As another school year begins, it is a great opportunity to look at the challenge teachers, learning support assistants and school librarians will face in getting students reading. Below are seven tips, tricks and things to consider when encouraging students to read. These will be useful when either encouraging a single reluctant reader or implementing a whole-school literacy strategy. Please note that they are in no particular order except that the one I think is most important is first! 

1. Share your enthusiasm 

For me this is essential. If you love reading and books, then this love should enthuse everything you do in your position. Students will respond to this enthusiasm and it can be contagious. Students will want to read a book because you championed it. They will go to you talk about it when they’ve finished it. They will, most importantly, go to you again to find out what to read next. Creating and maintaining a reading culture has to begin somewhere. I believe that it should start with members of staff who are going to work to pass on their love of books and particular genres, authors and stories and will not be deterred when there are the inevitable setbacks that come with trying to get students reading. 

2. Get the community involved (outside school)

Early this year I got the opportunity to listen to Jonathon Douglas of the National Literacy Trust speak. He emphasised the importance of community for improving literacy levels. The message of the necessity of reading to improve your literacy is so much more powerful when it comes from everyone in a young person’s community than when it just comes from a couple of loud voices in their school. 
 
How to do this is a difficult question to answer but I think there are two useful starting points. The first is to get the student’s family involved. Communication with home is a vital tool and making positive phone calls home when a student succeeds in their reading can help ensure that they will continue to do so as they will have another hand patting them on the back. This year I also trialled 'come to the library' sessions where parents were invited to the library to see what their child did in their reading lessons, read with them and have a cup of coffee. Many parents got involved and it is a great way to ensure that students will get more support and motivation when it comes to literacy.

3. Get the community involved (inside school)

A second useful starting point is to get the whole school involved. The most effective literacy strategies take a whole-school approach with students seeing that reading is something that the entire school does from the new year seven intake to the head teacher. World Book Day is perhaps the most widely used event for championing reading as a community with students seeing what is fun and exciting about reading. However, there are countless other ways to show that reading is important to the whole school. What I am reading posters outside a teacher’s classroom, book giving days where staff give a book from home to a particular student and class readers are just three of the ways to get reading for pleasure out of the English department or school library and into the whole school. 

4. Get students to spread the word

Having students that can champion literacy and reading for pleasure is so useful and many will love this responsibility. The students in my school's literacy squad love the opportunity to suggest books to other students, help in the in the library and get involved in the planning and delivery of literacy events. However, students don’t have to have an official title to help you encourage reading throughout the school. For example, we had a fantastic opportunity to take a group of students to see the amazing Carnegie-winning Sarah Crossan speak. When they came back they devoured The Weight of Water and One. Now I often do not have to explain why they are such good books to a student because one of their friends is itching to do it for me and students are much more likely to read a book when it has their friend’s seal of approval.

5. Help students to take ownership

Students are unlikely to read regularly if they do not understand its importance and feel that it is being forced upon them. It is essential that students see the worth of reading for their own personal development and take ownership of it. They will read after school for twenty minutes because they see its worth and they enjoy it. Developing this sense of ownership is a challenge but there are ways of working towards it. In library lessons in my school, students have minimum targets but I also encourage them to set their own targets. This might be to finish the Harry Potter series before Christmas or to read a million words as part of the Accelerated Reader scheme. I will provide encouragement and rewards but the student is aware that this is their intellectual development and they will reap the benefits. Students should then have their own drive to keep reading when you are not there to give support. 

6. Sell the story

Over four years of working in school libraries, I have discovered that “selling stories” is my favourite part of the job. It is great to work with a student to find a title that they want to read by delving into the shelves, pulling out titles I think they will love and explaining what is great about each one. It is particularly fun to find a hook that will get a student to grab a book out of your hand and tell you that they want to read it now. For example, this year I have relied on the hooks "she can tell when you are going to die by looking in your eyes" (Rachel Ward's Numbers) and "a boy finds a body in the river and tries to solve the murder" (Kim Slater‘s Smart).  This does not mean that you need to have read every book in your library, it just means that you need an awareness of what is in your collection and how to sell it. 

7. Do not be afraid (to start at the very beginning) 

This last one is something I have to remind myself of very September. Not every student in your class will be willing to pick up a book. You may have students who will drag their heels or complain or proudly exclaim that they hate reading. When this is the case it can be useful, especially with lower ability students, to get them into the habit of sitting down with a text and taking the time to go from page to page by using something they enjoy. Last year I sat down to read texts as varied as graphic novels, picture books and choose-your-own-adventure books with very reluctant readers before we moved onto something more challenging. This initial step requires time and patience but it can be essential to giving a student the confidence they need to get reading. 
 
So these are my seven top tips for getting students reading. What do you think? If you have your own tips, please share them in the comments below. 

Critical Literacy for Information Professionals

Critical Literacy for Information Professionals, edited by Sarah McNicol, is an edited collection exploring critical literacy theory and providing practical guidance to how it can be taught and applied in libraries. Joel Crowley is author of Chapter 10, "New media and critical literacy in secondary schools".

Buy the book

Those of us who visit libraries will know the benefits of time out with a good book, but increasingly public libraries are showing their capacity to encourage public health and wellbeing. The 2016 shortlist for the annual CILIP award for best practice in UK library services recognises library services that are reaching people in the community to help people self-manage their heath conditions and actively promote a healthy way of life.

• 42% of working age adults in England struggle to make use of everyday health information and 43% struggle to understand instructions to calculate a childhood paracetamol dose [1].
• The National Health Literacy Action Plan for Scotland asserts that healthcare professionals often underestimate the public’s health literacy needs [2]
• Falls among the elderly in Norfolk are estimated to cost local health & social care services approx £19 million every year[3]
• Almost 7 out of 10 men and 6 out of 10 women in England are overweight or obese [2]and around 4 in 10 children are physically inactive [3]
• The number of people with dementia in Liverpool is expected to rise by more than 10% between 2013 and 2021.1 in 100 of the local population is estimated to be living with dementia but only 1 in 200 have been identified and are receiving access to support services [4]
• Renfrewshire Council’s Tackling Poverty Commission estimates that more than one in five local children is growing up in poverty. One of the Council’s six priorities is to improve levels of physical and mental health of children in low income families [5].

“There is a growing evidence base that links literacy and reading to improving health and wellbeing. As the examples in this shortlist illustrate, public libraries are increasingly becoming key partners with health and social services in helping to prevent ill-health and supporting people to fulfil their potential, live well with any conditions they may have. Within Scotland, libraries’ community-centred, enabling approach is central to delivering Scotland’s national goals of helping people to become successful learners, and to live longer, healthier lives in resilient and empowered communities.” - Dr Ann Wales, Programme Director, Knowledge Management at NHS Education Scotland

“The 2016 shortlist is all about wellbeing, and showcases services targeted towards health as an extension of the library’s core functions around literacy, keeping people informed, and supporting social justice in our communities. These three different library services clearly show the need for non-clinical spaces and support and the increasing role libraries are playing as a channel for the public health message.” John Vincent, Libraries Change Lives Chair of Judges

Norfolk Libraries are shortlisted for their Healthy Libraries initiative. On a countywide drive to actively promote healthier living, staff at all 47 of Norfolk’s libraries have been trained in understanding health improvement and mental health first aid to offer information, advice and guidance on local health services - signposting to suitable local health projects’. Almost two thirds of the Norfolk population are overweight or obese and the county has one of the lowest childhood activity levels in the East of England. Dedicated awareness activities at Norfolk Healthy Libraries include slipper swaps targeting fall prevention and a smoothie bike aimed at raising awareness of the benefits of the government-recommended target of five a day fruit and vegetable portions.

Also in the running, Skoobmobile is Renfrewshire’s specially adapted mobile library outreach service which travels around the county to schools, nurseries and community events to encourage early years’ wellbeing through combined reading, play and exercise. Over the school holidays, ‘Play In the Park’ takes the mobile to parks and green spaces and encouraging families to get onboard to listen to a story and complete an outdoor activity trail.  Working with community groups, third sector organisations and health agencies, the primary aim of the service is to help improve children’s life chances by encouraging a lasting interest in reading, literacy, physical activity and learning, bringing the opportunities of the public library service directly to children and families where they are gathered in the community.

The third finalist, Sefton Library Service, goes out into homes and care homes to record the life stories of local people in the first stages of memory loss, to provide a reminiscence tool for the patient’s care and a valuable primary history. The work is delivered in partnership with the Alzheimer’s Society, Age Concern, Age UK and care homes in the Sefton Area, who refer people recently diagnosed with memory loss. Residential care workers are using the material to establish a rapport with their residents and find topics of conversation. Reminiscing to rekindle forgotten memories (cognitive stimulation therapy) has been shown to slow the progression of the condition. Memories recorded include wartime experiences, accounts of childhood times, and family and working lives spent in what is now the Sefton district of Merseyside. The recordings are accessible to the public via the local history archive at Crosby Library.

The Libraries Change Lives Award is judged by CILIP’s Community, Diversity and Equality Group (CDEG). The winner will be announced on Thursday 29 September and will receive a £4000 investment from CILIP. Over 24 years, the award has recognised a number of targeted initiatives around health and wellbeing, including bibliotherapy and services designed to support local populations dealing with dementia, autism, visual impairment, domestic abuse and mental health issues. Health is one of the public library Universal Offers, five key areas of service in which public libraries in England are committed to quality provision and promotion.

Ongoing initiatives recognised by the award include Bookstart, the Government-backed scheme first piloted by Birmingham Libraries which now reaches 3 million babies and their parents across the UK; and The City of Edinburgh’s HMP Edinburgh Library Partnership, an initiative that has transformed engagement among the prison population, tackling social exclusion and providing education and employment opportunities for a better transition to community life.

-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

Healthy Libraries, Norfolk – an initiative to develop all of Norfolk’s libraries into health and wellbeing ‘hubs’, promoting healthier living to the Norfolk population. Building on the existing universal health offer of UK public libraries, Norfolk’s 47 libraries are now actively promoting public health, with staff trained to deliver informed health signposting, support and guidance.

Almost two thirds (65.7%) of the adult population of Norfolk are overweight or obese and instances are increasing among the child population of Norfolk, who have one of the lowest levels of childhood activity in the East of England (49.7%). An estimated 16,400 people in Norfolk have dementia (diagnosed or undiagnosed) and the recorded annual number of strokes is very high. Norfolk’s population has an older age profile than England as a whole and falls are estimated to cost Norfolk and Waveney health and social care services around £19 million every year, not including unknown costs such as GP time treating people who have fallen.3 From May 2015 to April 2016, over two thousand Norfolk residents had participated in a dedicated health-based activity under the programme

Lost Voices, Sefton – a library project which goes out into the community to record the oral histories of local people in the early stages of memory loss, in their homes and care homes. The material forms part of Sefton’s oral and local history collections and the recordings are provided to the subjects and their families as a reminiscence tool to help slow progression of the condition.

The library service is a member of the Sefton Dementia Forum and Sefton’s Dementia Action Alliance and plans are underway to work with NHS Care Commissioning Groups to enable doctors’ surgeries to directly refer patients to the service when a memory loss condition is first diagnosed. Over 50 sufferers had their memories recorded in the first year since April 2015 and the service aims to increase the number of people to benefit by 50% by April 2017.

Skoobmobile, Renfrewshire – this mobile library outreach service travels to schools, nurseries and community events where children up to twelve and their families are gathered. It is equipped to promote reading and play combined, stocking a broad range of children’s books and providing flexible space to house a range of activities based around play, activity and exercise.

The service targets schools more than a mile from a public library and nurseries and preschools more than 0.7 miles from a library; and works more intensively with schools in the Scottish Index Multiple Deprivation zones. From the launch in April 2015 to February 2016 there were 10,907 visits by children and 1,859 visits by adults, lasting from 20 minutes to 1.5 hours. The service visited 28 different primary schools, 21 pre-5 establishments and all schools for children with additional support needs.

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. cilip.org.uk. Full details of the award and past winners can be viewed at: www.cilip.org.uk/lcla  

The CILIP Community, Diversity and Equality Group work towards development of a diverse library and information workforce; one that supports communities to achieve sustainable needs-based services.

Every April, the Office of the US Trade Representative (USTR) issues the "Special 301 Report", an annual review of the state of intellectual property (IP) rights with US trading partners around the world.

Countries deemed to have inadequate IP protection and enforcement are graded into categories - priority watch list and watch list - in the report that is usually hailed by industry and assailed by public interest groups who complain about one-sidedness and lack of balance in its findings.

What if library advocates had a handy way to measure the aspects of copyright law most important to them? Like the provisions that allow libraries to develop their collections, provide robust support to education and research, preserve our cultural heritage not just for tomorrow but for the long term future, and to serve all persons with disabilities equally.

Or legally speaking, to measure the limitations and exceptions that provide the essential balance in copyright law between the rights of copyright owners and the rights of users..

The EIFL Core Library Exceptions Checklist is a practical and, we hope, a fun way to help librarians do just that – to evaluate their domestic copyright law, identify gaps or see where the law is doing well.

The checklist can be used by the library community to generate discussion around copyright issues, assist with copyright law reform and, if the results from different countries are collated, to provide a global picture of the real state of copyright laws from a library perspective. A kind of ‘Special 301’ report for libraries.

Copyright laws fit for purpose 

The checklist complements the excellent Study on Copyright Limitations and Exceptions for Libraries and Archives prepared by Dr. Kenneth D. Crews for the World Intellectual Property Organization (WIPO) that brings together copyright statutes on libraries and archives from 188 countries.

The WIPO study provides a wealth of useful information.

It shows that many countries around the world are amending and updating their copyright laws. In fact, in the five years between 2010 and 2015, sixty-six countries changed their copyright law with respect to libraries in some way, according to data from the series of three studies.

We also know from the study that many countries still have no provision for libraries in their domestic law [1]. Nearly half of WIPO’s member states do not explicitly allow libraries to make copies for research or study. And we know that the pace of change regarding digital activities is too slow.

Yet in an interconnected world where government policies increasingly mandate international research, and global collaboration among scientists and scholars is driving the demand for access to materials held in libraries around the world, it is vital that copyright laws in every country are fit for purpose.

What every copyright law should have

The EIFL Core Library Exceptions Checklist sets out provisions that every copyright law should have to support modern library activities and services, such as lending, making an electronic copy of a journal article or book chapter for a user, providing library material for use in virtual learning environments, and undertaking digital preservation.

It takes as its starting point what libraries do, and applies it to the law. It also includes issues not covered by the WIPO study such as lending, and text and data mining.

While librarians will primarily take the lead using the checklist, it can easily be shared with policy-makers, academics and other copyright specialists to increase knowledge of specific library copyright issues and to support library advocacy.

How the checklist works 

There are two documents – a checklist and a scorecard.

The first part of the checklist features library activities and services i.e. collection development, support for education and research, preservation and replacement, and serving persons with print disabilities.

The second part covers important ‘cross-cutting’ aspects of the law that affect the scope and efficacy of the exceptions. For example, a broad exception for preservation might look good at first glance but if the definition of reproduction is restricted to paper copies, then the preservation exception is of limited value in the digital environment.

Each question in the checklist is accompanied by a short explanatory note and a model legal provision.

The second document is a scorecard to grade how the law performs for libraries.

‘Rate my copyright law’ contains the checklist questions that can be answered as yes, partly and no. If the answer to a question is yes, the score is two points. If the answer is partly, the score is one point, and it’s zero for the answer no. Add up the score to get the result from a total of 36 points (if every question is answered).

The scorecard online is a fillable PDF form - the fields can be filled in, saved electronically and printed.

The checklist is also available in poster format.

Informing and empowering librarians

Of course, the rating exercise is not an exact science. There might be uncertainty over some of the answers prompting deeper analysis on the questions.

Or there might be different opinions especially among different stakeholders. The fact that there are different, equally valid legal interpretations can help to empower librarians to manage risk in a proportionate and informed way - see 50 shades of risk at the CILIP conference - copyright and risk management.

Perhaps the checklist might reveal differences between common library practices and what the law apparently allows, especially if technology is involved.

The differences could be a catalyst for the library community to advocate for the law to be brought up-to-date. For example in Poland, the new copyright law settles legal matters for activities that had become commonplace, such as the reproduction of short works for educational purposes and the use of whole works, such as photographs in certain circumstances [2].

Rate my copyright law - how low can you go?

The checklist had its first public outing in August at the 2016 World Library and Information Congress (WLIC) in Colombus.

At a meeting of IFLA national, international and other association members, over 100 people participated in a lively exercise to ‘Rate my copyright law’. One librarian is reported to have awarded her law the grand score of five marks, less than 14%!

IFLA plans to use the results of the exercise to support advocacy work.

EIFL welcomes wide use of the checklist and scorecard.

We hope it will be a practical resource to support advocacy at whatever stage of copyright development a country is at. For example, it might start a debate for the first time in the library community, kickstart reforms by clearly highlighting shortcomings in the law, or provide model language for library-friendly amendments (that can of course be adapted), if the law is already under review.

A ‘Special 301’ report for libraries?

In addition to helping libraries rate national copyright laws, the checklist provides an opportunity to assess the state of copyright laws globally from a library perspective.Then library-friendly laws could easily be identified, and librarians in countries with restrictive copyright laws would have good practice examples to draw upon.

Perhaps the numbers could be crunched with nice visualisations at a hackathon, like the EU Copyright Hackathon taking place in November 2016.

Then we’d have a ‘Special 301’ report for libraries to pitch to policy-makers in support of national and international copyright law reform.

Feedback and ideas on using the checklist and scorecard are welcome. Let us know in the comments below.

UKeiG, in association with the Chemical Information and Computer Applications Group of the Royal Society of Chemistry;  the International Society for Knowledge Organisation UK and the British Computer Society Information Retrieval Specialist Group, is delighted to announce that this year’s winner of the Tony Kent Strix Award is Maristella Agosti, Professor in Computer Science at the University of Padua where she has worked since completing her MsC in Statistical Sciences in 1975. Since then, she has built a world-wide reputation for her work in many aspects of information retrieval and digital libraries.  Her work ranges from original contributions to hypertext information retrieval and automatic hypertext construction to shaping experimental evaluation in the CLEF information retrieval evaluation initiative. Her work has always transferred to products and services (such as SIAR, a digital archive system accessible on the Web offering access to the historical archives of the Italian Veneto Region) and she has always played a leading role in the IR community, devoting particular attention to the transfer of knowledge and expertise to new generations of researchers. 

Further details can be found on her 2016 Tony Kent Strix Award Page.

Professor Agosti will present the Tony Kent Strix Annual Lecture in 2017. Meanwhile there is still time to book for this year’s FREE annual lecture, which will be given by 2015 winner Peter Ingwersen  on Monday 31st October at the Geological Society in London. While the event is free, bookings are required. The annual lecture is sponsored by Google.

We've collected together some of the interesting, contentious and important library and information stories that were discussed around the world last month. There were lots of interesting discussions in August, including: 

1. Copyright
2. Storing physical and digital information
3. Why we need good, trustworthy data and information
4. Digital and information literacy
5. Improving life chances
6. The economics of privacy

Let us know what you think or if you have any other important issues that we missed in the comments section below.

1. Copyright

A compilation of some copyright news and blogs from around the world:

• How well does your copyright law support libraries? 
• Change to copyright law for industrially manufactured artistic works
• Getty Images will bill you thousands to use a photo that belongs to the public. Is that legal?
• Publishers Lose Another Round in GSU Copyright Case

2. Storing physical and digital information

The recent story, in Atlas Obscura, about New York Public Library moving 15 million books to an underground storage facility aptly demonstrates the challenges involved in storing physical documents and information. (One of which being that, once it’s underground, it’s quite easy to forget about ).

Digital information is often held up as a panacea for all our data storage problems. However, despite some incredible research and advances being made, it comes with its own set of problems. For instance, digital data “rots” just like physical material, file format obsolescence is an issue and, even if you could store everything, you still need to make decisions about what you should store.

3. Why we need good, trustworthy data and information

John Pullinger, Head of the Government Statistical Service, wrote a fantastic blog recently about how we need good, trustworthy data and information to make decisions. Conversely, he mentioned how dangerous poor use of statistics and misrepresentation of numbers can be. How can we avoid this? One way, as Nick Poole, CILIP Chief Exec, commented on the blog, is to "promote information literacy at all ages so that every citizen is equipped to live successfully in an information-rich society".

There is a really important role of information and library professionals here, both in being systematic about collating their own data and in running events to empower the public to understand how open data can be accessed and used.

4. Digital and information literacy

Some recent articles on digital and information literacy:

• #AskALibrarian: Does mindfulness benefit children?
• 6 suggestions for teaching information literacy
• Increased reading and literacy: how libraries deliver
• Digital Literacy in Libraries – a day of sharing innovations

5. Improving life chances

The Guardian reported in August that public library use has fallen over the last decade but that, importantly, "usage in the country’s most deprived areas has remained stable". This points to the crucial role public libraries play in, as Mark Taylor (CILIP Director of External Relations) comments in the article, “improving life chances through literacy, learning and access to knowledge for those communities with the most to gain”.

This often takes the form of “bridging the digital divide” and there have been lots of examples this month of this happening on an international, national and local level.

6. The economics of privacy

In a fascinating article on the economics of privacy, Professor Alessandro Acquisti arguable places the issue of privacy squarely in the information professional’s domain: “Privacy is not about blocking all information flows, it’s about managing information flows.” He goes on to argue that the type of data shared and the context in which it is shared will determine who benefits most, consumers or producers.

Some more practical examples related to Professor Acquisti’s arguments can be found in a couple of recent articles in TechCrunch. In one, Tim Barker highlights the perceived divide between the growing hunger for data from companies and the increasing loss of control felt by the public. In another, Christine Bannan writes about how the speed at which technology is developing, in this case the internet of things, means users of this technology struggle to maintain a reasonable understanding of how their data is being collected and used. A struggle that will likely increase as face and voice recognition becomes more widely used.

Join CILIP

CILIP is the leading body representing the information professions. 

We build the professionalism of our members by supporting the development of skills, knowledge and excellence. We provide unity through shared values and advocate on behalf of the information professions.

The benefits of CILIP membership include:

• A weekly email containing a top 10 round-up of library and information stories
• A subscription to Update magazine, he leading publication for the library, information and knowledge management community. 
• The option to apply for professional Certification, Chartership, Fellowship or Revalidation, CILIP's internationally recognised qualifications.

Join CILIP

Please join us for the PATMG 2016 AGM, and afterwards for “Common misconceptions of interpreting patent data”  by Peter Evans, Assistant Economist/Senior Executive Officer, UK IPO.

The meeting will be hosted by EIP in their London offices, please email Nathan Pennington to register your intention to attend.

Thursday 29 September 2016, 2.30pm to 4.30 pm

CILIP PATMG Tour of the Dana Research Centre and Library, Science Museum, 165 Queen’s Gate, London SW7 5HD. www.sciencemuseum.org.uk/library 

Join the CILIP’s Patent & Trade Mark Group (PATMG) for an afternoon tour of the new Dana Research Centre and Library with a talk on the history of the Science Museum Library given by the Head of Library and Archives. Some of the collections related to patents will be also showcased.

Booking is essential as places are limited.  To register please email Susan Bates at  susan.bates@shell.com who will confirm your place by email.

Join us: CILIP Members’ Day and AGM

We hope that you can join us at Leeds City Museum on Thursday 29 September for CILIP Members’ Day and AGM 2016.

The theme for the day is ‘Getting it right: user needs and customer service’

Programme includes:

• guest speaker Neil Infield from the British Library’s Business and IP Centre
• the CILIP Libraries Change Lives Award
• the UKeiG Information Manager of the Year award
• celebration of member achievement
• formal AGM business

Full programme:  cilip.org.uk/agm16/programme 

Register: cilip.org.uk/agm16/registration 

Guide to the AGM: http://www.cilip.org.uk/how-cilip-works/board-meetings-agm/2016-annual-general-meeting

#cilipagm | cilip.org.uk/agm16

Breakfast and lunch will be provided.

Please register your place so that we can count numbers.

See you there!

CILIP

Cat Cooper

Communications and Campaigns Manager

CILIP: the Chartered Institute of Library & Information Professionals

7 Ridgmount St, London WC1E 7AE

Direct line: 020 7255 0653
Mobile: 07867 455070
www.cilip.org.uk

@CILIPinfo

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.

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. 

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.

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.

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. 

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.

Buy the book

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.

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.

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.

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

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

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  

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

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.

• For further information about what copyright exceptions allow, refer to LACA’s Copying Guidance (PDF) which accompanies our posters.

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.

• More detailed guidance for individuals, organisations and businesses affected by these changes has been published by the IPO.