A presentation on the changing world of the internet.
For more information on this presentations visit The Internet Show ME 2011: http://www.terrapinn.com/exhibition/internet-show-middle-east/
CILIP Copyright Conference - Dr Jane Secker & Chris MorrisonCILIP
Exceptions to Copyright
In this talk, Jane and Chris will talk about the ways in which educational establishments have addressed copyright issues associated with the shift to online learning. They will discuss the importance of educational exceptions as a vital supplement to the use of licensed resources to enable the use of images, printed materials and audiovisual content to teach online.
Dr Jane Secker: Senior Lecturer in Educational Development, City, University of London
Chris Morrison: Copyright and Licensing Manager, University of Kent
Copyright Clarity: How Fair Use Supports Digital LearningRenee Hobbs
Use these slides along with Renee Hobbs' new book, Copyright Clarity: How Fair Use Supports Digital Learning (Corwin Press, 2010) to offer a professional development workshop for educators in your community.
CILIP Copyright Conference - Prof Melissa Terras - University of EdinburghCILIP
Keynote: Who's afraid of the copyright wolf: research, access and respect
Much of the digitisation landscape is dictated by copyright, particularly for 20th century content. For researchers, this can create complex barriers to access to either individual collections item, or aggregated collections data, that are often confusing to navigate. For researchers working in the Digital Humanities, access to materials can dictate project direction, or the questions that can be asked via digital methods. In this talk, Terras will reflect on how copyright has shaped her research projects - and also, how the perceived boundaries of copyright affect the research environment. The fear of copyright affects both researchers and institutions: Terras asks if the framing of forceful copyright restrictions can also be replaced with stressing the contribution institutions make to safeguarding and stewarding collections for ongoing research access.
COVID-19 and Copyright: Challenges for Higher Education, CITE Forum November ...Chris Morrison
Chris Morrison, Copyright, Licensing and Policy Manager at the University of Kent, presents the challenges for higher education associated with copyright at a time of pandemic. He discusses management of third party copyright, ownership of copyright content created in HE and proposes that community building is the key activity to creating a better learning and research environment.
The Road to Copyright Literacy: a journey towards library empowermentCILIPScotland
Dr. Jane Secker, Senior Lecturer in Educational Development at City, University of London and Chris Morrison, Copyright and Licensing Compliance Officer, University of Kent- CILIPS Conference 2017
A presentation on the changing world of the internet.
For more information on this presentations visit The Internet Show ME 2011: http://www.terrapinn.com/exhibition/internet-show-middle-east/
CILIP Copyright Conference - Dr Jane Secker & Chris MorrisonCILIP
Exceptions to Copyright
In this talk, Jane and Chris will talk about the ways in which educational establishments have addressed copyright issues associated with the shift to online learning. They will discuss the importance of educational exceptions as a vital supplement to the use of licensed resources to enable the use of images, printed materials and audiovisual content to teach online.
Dr Jane Secker: Senior Lecturer in Educational Development, City, University of London
Chris Morrison: Copyright and Licensing Manager, University of Kent
Copyright Clarity: How Fair Use Supports Digital LearningRenee Hobbs
Use these slides along with Renee Hobbs' new book, Copyright Clarity: How Fair Use Supports Digital Learning (Corwin Press, 2010) to offer a professional development workshop for educators in your community.
CILIP Copyright Conference - Prof Melissa Terras - University of EdinburghCILIP
Keynote: Who's afraid of the copyright wolf: research, access and respect
Much of the digitisation landscape is dictated by copyright, particularly for 20th century content. For researchers, this can create complex barriers to access to either individual collections item, or aggregated collections data, that are often confusing to navigate. For researchers working in the Digital Humanities, access to materials can dictate project direction, or the questions that can be asked via digital methods. In this talk, Terras will reflect on how copyright has shaped her research projects - and also, how the perceived boundaries of copyright affect the research environment. The fear of copyright affects both researchers and institutions: Terras asks if the framing of forceful copyright restrictions can also be replaced with stressing the contribution institutions make to safeguarding and stewarding collections for ongoing research access.
COVID-19 and Copyright: Challenges for Higher Education, CITE Forum November ...Chris Morrison
Chris Morrison, Copyright, Licensing and Policy Manager at the University of Kent, presents the challenges for higher education associated with copyright at a time of pandemic. He discusses management of third party copyright, ownership of copyright content created in HE and proposes that community building is the key activity to creating a better learning and research environment.
The Road to Copyright Literacy: a journey towards library empowermentCILIPScotland
Dr. Jane Secker, Senior Lecturer in Educational Development at City, University of London and Chris Morrison, Copyright and Licensing Compliance Officer, University of Kent- CILIPS Conference 2017
Slides based on the Editorial to a Special Issue on the subject published in The Law Teacher and edited by Maharg. Presented at the 2016 BILETA (British and Irish Law Education Technology Association) conference at the University of Hertfordshire.
Copyright literacy and the role of librarians as educators and advocates: an ...Jane Secker
International symposium presented as part of the European Conference on Information Literacy in St Malo, France September 2017. Included contributions from UK, Sweden, Norway, Turkey, Romania, Bulgaria, Hungary and Spain
John Casey discusses managing intellectual property rights in networked e-learning environments/digital repositories .Delivered at the SLIC FE Conference in Edinburgh on 28 Nov 2008.
A lunch and learn sessions were hosted by the library. Session 1: An introduction to copyright and use issues related to teaching and learning; Copying Guidelines and Fair Dealing Guidelines used at Canadian universities, distribution of course materials, and use of OERs in classroom.
Session 2: A focus on faculty needs related to the creation of OERs, CC licenses, publishing and research followed by a Question and Answer session.
Text and data mining in UK and France (ADBU - 13 Dec 16)Rob Johnson
Slides from my presentation in Paris on 13 Dec 2016, summarising the findings of our study on text and data mining in public research for the ADBU. Full report available at http://adbu.fr/etude-tdm/.
Copyright literacy strategy workshop 23 may 2019Chris Morrison
Presentation for the first workshop of the University of Kent Copyright Literacy Strategy project. This project aims to create a strategy to increase awareness of copyright at the University, updating policy and guidance to support education, research and civic engagement.
This is a presentation created for IT 648 at The University of Southern Mississippi in partial completion of course requirements. The topic is copyright and the internet, and is intended as an overview only. The owner is not a lawyer, has never been one, and has absolutely no expertise in delivering legal advice.
Copyright and Online Learning in a time of transitionJane Secker
Presentation by Chris Morrison and Jane Secker at the University of Kent digitally enhanced webinar on 16th February 2022. We spoke about copyright and online learning in a time of transition
CPD25: Copyright Support in Higher Education: A Tale in Two PartsJane Secker
A CPD25 event organised by Chris Morrison and Jane Secker with presentations from members of Sherlock, the London and South East Copyright Community of Practice. Held at Woburn House on 26 February 2018.
Copyright literacy and the role of librarians as educators and advocates: an ...Jane Secker
Panel discussion presented at the IFLA off-site meeting on 23rd August on Models for Copyright Education in Information Literacy Programs in Wroclaw, Poland. The panel reflected on the international copyright literacy survey and was presented by Jane Secker, Chris Morrison, Inga-Lill Nilsson, Ane Landoy and Serap Kerbanoglu.
Copyright literacy: findings from a phenomenographic studyJane Secker
Presentation given at LILAC 2017 based on research carried out by Jane Secker and Chris Morrison on librarians' experiences of copyright in their professional lives.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
4. WHAT IS COPYRIGHT
LITERACY & WHY DOES IT
MATTER?
I think awareness of copyright and
the intellectual property of other
people is central to the
'information, media and data
literacy' element of the digital
capabilities framework.
Understanding one's own copyright
and IPR also comes into 'creation,
innovation and scholarship'. And I
don't think it's too far-fetched to
argue that in an academic setting,
copyright has implications for
academic identity.
Helen Beetham writing about
digital capability in 2015
Jisc (2015) Six Elements of Digital Capabilities
5. SOME KEY DATES
1993 Copyright recognised as important in the
electronic environment: Follett Review of Libraries
1999 CLA launch first scanning licence to allow
digitisation of readings via transactional
clearances
2004 Oppenheim and Woodward survey of
copyright advice and guidance in UK higher
education libraries
2005 first blanket licence from CLA to allow
scanning from paper and copying digital originals
– with reporting
2014 significant amendments including new
exceptions to Copyright, Designs and Patents Act
1988 and orphan works licensing scheme
15. LIS EDUCATION AND CPD
Topic / Issue LIS Education LIS CPD
Overview of UK copyright legislation 68 48
Recent updates to the law 6 67
Copyright exceptions / relation to licences 43 23
Practical application of copyright law 34 30
Digital copyright / copyright and the internet 33 20
Creative Commons / copyleft 31 15
Fair dealing 27 16
Specific Licensing schemes e.g. CLA, ERA 27 15
As per previous answer 0 41
Exceptions for libraries 24 15
Open access and institutional repositories 23 15
International copyright law 20 14
Licensing of digital resources 20 13
How to protect IP 16 17
16. EDUCATION & CPD: WHAT
SHOULD IT COVER?
General copyright awareness / copyright duration/ using
images /fair dealing and quotation / digital content rights /
creative commons / understanding terms & conditions & re-
use licenses / implications of non-compliance (but in a good
way using carrot not stick)…. Whatever it is it needs to be
clear and as jargon free as possible to stop people glazing
over.
17. EDUCATION & CDP: WHAT
SHOULD IT COVER?
General copyright awareness / copyright duration/ using
images /fair dealing and quotation / digital content rights /
creative commons / understanding terms & conditions & re-
use licenses / implications of non-compliance (but in a good
way using carrot not stick)…. Whatever it is it needs to be
clear and as jargon free as possible to stop people glazing
over.
18. FOCUS ON POSITIVES
Copyright education should:
…reflect the fact that most LIS practitioners have significant
exemptions and freedoms as regards copyright. Much existing
copyright education is effectively written from a commercial
rightsholder perspective and tends to be unduly dogmatic as a
result.
19. FEEL THE FEAR
I think copyright can seem daunting if you are not familiar with
it, and by encouraging an awareness at an early stage, this
would reduce any anxieties to follow.
I find that people are often scared of copyright…
20. EMBEDDING IN LIS EDUCATION
I have just finished my MSc and we had limited information
on copyright law provided, the little I know I know because
colleagues have shared it with me.
I don't remember copyright issues being addressed at all in my
Postgraduate course and I think this was unfortunate.
21. KEEPING UP TO DATE
…I still need to know what I am allowed to do and for whom,
especially as digitisation has changed the field completely.
We need updates on how legislation has changed and what a
difference this makes to our work.
22. TRAIN THE TRAINERS
Encouraging more general awareness of copyright issues so
librarians/info specialists can educate academics about
complying with copyright law. Also practical awareness for
students’ creative work and using [copyright] material in their
own work.
26. CONCLUSIONS AND FURTHER
RESEARCH
• Need for more cross country
analysis
• Librarians likely to compare
favourably to other
professionals?
• Need more qualitative data to
investigate
• How copyright literacy is
effectively embedded
• How to develop a effective
approach to copyright
literacy
• Understand the role of the
generalists vs dedicated
copyright professional
• More engaging training
27. REFERENCES AND
FUTHER READING
Morrison, C. (2015) Copyright the Card Game. Retrieved on July 20, 2015 from:
http://find.jorum.ac.uk/resources/19369
Morrison, C. & Secker, J. (2015) Copyright Literacy Survey: high level summary.
Available at: https://janesecker.files.wordpress.com/2015/06/copyright-literacy-uk-high-
level-summary-report-morrison-secker-20151.pdf
Oppenheim, C. & Woodward, I. (2004). A survey of copyright advice and guidance in UK
higher education libraries. Library and Information Research, 28, (89). Retrieved July
13, 2015 from http://www.lirgjournal.org.uk/lir/ojs/index.php/lir/article/view/167/214
Secker, J. (2010) Copyright and E-learning: a guide for practitioners. Facet Publishing:
London (2nd edition with Chris Morrison coming in 2016)
Teaching in a Digital Age (2015). University of London International Programmes.
Retrieved July 18, 2015 from: https://tda23things.wordpress.com/
Todorova, T., Trencheva, T., Kurbanoğlu, S., Dogan G., & Horvat, A. (2014) A
Multinational Study on Copyright Literacy Competencies of LIS Professionals.
Presentation given at 2nd European Conference on Information Literacy (ECIL) held in
Dubrovnik. October 2014. Retrieved March 13, 2015 from http://ecil2014.ilconf.org/wp-
content/uploads/2014/11/Todorova.pdf
28. IMAGE CREDITS
Images from Flickr licensed under Creative Commons
Slide 1: Adventures in copyright by opensource.com: https://flic.kr/p/9dyrHe
Slide 3: Startled cat by Kelly Wilson: https://flic.kr/p/5XpzSf
Slide 6: Darth Grader by JD Hancock: https://flic.kr/p/pxJ3o5
Slide 17: Open by velkr0: https://flic.kr/p/mzqM
Slide 18: If you are not confused by Brian Talbot: https://flic.kr/p/frJ48
Slide 20: Video tape archive storage by DRs Kulturarvsprojekt: https://flic.kr/p/aUgdnB
Slide 21: LIB100 Classroom Fall 2012 by Z Smith Reynolds Library: https://flic.kr/p/d7dL8d
Slide 22: Signpost by Peter Nijenhuis: https://flic.kr/p/7puvNq
Others
Slide 4: Jisc 6 elements of digital literacy from: http://digitalcapability.jiscinvolve.org/wp/
Slide 15-16: Microsoft ClipArt
Slide 19: Views of Aberystwyth from National Library of Wales (no known copyright)
Slide 24 and 25 by Jane Secker licensed under CC-BY-SA
Editor's Notes
Photo: Adventures in Copyright from Flickr licensed under CC: https://flic.kr/p/9dyrHe
Jane to provide a background to study (e.g. presentation at ECIL).
Explain why we should study this now (e.g. copyright reform and position of libraries).
Something about how even back in 1993 Follett Review of Libraries recognised the increasingly important role librarians would play in copyright issues – related to the electronic environment
Mention the previous study by Oppenheim
Jane to provide a background to study (e.g. presentation at ECIL).
Explain why we should study this now (e.g. copyright reform and position of libraries).
Something about how even back in 1993 Follett Review of Libraries recognised the increasingly important role librarians would play in copyright issues – related to the electronic environment
Mention the previous study by Oppenheim
The quote you might be thinking of comes from a report that is still only in draft, but which I've mentioned at a couple of events. The key point I make here (headlined) is that 'Institutions need digital specialists but also distributed digital know-how'. I go on:
Everyone needs to know enough about how digital technology is impacting on their subject area or professional practice:
to act safely and responsibly with digital data and systems;
to meet legal requirements e.g. data protection, equal access, reasonable adjustments, copyright;
to avoid reputational damage to themselves or their organisation;
to realise the value of technologies that have been invested in on their behalf;
to play their part in institutional processes that are dependent on IT systems e.g. QA, assessment;
to access relevant specialist expertise when they need it for particular tasks or challenges.
I have also given copyright/IPR as a specific example of this requirement for generic know-how to draw on specialist expertise - and for both to be invested in. So most HEIs now have someone with expertise in copyright law who can act on behalf of the University in defence of its own IPR and can also advise in cases where individual members of the university are accused of breaches. But all members of staff need to know that the issue exists, that they have individual responsibilities including under the law, that they can damage their own and the university's reputation by acting carelessly, and that there are resources of advice and support available should they need it
There are many other dates that could go on here though
2003 EU directive
The survey was made available online using the open source survey tool: LimeSurvey and consisted of 4 sections. It included closed, half-open (through applying 5-degree scale of Likert) and open questions.
The survey aimed to establish the knowledge and awareness of the respondents on issues of copyright.
It also explored the attitude of the respondents towards the development and application of copyright policies in library and cultural institutions.
The survey examined attitudes towards the education and continuing professional development of information professionals about issues of intellectual property, for example in programmes on library and information science, archival science and cultural heritage sciences. Finally the survey gathered demographic information and information about the educational and professional experience of the respondents.
The target group were managers and professionals responsible for the information service of users in library and other cultural institutions (archives, museums etc.). The intention was that as many library and information professionals and cultural heritage workers would complete the survey as possible with the aim of collecting data from the profession as a whole, and not from those with specific responsibility for copyright. Multiple submissions were therefore encouraged from staff at the same institution.
Talk about survey instrument with mostly closed questions, translated into English and then tweaked for the UK. Mostly quantitative data with some qualitative.
5 minutes
Jane
CM to dump the relevant charts
Just mention the comparison with overseas institutions rather than show another slide. 71% in the Todorova report said they had no personnel specifically appointed to be in charge of copyright issues.
Note – we don’t have access to the full data so this isn’t really that accurate a comparison – The Todorova statistics (p.143) only add up to 96% so I’m assuming that the other 4% didn’t answer. This is in contrast to our findings where 25% didn’t answer this question. However we had 460 responses.
Todorova does say that of the international responses the self-evaluated awareness level is lowest for Croatian and Bulgarian respondents and highest for the French. The Turkish respondents had moderate levels of awareness.
Where next and implications for performance measurement -
How do you measure that your are doing the right thing?
Methodology and shortfalls of our study
How best to provide copyright support
Confidence vs knowledge
The above image was created by Access Copyright in Canada as part of an “educational” campaign. I’ve put it in here as a bit of a tongue in cheek comment about the role of the copyright officer and to that extent I think it’s ok as a quotation, a parody and illustration for instruction at the event itself. However I wouldn’t post this on the web.
Measuring the impact of copyright illiteracy?
Baselining
Measurement of copyright enquiries – of no questions that is a worry! You want your queries going up!
Jane’s examples of embedding copyright into other sessions – like children and vegetables! E-learning and creating content (includes copyright and CC)
Teaching in a Digital Age – has loads of things about copyright in it including a whole week what was dedicated to open education and CC