together, fostering international and cultural understanding. The ESU provides numerous opportunities for young people, through to professional development, to help them realise their potential by giving them the skills and confidence in communication to articulate their ideas and share them with others. Leanne’s research is a perfect example of how professionals from across the globe can exchange ideas and learn from one another, ensuring best practice within their fields of expertise. It will be fantastic to see how Leanne can apply her research upon her return to the UK”.

Leanne will share her experience in real time via her blog Travelling Librarian 2016 and on twitter , and formally via a report and presentations to the UK professional community on her return.

The joint award is made under CILIP’s international policy to help members develop their professional lives by sharing expertise with overseas colleagues and the ESU’s work to strengthen international understanding through a variety of cultural and educational programmes.

-Ends-

Press contact:

Cat Cooper, Communications and Campaigns Manager CILIP
Tel: 020 7255 0653
Mobile: 07867 455070
Email: cat.cooper@cilip.org.uk 

Notes to editors

About the Travelling Librarian Award

The annual Travelling Librarian Award, jointly made by CILIP and the English Speaking Union aims to build professional relationships between library and information professionals in the UK and their counterparts on a study tour in the United States or a Commonwealth country.

About CILIP
CILIP: the Chartered Institute of Library and Information Professionals is the leading professional body for librarians, information specialists and knowledge managers. CILIP’s vision is a fair and economically prosperous society underpinned by literacy, access to information and the transfer of knowledge. CILIP is a registered charity, no. 313014. www.cilip.org.uk

About the ESU
ESU: The English-Speaking Union is a unique education charity and Membership organisation. For nearly 100 years, the ESU has empowered people of different languages and cultures, building skills and confidence in communication to help them realise their potential. The ESU helps tens of thousands of people each year articulate their ideas and share them with others. www.esu.org  


Register for the GIG Members Day & AGM

Come along and join other GIG members at the Members Day and AGM which is being held on Tuesday 27th September. Further information and related documents can be found here


Change to copyright law for industrially manufactured artistic works

William Morris pattern

On 28th July this year the repeal of Section 52 of the Copyright, Designs and Patents Act 1988 (CDPA) came into force. The transition period will end on 28 January 2017. This blog post sets out what library and information professionals need to know about this recent change to a complex area of UK copyright law.

What is Section 52?

Section 52 of the CDPA contains an exception limiting copyright protection for certain artistic works when they have been industrially manufactured. This means that when more than 50 copies of these artistic works are made, the current period of protection is limited to 25 years, compared to other artistic works which are protected by copyright for the lifetime of the creator plus 70 years.  This exception has now been repealed, bringing industrially manufactured items into line with other artistic works:  

“Works in which copyright has expired under s.52 will assume the new term of life of the creator plus 70 years. For example, if an industrially manufactured work was created in 2000, copyright protection would have expired in 2025 under s.52. Now, copyright protection will expire 70 years after the death of the creator. If the creator died in 2010, copyright will expire in 2080” (IPKat blog post, 29th April 2016)

Which artistic works are affected?

The works most likely to be affected are “works of artistic craftsmanship”, a category of artistic works which first appeared in the Copyright Act of 1911.  Prior to this copyright protection was only given to fine art, reflecting the general understanding of the nature of art until the Arts and Crafts Movement, led by William Morris, began making items of applied and decorative art [Colston, C., 1999. Principles of Intellectual Property Law. London: Cavendish Publishing, p183]

There is no statutory definition of a “work of artistic craftsmanship” so it will ultimately be up to the UK courts to decide what would be classified as such.  However, precedents set in case law have established a set of criteria that must be satisfied for an item to be categorised as a “work of artistic craftsmanship”. Guidance from DACS says that, in general terms, these criteria are:

  1. A conscious intention to produce a work of art
  2. A real artistic or aesthetic quality
  3. A sufficient degree of craftsmanship and artistry (existing simultaneously)

Examples may include the Faberge Egg and the textile works of William Morris.

2D images of works of artistic craftmanship are found in, for example, books, magazines and journals, and some library and archival collections include 3D artistic works.

What does this mean for libraries and archives?

This is a complex area of law, made even more so by the lack of a statutory definition of a work of artistic craftsmanship.  Despite this, our advice to library and information professionals is quite simple – Just remember these three things:

  1. Copyright lasts for lifetime plus 70 years for most works now 
  2. Unless you are clear that an exception applies or you already have permission, make sure that rights are cleared.
  3. There can be more than one layer of copyright and other rights in any one item – so you need to consider all of them.

Here are some examples of what will and will not change as a result of the repeal of S.52:
1. Digitising and supplying embedded images from published text based works for use to support teaching and learning under the terms of the Copyright Licensing Agency licence – no change.  

  • There is, however, a possibility that CLA might need to remove publications with now infringing images from circulation from Jan 2017, the end of the transition period, but we think the risk here is very low 

2. Using non CLA licensed images in teaching and learning activities and other uses outlined within the terms of a Creative Commons Licences or other licence – no change.

3. Using images of works of artistic craftsmanship under the copyright exceptions within the context of teaching and learning activities and other uses outlined within the exceptions to copyright – deem duration of copyright to be lifetime plus 70 years, instead of 25 years. If the image is still in copyright, there is no change to what the copyright exceptions enable. 

  • For example, the education exceptions allowing general fair dealing for teaching apply to all types of works and any form of copying as long as it is not for a commercial purpose and it is illustrating a point. 

4. Including images of works of artistic craftsmanship in publications, MOOCs etc and other uses not covered by 1-3 above – deem duration of copyright to be lifetime plus 70 years, instead of 25 years.

5. Making a copy of a work of artistic craftsmanship for a user, or user self-copying under the research and private study exceptions – deem duration of copyright to be lifetime plus 70 years, instead of 25 years.  If the image is still in copyright, there is no change to what the research and private study exceptions allow.

6. Displaying a work of artistic craftmanship - if the work being displayed is the original and not a copy, then there will not be any copyright or design rights issues.

    References

    Image source: "William Morris Gallery" by Matthew Rees, used under CC BY-NC 2.0 / original cropped and resized


    August 15, 2016

    Advanced CV frameworks and LinkedIn for Contractors

    Join The CV & Interview Advisors; international speakers and thought-leaders on all things related to personal branding, self-marketing and finding a new contract, for an exclusive webinar on how to write a high impact, contract-winning CV and how to make your LinkedIn profile really work for you.

    This 60 min webinar will provide high-quality information on creating a CV and LinkedIn profile that will really open doors. Our webinars are aimed at professional and executives and are much more than a boring top 10 tips session – they have been described as “outstanding” and “truly inspirational”.

    In this fast-paced and engaging webinar we will discuss:

    - The two most effective CV frameworks for Contractors
    - How and when to use the innovative 'Case Study' framework
    - How to transform your CV into a powerful business case
    - How to use marketing principles in your CV and LI profile
    - The science and psychology of personal branding
    - The things that you should NEVER do on your CV

    This is a live webinar with a Q&A session at the end for you to ask any questions.

    Reserve your place by clicking on the Book Now button

    Thu, 20th Jul 2017 -
    7:15pm to 8:15pm
    Free Event: 


    Personal Branding for Career Advancement

    Join The CV & Interview Advisors; international speakers and thought-leaders on all things related to finding a new job and enhancing your career, for an exclusive webinar on how to create your own personal branding

    In this fast-paced and engaging webinar you will learn :

    How to transform your CV into a powerful business case
    How to use marketing principles to improve your CV & LinkedIn profile
    The science & psychology of personal branding and securing interviews
    How to use case studies to turbo charge your CV & LinkedIn profile
    How to take advantage of new innovations such as video and online profiles

    This is a live webinar with a Q&A session at the end for you to ask any questions plus various CILIP special offers
     

    Reserve your place by clicking Book Now

    Thu, 20th Apr 2017 -
    7:15pm to 8:15pm
    Free Event: 


    Advanced CV Writing and Application Form Webinar

    Join The CV & Interview Advisors; international speakers and thought-leaders on all things related to finding a new job and enhancing your career, for an exclusive webinar on "How to write a high impact CV and how to complete an Application Form for maximum impact".

    This 60 min webinar will provide high-quality information on creating a CV that will really open doors and filling out application forms in a way that will convince an employer to invite you for interview.

    In this fast-paced and engaging webinar you will learn how to:
    - Use marketing techniques to turbo-boost interview rates
    - Create a compelling content for application forms
    - Perfectly align your content with the job description
    - Transform your CV into a powerful business case
    - Harness the power of case studies to showcase success
    - Create an elevator pitch for your CV and application form
    - Create content that will allow you to create a customised CV or application form in minutes

    Reserve your place by clicking on the Book Now button

    Thu, 19th Jan 2017 -
    7:15pm to 8:15pm
    Free Event: 


    How to make sure your LinkedIn profile dovetails with your CV

    LinkedIn now has over 365 million members so recruiters and hiring managers naturally use it as one big pond to fish for and select candidates. As a consequence, having a great LinkedIn Profile is not optional, it is essential.



     

    This webinar will be delivered by one of the UK’s leading Career Enhancement Specialists and will cover:


    -How to get your CV & LinkedIn Profile working together
    -What LinkedIn is and how different people use it
    -How to create an attention grabbing Headline and Summary
    -What you should and shouldn’t put in the Positions section
    -How to sell yourself through your profile
    -How to use Projects & case studies for maximum impact

    Reserve your place by clicking on the Book Now button

    Thu, 27th Oct 2016 -
    1:15pm to 2:15pm
    Free Event: 


    How to write a high-impact CV and LinkedIn profile

    Join The CV & Interview Advisors; international speakers and thought-leaders on all things related to finding a new job and enhancing your career, for an exclusive webinar

    In this fast-paced and engaging webinar you will learn how to:

    - Use marketing techniques to turbo-boost interview rates
    - Transform your CV into a powerful business case
    - Harness the power of case studies to showcase success
    - Change your personal profile into a hard hitting elevator pitch
    - Create a CV that takes mins rather than hrs to tweak for each role
    - Optimise your CV for key word searches
    - Create a LinkedIn profile that generates recruiter interest

    This is a live webinar with a Q&A session at the end for you to ask any questions

    Reserve your place by clicking on the Book Now button

    Mon, 19th Sep 2016 -
    7:15pm to 8:15pm
    Free Event: 


    Libraries and Open Data #librarieshacked

    libraries hacked

    Libraries Hacked is a project to promote library open data and the creative reuse of that data.  Open data, and producing tech solutions with that data, has already proved to be of great benefit to public organisations.  It is a benefit that can be particularly applied to libraries.

    What is Open Data?

    Open Data is data made public with a non-restrictive licence, available to everyone to use for any purpose.  The 5-star open data plan provides guidance for open data quality.  This includes just making stuff available (maybe a PDF - 1 star), to open formats linked to other datasets (linked open data - 5 stars!).

    The UK is currently top ranked for open data by the Open Data Barometer, and 2nd by the Open Knowledge Foundation.  This is a partly due to enthusiasts pushing for more national and local open data, and how organisations have responded to that demand.

    Why make data open?  

    Studies point to wider economic benefit, such as an Open Data Institute (ODI) and Nesta report suggesting a 5 to 10-fold return on investment over 3 years.  But for an organisation, benefits can be imagined by asking very simple questions.  Are we using data to it's full potential? Could it be merged with data from elsewhere?  Are those sources open and available?  Do we have the time to do all these things or should we let other people have a go?

    Barriers to a growth in open data have been a suspicion and fear of data requests, associating that process with transparency obligations.  However, public and private organisations are realising that data-sharing benefits everyone, and a genuine external demand for their data could be of direct benefit to them.

    What to make open?  Bath and North East Somerset Council have an open data policy which states they will open up any data requested of them.  The few exemptions are for data that is personal/sensitive, third-party owned/commercial, or that could pose a security risk.  It's a policy that has led the community to dictate what they want, requesting real-time car park occupancy, cycling/traffic counts, mapping of green spaces, and much more.  Far from being an exercise limited to increased transparency, this has resulted in a process of community engagement, using local data to create solutions to specific problems, as well as informing council policy.  In other words, to the emergence of a citizen-led ‘smart city’.

    What’s the link to libraries?

    It's easy to enthuse about all this, but where's the link to libraries?  Part of the problem is that there rarely is one.  The 'smart city' agenda promoted by government has largely ignored libraries, but cities have been ‘smart’ since they've had public libraries.  It is odd that a movement to inform citizens about their immediate environment, and enable community solutions, would exclude libraries, where such activity has always been promoted.
     
    Articles often try to envisage a 'library of the future', imagining a changing role of libraries.  But lack of library involvement in open data (which can often receive significant funding) is a departure from a historic role in the community, not just a future opportunity.  Addressing this is not a suggestion of any change in focus or skills.  Open data needs libraries, and existing professional library skills.  Local and national open data portals, such as data.gov.uk are often a chaotic mess with few metadata standards, conflicting structures, poor categorisations and no conventions.  They just require some of these information professional skills

    Library data

    There is also a lack of open data about public libraries themselves, such as library catalogues, usage data, opening hours, or static and mobile library locations.

    The benefits to libraries in offering comprehensive open data are clear.  Current national (non-open) library performance data is based on historic opinions on what needs to be measured, and isn’t always successful in collecting that data.  But where such measures attempt to collect specific data, an open data strategy simply releases data.  It is the public that define the performance of their library.  The data released engages citizens and encourages them to form their own questions of it.  Rather than being told answers to questions they may not agree with in the first place, it allows individuals to produce their own insight. 

    With a lack of official open data, library-related data can still appear in many places.  Ian Anstice releases regular news posts on Public Libraries News (PLN).  Looking at these it's easy to see them as a dataset, with regular structure:  local news by authority, changes, international news.  A libraries hacked project queries PLN for new posts each night and extracts the individual stories.  The data is then embedded into the sidebar of the PLN site as an interactive map to show the spread of news across the UK.
     
    Sue Lawson (@shedsue) and Julia Chandler (@juliac2) worked to produce a Google sheet that listed the twitter accounts of public libraries and library authorities.  A libraries hacked twitter gallery provides a view of those accounts with information such as when the account was created, last tweeted, and number of tweets/followers.  So, you’re able to see now that @manclibraries started tweeting way back in 2007, and @hull_libraries have a massive 60,000 tweets - well over double their nearest challengers.

    Hacks

    Look online and you can find other examples of how people engage with library data. There are scripts to automatically renew library loans, library membership apps that combine all your library accounts (academic/public) into a single portal, and much more.  These are small 'hacks' – creating tech solutions with enthusiasm and a spirit of exploration, and not being too bothered if it doesn't work out.  They don't need to be serious policy-forming analysis.  Simply engaging with data and creating 'mashups' with other data sources is often enough to see where more sophisticated solutions could be created, and where better data is required.

    The popularity of engaging in this kind of hacking has led to hack events (‘hackathons’), often run by tech companies or groups of developers. Traditionally these have tended towards a stereotypical view of developers, and encouraged fairly anti-social working patterns (feed them pizza and beer through the night and they'll make software).  But these events are frequently becoming more accessible, the organisation Data Kind run 'Data Dive' events, getting together a wide ranging group of developers, designers and data scientists to use those skills alongside community and charity causes.

    To run hack events you need community spaces with a suitable working environment, Wi-Fi, experts on hand to give guidance on data, and a balanced and wide-ranging audience.  In other words, they should be run in libraries, which have space, infrastructure, expertise, and are safe and trusted community spaces with widespread appeal.
     
    So how do libraries get involved in open data? There are many local open data groups (often searchable on local groups sites like Meetup) who would welcome open data releases from local organisations, and more members.  Newcastle Libraries have started an open data process, involving the local North East data community, and started running hack events encouraging use of this data. Just the first event included statistical trend analysis, geocoding digitised historic maps, converting digitised texts into web friendly views, and more.

    A key to starting out in open data can be forming a policy.  This not only gets sign-offs from key parties but can define boundaries, and help form a better understanding of your data.  Holding an event with trial data can help in understanding what people are particularly interested in, and where more data is required.  The outcomes of hack events are always surprising, engaging, and impossible to predict.  Which is why library data, which is fascinating, rich, and varied is so suited to open data and hacks.


    August 12, 2016

    eBook Accessibility Audit in UK Higher Education

    ePub

    A project is seeking to evaluate the accessibility of different eBook platforms. The project group members would like to invite HEIs to take part in completing an accessibility audit tool. The results will help to create a crowd sourced league table of accessibility features. Another anticipated benefit is that publishers will be able to identify any discrepancies between accessibility investments that they have made, and the perceptions of their users. Through collaborative and transparent testing, we hope to arrive at a shared understanding of what accessibility looks like.

    The project group has worked in collaboration with the Publishers Association and Jisc to adapt the tool into something that can be used by librarians and suppliers alike. Huw Alexander at Sage comments that the project represents an “exciting opportunity to highlight the significant accessibility investments the industry has made over recent years. Considerable strides have been made to improve and support accessibility throughout the sector and this valuable initiative will allow us to continue to learn and develop together.”

    Further information and links to guidance and the tool can be seen at: https://www.kent.ac.uk/studentsupport/accessibility/ebookaudit.html

    The deadline for completion of the audit is Wednesday 31 August 2016.


    August 11, 2016

    Rare Maps Training -Manchester

    CILIP Rare Books and Special Collections Group (RBSCG) are pleased to be offering training on cataloguing rare maps using DCRM(C).

    Through lectures and visual aids workshop participants will be introduced to Descriptive Cataloguing of Rare Materials (Cartographics), or DCRM(C). The workshop will focus on the descriptive portions of the bibliographic record, following the scope of DCRM(C), with special emphasis on the differences between Descriptive Cataloguing of Rare Materials (Books) and DCRM(C).

    The workshop is suitable for those with working cataloguing experience who wish to be introduced to rare cartographic materials cataloguing according to DCRM(C). Participants should have working experience in MARC AACR2 cataloguing using Descriptive Cataloguing of Rare Materials (Books) and/or Cartographic Materials: A Manual of Interpretation for AACR2.

    The workshop will be given by: Todd Fell, Head of Rare Book Cataloguing, Beinecke Rare Book and Manuscript Library, Yale University.

    Tea and coffee are provided but attendees will need to make their own arrangements for lunch.

    This training is offered at a cost of £50 for members of the CILIP RBSCG and £80 for non-members. To book your place, please contact Tanya Kirk on tanya.kirk@bl.uk, quoting your CILIP membership number (if applicable) and indicating which day you would like to attend.

    We are offering two free train-the-trainer places for this course for cataloguers who are interested in becoming RBSCG DCRM(C) cataloguing trainers and who commit themselves to giving the same workshop in the future. If you are interested in the offer, please contact Iris O’Brien (iris.o’brien@bl.uk) with a short statement about why you would like to become a trainer.

    Tue, 6th Sep 2016 -
    10:00am to 4:30pm
    Tanya Kirk

    The John Rylands Library

    150 Deansgate
    M3 3E Manchester

    United Kingdom

    Cost

    • £50 for members of the CILIP RBSCG and £80 for non-members.
    Free Event: 


    Rare Maps Training - London

    CILIP Rare Books and Special Collections Group (RBSCG) are pleased to be offering training on cataloguing rare maps using DCRM(C).

    Through lectures and visual aids workshop participants will be introduced to Descriptive Cataloguing of Rare Materials (Cartographics), or DCRM(C). The workshop will focus on the descriptive portions of the bibliographic record, following the scope of DCRM(C), with special emphasis on the differences between Descriptive Cataloguing of Rare Materials (Books) and DCRM(C).

    The workshop is suitable for those with working cataloguing experience who wish to be introduced to rare cartographic materials cataloguing according to DCRM(C). Participants should have working experience in MARC AACR2 cataloguing using Descriptive Cataloguing of Rare Materials (Books) and/or Cartographic Materials: A Manual of Interpretation for AACR2.

    The workshop will be given by: Todd Fell, Head of Rare Book Cataloguing, Beinecke Rare Book and Manuscript Library, Yale University.

    Tea and coffee are provided but attendees will need to make their own arrangements for lunch.

    This training is offered at a cost of £50 for members of the CILIP RBSCG and £80 for non-members. To book your place, please contact Tanya Kirk on tanya.kirk@bl.uk, quoting your CILIP membership number (if applicable) and indicating which day you would like to attend.

    We are offering two free train-the-trainer places for this course for cataloguers who are interested in becoming RBSCG DCRM(C) cataloguing trainers and who commit themselves to giving the same workshop in the future. If you are interested in the offer, please contact Iris O’Brien (iris.o’brien@bl.uk) with a short statement about why you would like to become a trainer.

    Mon, 5th Sep 2016 -
    10:00am to 4:30pm
    Tanya Kirk

    British Library

    96 Euston Road
    NW1 2DB London

    United Kingdom

    Cost

    • £50 for members of the CILIP RBSCG and £80 for non-members
    Free Event: 


    UKeiG publishes programme for Tony Kent Strix Annual Lecture

    The 2016 Lecture will be given by Peter Ingwersen, Professor Emeritus at The Royal School of Library and Information Science, University of Copenhagen, at the Geological Society during the afternoon of Monday 31st October. Professor Ingwersen won the award in 2015.

    There will be two speakers: following an introductory paper by Stephen Robertson - Search: then and now -- with particular reference to the web, in which delegates will hear how we have reached the point at which Google is their primary or even sole entry-point to the web, and also (in some sense) is the web, Peter Ingwersen will look at Context in Interactive IR. His paper looks at what influences the framework of both information retrieval and information retrieval research.

    The full programme – including the speakers’ abstracts – and details of the event can be found on the Tony Kent Strix Annual Lecture page - from where you can also book your place.

    ** Please note that although this is a FREE event, open to everyone, advance bookings ARE required.

    The Annual Lecture series is sponsored by Google.


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