Lecture capture: risky business or evolving open practiceJane Secker
A presentation given at the Learning on Screen AGM and Heron User Group meeting in December 2016 based on the recent report on lecture recording policies in UK universities .
Lecture capture: Risky business or evolving open practice Jane Secker
This document summarizes the findings of a survey on lecture capture policies and practices at UK universities. The key findings are:
1) Most institutions either have no formal policy or a partial documented approach for lecture capture, with few consulting widely with academics.
2) Policies vary in their approaches to consent, third-party copyright, and responsibility for copyright issues.
3) Support and guidance for academics on copyright issues is often limited and awareness is low.
4) There is a variety in institutional attitudes toward copyright risk, with no clear models emerging yet on best practices.
Lecture recording: what does it mean to be open? Jane Secker
This document summarizes a lecture on open educational practices regarding lecture recording. It finds that many universities do not have clear policies on intellectual property rights and lecture recording. Policies vary in their approaches to consent, third-party copyright, and open access. The research recommends that universities adopt minimum standards for policies, involve staff and students in policy development, clarify responsibilities for managing risks, and provide copyright guidance and support for open educational practices. Further research is needed on the relationship between institutional culture and risk tolerance as well as engaging academic staff in debates around openness.
This document summarizes the key lessons learned from the UKOER program, which aimed to encourage the creation and use of open educational resources (OER) in UK higher education. The three main lessons are: 1) OER were embraced by a wide range of stakeholders but partnerships may impact openness; 2) Not all OER are truly open and accessible; and 3) Sustaining a culture of openness faces challenges without ongoing support. The document also reflects on tensions between community approaches and openness, and how to maintain momentum around OER into the future.
University of Turbat discusses computer ethics, including historical milestones like Joseph Weizenbaum's ELIZA program in the 1960s. It reviews models that provide educational opportunities and examine ethical issues. Key topics are discussed like privacy of student information, intellectual property, accuracy of information, and accessibility of information. Scenario methods allow users to learn about resolving real-life ethical dilemmas. The conclusion indicates the need for computer ethics courses based on previous studies and real-time scenario decisions.
Research in Distance Education: impact on practice conference, 27 October 2010. Presentation in Supporting Teaching and Learning Strand by Dr Joanna Newman from the British Library: Supporting researchers at the British Library.
As Seen On TV: Using broadcast media in bioscience teachingChris Willmott
Slides from presentation given at the Society for Experimental Biology annual meeting in Brighton (UK). The presentation is similar to one given the previous week at the STEM Horizons conference. To reflect the more international audience, the content is slightly altered, with a little more emphasis on use of broadcast media in general and less emphasis on Box of Broadcasts (given that the latter is a UK-specific service).
Lecture capture: risky business or evolving open practiceJane Secker
A presentation given at the Learning on Screen AGM and Heron User Group meeting in December 2016 based on the recent report on lecture recording policies in UK universities .
Lecture capture: Risky business or evolving open practice Jane Secker
This document summarizes the findings of a survey on lecture capture policies and practices at UK universities. The key findings are:
1) Most institutions either have no formal policy or a partial documented approach for lecture capture, with few consulting widely with academics.
2) Policies vary in their approaches to consent, third-party copyright, and responsibility for copyright issues.
3) Support and guidance for academics on copyright issues is often limited and awareness is low.
4) There is a variety in institutional attitudes toward copyright risk, with no clear models emerging yet on best practices.
Lecture recording: what does it mean to be open? Jane Secker
This document summarizes a lecture on open educational practices regarding lecture recording. It finds that many universities do not have clear policies on intellectual property rights and lecture recording. Policies vary in their approaches to consent, third-party copyright, and open access. The research recommends that universities adopt minimum standards for policies, involve staff and students in policy development, clarify responsibilities for managing risks, and provide copyright guidance and support for open educational practices. Further research is needed on the relationship between institutional culture and risk tolerance as well as engaging academic staff in debates around openness.
This document summarizes the key lessons learned from the UKOER program, which aimed to encourage the creation and use of open educational resources (OER) in UK higher education. The three main lessons are: 1) OER were embraced by a wide range of stakeholders but partnerships may impact openness; 2) Not all OER are truly open and accessible; and 3) Sustaining a culture of openness faces challenges without ongoing support. The document also reflects on tensions between community approaches and openness, and how to maintain momentum around OER into the future.
University of Turbat discusses computer ethics, including historical milestones like Joseph Weizenbaum's ELIZA program in the 1960s. It reviews models that provide educational opportunities and examine ethical issues. Key topics are discussed like privacy of student information, intellectual property, accuracy of information, and accessibility of information. Scenario methods allow users to learn about resolving real-life ethical dilemmas. The conclusion indicates the need for computer ethics courses based on previous studies and real-time scenario decisions.
Research in Distance Education: impact on practice conference, 27 October 2010. Presentation in Supporting Teaching and Learning Strand by Dr Joanna Newman from the British Library: Supporting researchers at the British Library.
As Seen On TV: Using broadcast media in bioscience teachingChris Willmott
Slides from presentation given at the Society for Experimental Biology annual meeting in Brighton (UK). The presentation is similar to one given the previous week at the STEM Horizons conference. To reflect the more international audience, the content is slightly altered, with a little more emphasis on use of broadcast media in general and less emphasis on Box of Broadcasts (given that the latter is a UK-specific service).
This document summarizes John Sutton's presentation on online reporting to the Incerts User Group (Northwest) at Bridge Hall Primary School on December 9th, 2008. The presentation covered issues with behavior, attendance, progress and technology, and introduced the Becta Framework for online reporting which includes 4 strands. It also provided information on an upcoming professional development event for ICT coordinators to work on their Becta self-review frameworks.
SoundSoftware: Software Sustainability for audio and Music Researchers SoundSoftware ac.uk
Presented at the SoundSoftware 2012 Workshop: http://soundsoftware.ac.uk/soundsoftware2012
Sustainable and reusable software and data are becoming increasingly important in today's research environment. Methods for processing audio and music have become so complex they cannot fully be described in a research paper. Even if really useful research is being done in one research group, other researchers may find it hard to build on this research - or even to know it exists. Researchers are becoming increasingly aware of the need to publish and maintain software code alongside their results, but practical barriers often prevent this from happening. We will describe the Sound Software project, an effort to support software development practice in the UK audio and music research community. We examine some of the the barriers to software reuse, and suggest an incremental approach to overcoming some of them. Finally we make some recommendations for research groups seeking to improve their own researchers' software practice.
Copyright communication in canadian academic libraries claTony Horava
The document summarizes the results of a survey conducted by Tony Horava to investigate how Canadian academic libraries communicate and teach copyright issues to their user communities. The survey was sent to all university librarians in Canada in 2008, with a 63% response rate. Key findings included that responsibility for copyright issues is often shared between the library and another department, and that most libraries have a webpage on copyright but information comes from a variety of external sources like copyright collectives and library associations. The survey aimed to better understand copyright challenges in academic libraries.
Jisc RSC Eastern eFair July 2013 'A leg to stand on... (Jisc Techdis, inclusi...JISC RSC Eastern
Recently published guidance for disabled students itemises a range of technology based "reasonable adjustments" they should expect to find in any post 16 learning provider.These expectations are based on advice and guidance that has been available to the sector for more than 6 years so learning providers claiming they didn't know wouldn't have a leg to stand on.
The document discusses York St John University's institutional repository and its efforts to store, showcase, and share the university's intellectual output and special collections, including moving images. It describes the technical, rights, and access challenges involved with archiving different media formats and ensuring long-term access. It also outlines the repository's project-based approach and efforts to work with projects from the beginning to address issues around file formats, sizes, permissions, licensing, and preservation.
This document discusses video conferencing (VC) as a communication technology that allows for real-time visual and audio connections between remote users. It can be used for collaborations, virtual field trips, guest lectures, and more. VC saves time and money by allowing visits to distant locations. It also addresses different learning styles and enhances skills like presentation, research, and technology. Guidelines are provided for planning and conducting a successful VC session, including testing equipment, having backups, and giving students evaluations. Potential VC content providers are listed that cover topics in math, science, history, language arts, and more.
Open scholarship: a US research library view in 2014 – Jisc and CNI conferen...Jisc
1) The Office of Scholarly Communication at Harvard Library works to implement open access policies at Harvard schools and help deposit faculty articles in DASH, Harvard's open access repository.
2) The office also advises Harvard researchers on open access issues and collaborates with other parts of the university to advance open access.
3) Harvard has established open access policies at several of its schools and helped develop policies at other institutions through sharing experiences.
This document discusses developing a learning analytics strategy for a higher education institution (HEI). It provides an overview of key considerations in developing a strategy, including identifying goals and stakeholders, addressing privacy and ethics, selecting tools and platforms, collecting and analyzing data, and using insights to improve teaching and learning. The strategy discussed aims to help institutions gain a better understanding of the learner experience and identify areas for improvement through a responsible and ethical use of learning analytics.
This document summarizes a presentation about open access policies on the national level. It discusses how organizations like EIFL advocate for open access policies from research funders, universities, and governments. It provides examples of funder mandates from organizations like Wellcome Trust and NIH. The document also discusses whether policies should mandate or just encourage open access, whether they should require deposit in repositories, journals, or both, and what materials should be deposited. It highlights open access progress in Africa through organizations and repositories.
This document summarizes feedback from focus groups and surveys of academic staff at the University of Nottingham regarding open learning and open educational resources. It discusses the strategic drivers for open learning including social responsibility, promotion of the university, and cost efficiencies. It outlines initiatives at Nottingham such as the U-Now open courseware site and the XPERT open resource repository. It also discusses challenges such as copyright and staff attitudes, which were mixed but generally positive. Next steps include expanding open resources and partnerships while addressing issues of appropriate reuse.
Biology on the Box: Recommending TV clips for teaching bioscienceChris Willmott
Slides from my presentation at the OUP Bioscience symposium in Belfast (September 2015) describing the Biology on the Box project, a resource for sharing TV programmes appropriate for teaching
The document discusses how university websites present information about law programs and legal education. It notes that websites often show what universities want students to know rather than the information students want. It also discusses how websites could be improved by providing more consistent and navigable information across institutions, including criteria like teaching hours, assessments, employment outcomes, facilities, and fees. The document concludes that while law program websites have improved with more professional and visual content since 2004, information is still often fragmented and not always up-to-date.
This presentation, delivered at the 3rd Cambridge Consortium on Bioethics Education in June 2013, looks at three ways multimedia are being used in teaching bioscience students about bioethics at the University of Leicester, UK. Visual media, primarily short clips, are used in teacher-led sessions. Secondly, students are required to produce their own short films. Thirdly, students write an analysis of a recent news story, which must be available as an online news clip.
Multimedia in bioethics education: examples of authentic assessmentChris Willmott
These are slides from an invited presentation I gave at a Higher Education Academy Arts and Humanities network meeting, held at St Mary's University, Twickenham in February 2014. The talk used two examples of work on bioethics we conduct with students at the University of Leicester, to illustrate some of the key principles of Authentic Assessment.
Presentation at the 2008 conference of the European Association for Distance Learning of "Developments to support flexibility and cooperation in online distance education"
LACE: Learning Analytics Community Exchange (for LASI 2014)Doug Clow
Presentation about the LACE project (Learning Analytics Community Exchange) at LASI2014, the Learning Analytics Summer Institute held at Harvard, on 30 June 2014.
This document discusses research identifying different categories of open educational resource (OER) users:
- OER active users are engaged with the OER community, understand licenses, and actively create and share resources.
- OER as facilitator users see OER as a pragmatic tool to achieve other goals rather than the primary focus.
- OER consumers use OER alongside other materials without differentiating, have low awareness of licenses, and view OER as optional extras.
The research was based on surveys of over 7,000 respondents from various OER projects. It found evidence that users can move between these categories over time as their experience with and understanding of OER grows.
This slide-show originated at a one-day teaching workshop in January 2011. The event, organised by the Physiological Society was held at the University of Leeds.
The slides describe an activity used with undergraduate students at the University of Leicester, in which a short video "the smell of fear" from the popular (and populist) science programme Brainiac is used to introduce the notion of experimental design. This is used hand-in-hand with discussion of a formal scientific paper on the same topic.
This set of slides is to talk about the activity. There is a second set with a similar title http://www.slideshare.net/cjrw2/experimental-design-the-smell-of-fear which are intended for use by anyone actually using the activity to teach experimental design.
The colour of the background to the slides in the current presentation is significant - the purple slides are ABOUT the activity, the black slides are examples of pages from within the activity.
This document summarizes findings from a phenomenographic study on copyright literacy. The study identified four categories of understanding about copyright among librarians: 1) copyright is a problem, 2) copyright is complicated, 3) copyright requires coherent messages, and 4) copyright enables negotiation and collaboration. It also described six dimensions that influenced participants' understanding, such as their knowledge and beliefs about copyright. The document advocates developing communities of practice and educational resources like games to help bridge gaps in understanding and promote copyright literacy.
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.
This document summarizes John Sutton's presentation on online reporting to the Incerts User Group (Northwest) at Bridge Hall Primary School on December 9th, 2008. The presentation covered issues with behavior, attendance, progress and technology, and introduced the Becta Framework for online reporting which includes 4 strands. It also provided information on an upcoming professional development event for ICT coordinators to work on their Becta self-review frameworks.
SoundSoftware: Software Sustainability for audio and Music Researchers SoundSoftware ac.uk
Presented at the SoundSoftware 2012 Workshop: http://soundsoftware.ac.uk/soundsoftware2012
Sustainable and reusable software and data are becoming increasingly important in today's research environment. Methods for processing audio and music have become so complex they cannot fully be described in a research paper. Even if really useful research is being done in one research group, other researchers may find it hard to build on this research - or even to know it exists. Researchers are becoming increasingly aware of the need to publish and maintain software code alongside their results, but practical barriers often prevent this from happening. We will describe the Sound Software project, an effort to support software development practice in the UK audio and music research community. We examine some of the the barriers to software reuse, and suggest an incremental approach to overcoming some of them. Finally we make some recommendations for research groups seeking to improve their own researchers' software practice.
Copyright communication in canadian academic libraries claTony Horava
The document summarizes the results of a survey conducted by Tony Horava to investigate how Canadian academic libraries communicate and teach copyright issues to their user communities. The survey was sent to all university librarians in Canada in 2008, with a 63% response rate. Key findings included that responsibility for copyright issues is often shared between the library and another department, and that most libraries have a webpage on copyright but information comes from a variety of external sources like copyright collectives and library associations. The survey aimed to better understand copyright challenges in academic libraries.
Jisc RSC Eastern eFair July 2013 'A leg to stand on... (Jisc Techdis, inclusi...JISC RSC Eastern
Recently published guidance for disabled students itemises a range of technology based "reasonable adjustments" they should expect to find in any post 16 learning provider.These expectations are based on advice and guidance that has been available to the sector for more than 6 years so learning providers claiming they didn't know wouldn't have a leg to stand on.
The document discusses York St John University's institutional repository and its efforts to store, showcase, and share the university's intellectual output and special collections, including moving images. It describes the technical, rights, and access challenges involved with archiving different media formats and ensuring long-term access. It also outlines the repository's project-based approach and efforts to work with projects from the beginning to address issues around file formats, sizes, permissions, licensing, and preservation.
This document discusses video conferencing (VC) as a communication technology that allows for real-time visual and audio connections between remote users. It can be used for collaborations, virtual field trips, guest lectures, and more. VC saves time and money by allowing visits to distant locations. It also addresses different learning styles and enhances skills like presentation, research, and technology. Guidelines are provided for planning and conducting a successful VC session, including testing equipment, having backups, and giving students evaluations. Potential VC content providers are listed that cover topics in math, science, history, language arts, and more.
Open scholarship: a US research library view in 2014 – Jisc and CNI conferen...Jisc
1) The Office of Scholarly Communication at Harvard Library works to implement open access policies at Harvard schools and help deposit faculty articles in DASH, Harvard's open access repository.
2) The office also advises Harvard researchers on open access issues and collaborates with other parts of the university to advance open access.
3) Harvard has established open access policies at several of its schools and helped develop policies at other institutions through sharing experiences.
This document discusses developing a learning analytics strategy for a higher education institution (HEI). It provides an overview of key considerations in developing a strategy, including identifying goals and stakeholders, addressing privacy and ethics, selecting tools and platforms, collecting and analyzing data, and using insights to improve teaching and learning. The strategy discussed aims to help institutions gain a better understanding of the learner experience and identify areas for improvement through a responsible and ethical use of learning analytics.
This document summarizes a presentation about open access policies on the national level. It discusses how organizations like EIFL advocate for open access policies from research funders, universities, and governments. It provides examples of funder mandates from organizations like Wellcome Trust and NIH. The document also discusses whether policies should mandate or just encourage open access, whether they should require deposit in repositories, journals, or both, and what materials should be deposited. It highlights open access progress in Africa through organizations and repositories.
This document summarizes feedback from focus groups and surveys of academic staff at the University of Nottingham regarding open learning and open educational resources. It discusses the strategic drivers for open learning including social responsibility, promotion of the university, and cost efficiencies. It outlines initiatives at Nottingham such as the U-Now open courseware site and the XPERT open resource repository. It also discusses challenges such as copyright and staff attitudes, which were mixed but generally positive. Next steps include expanding open resources and partnerships while addressing issues of appropriate reuse.
Biology on the Box: Recommending TV clips for teaching bioscienceChris Willmott
Slides from my presentation at the OUP Bioscience symposium in Belfast (September 2015) describing the Biology on the Box project, a resource for sharing TV programmes appropriate for teaching
The document discusses how university websites present information about law programs and legal education. It notes that websites often show what universities want students to know rather than the information students want. It also discusses how websites could be improved by providing more consistent and navigable information across institutions, including criteria like teaching hours, assessments, employment outcomes, facilities, and fees. The document concludes that while law program websites have improved with more professional and visual content since 2004, information is still often fragmented and not always up-to-date.
This presentation, delivered at the 3rd Cambridge Consortium on Bioethics Education in June 2013, looks at three ways multimedia are being used in teaching bioscience students about bioethics at the University of Leicester, UK. Visual media, primarily short clips, are used in teacher-led sessions. Secondly, students are required to produce their own short films. Thirdly, students write an analysis of a recent news story, which must be available as an online news clip.
Multimedia in bioethics education: examples of authentic assessmentChris Willmott
These are slides from an invited presentation I gave at a Higher Education Academy Arts and Humanities network meeting, held at St Mary's University, Twickenham in February 2014. The talk used two examples of work on bioethics we conduct with students at the University of Leicester, to illustrate some of the key principles of Authentic Assessment.
Presentation at the 2008 conference of the European Association for Distance Learning of "Developments to support flexibility and cooperation in online distance education"
LACE: Learning Analytics Community Exchange (for LASI 2014)Doug Clow
Presentation about the LACE project (Learning Analytics Community Exchange) at LASI2014, the Learning Analytics Summer Institute held at Harvard, on 30 June 2014.
This document discusses research identifying different categories of open educational resource (OER) users:
- OER active users are engaged with the OER community, understand licenses, and actively create and share resources.
- OER as facilitator users see OER as a pragmatic tool to achieve other goals rather than the primary focus.
- OER consumers use OER alongside other materials without differentiating, have low awareness of licenses, and view OER as optional extras.
The research was based on surveys of over 7,000 respondents from various OER projects. It found evidence that users can move between these categories over time as their experience with and understanding of OER grows.
This slide-show originated at a one-day teaching workshop in January 2011. The event, organised by the Physiological Society was held at the University of Leeds.
The slides describe an activity used with undergraduate students at the University of Leicester, in which a short video "the smell of fear" from the popular (and populist) science programme Brainiac is used to introduce the notion of experimental design. This is used hand-in-hand with discussion of a formal scientific paper on the same topic.
This set of slides is to talk about the activity. There is a second set with a similar title http://www.slideshare.net/cjrw2/experimental-design-the-smell-of-fear which are intended for use by anyone actually using the activity to teach experimental design.
The colour of the background to the slides in the current presentation is significant - the purple slides are ABOUT the activity, the black slides are examples of pages from within the activity.
This document summarizes findings from a phenomenographic study on copyright literacy. The study identified four categories of understanding about copyright among librarians: 1) copyright is a problem, 2) copyright is complicated, 3) copyright requires coherent messages, and 4) copyright enables negotiation and collaboration. It also described six dimensions that influenced participants' understanding, such as their knowledge and beliefs about copyright. The document advocates developing communities of practice and educational resources like games to help bridge gaps in understanding and promote copyright literacy.
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.
Copyright, Education and Librarians: understanding privileges and rights Jane Secker
The document discusses copyright issues related to libraries and librarians. It notes that copyright underpins many library services like inter-library loans and digitization projects. Librarians have special privileges under copyright law to support these services. However, technology and digital copying have complicated copyright, sometimes creating fear among librarians. Research on copyright literacy among UK librarians found varying levels of understanding and a need for improved education. The document proposes rethinking copyright education for librarians to better address their needs and roles.
Creative and collaborative approaches to copyright educationJane Secker
This document summarizes experiences with copyright literacy initiatives in the UK. It discusses common attitudes towards copyright among information professionals, including seeing it as a problem, complicated, or an opportunity. It outlines categories of experience with copyright and the need for critical copyright literacy. The role of copyright officers in UK institutions is examined, including typical responsibilities and training approaches. Initiatives to build confidence and communities of practice are presented, such as the Copyright Literacy game and website.
Librarians' experiences of copyright in their professional livesJane Secker
This document summarizes a presentation about librarians' experiences with and understanding of copyright. It discusses a survey of over 600 librarians that found most felt moderately or extremely confident about copyright, though it was also a source of anxiety. Through interviews, four categories of how librarians experience copyright were identified: seeing it as a problem to avoid, something complicated handled by specialists, a knowable entity requiring clear guidance, or an opportunity for collaboration. The presentation advocates for copyright education for librarians that bridges legal knowledge and practical application, and highlights some interactive games developed to teach copyright concepts in an engaging way.
Copyright literacy and the role of librarians as educators and advocates: an ...Jane Secker
This document summarizes an international symposium on copyright literacy and the role of librarians as educators and advocates. It discusses the importance of copyright education given technological changes and international reforms. Copyright literacy is defined as acquiring appropriate knowledge, skills, and behaviors to enable ethical creation and use of copyrighted works. A multi-national survey found that copyright literacy levels are unsatisfactory and training should be included in library and information science curricula. Panelists from several countries discuss practical tools and strategies their institutions have used to promote copyright literacy, including educational programs, online resources, and community engagement.
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
This document discusses a study on copyright literacy among UK library and information professionals. It begins with some background on the study, which originated from a European study but aims to understand UK librarians' experiences with copyright more deeply. It then discusses findings from a survey on UK and European librarians' confidence in and views on copyright, finding differences between the two groups. The rest of the document discusses focus groups with UK librarians to further understand their varying experiences with copyright in their roles. It concludes that more research is needed to better understand how to effectively embed copyright literacy in education and training for librarians.
The document summarizes research on developing an information literacy framework for teachers and students in North Ayrshire, Scotland. It outlines the goals of establishing common terminology around information literacy skills, a framework for observing these skills, and the subsequent development of the North Ayrshire Information Literacy Toolkit. Key findings from observing students revealed weaknesses in defining problems and questions, refining research, and critically analyzing information. The toolkit aims to help primary students develop lifelong skills in identifying, locating, evaluating, organizing and using information effectively.
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
The document discusses the importance of copyright literacy for libraries. It describes a study on copyright literacy among librarians and cultural heritage professionals. The authors identify four categories of how people experience copyright - as a problem, complicated, a known entity, and an opportunity. They argue that critical copyright literacy involves education rather than just training, and helping people become comfortable with uncertainty. The authors provide examples of initiatives to improve copyright literacy, including communities of practice and rethinking copyright education. Their key messages are that copyright involves knowledge, money, and power; literacy means sharing and working as a community; and librarians should own and embrace copyright literacy.
This document outlines the syllabus and course plan for COM 510, a graduate communication and media technologies course at Lynn University. The course will be taught on Thursdays from 6-10pm by Dr. Carmeta Blake. It will examine the historical development and cross-media influence of technologies, how technologies are adopted and evolve, and their effects on society. Students will analyze emerging technologies, develop messages using different technologies, and critique their appropriate use. Grading will be based on response papers, a personal article analysis, a content analysis final research project and presentation, and class participation. No late work will be accepted.
This article summarizes a study that explored how academics use information and communication technologies (ICTs) for teaching and learning in higher education. Focus groups were conducted with academics from English, law, and nursing. The discussions found that ICTs were mainly used to provide online resources for students. Academics were motivated to use ICTs to enhance students' educational experience. While use of ICTs was generally positive, lack of time was a common challenge. Factors influencing adoption of ICTs included institutional support, department resources, individual skills, and technical issues. The study provided insight into appropriate uses of technology in higher education.
This article summarizes a study that explored how academics use information and communication technologies (ICTs) for teaching and learning in higher education. Focus groups were conducted with academics from English, law, and nursing. The discussions found that ICTs were mainly used to provide online resources for students. Academics were motivated to use ICTs to enhance students' educational experience. While use of ICTs was generally positive, lack of time was a common challenge. Factors influencing adoption of ICTs included institutional support, department resources, individual skills, and technical issues. The study provided insight into appropriate uses of technology in higher education.
This article summarizes a study that explored how academics use information and communication technologies (ICTs) for teaching and learning in higher education. Focus groups were conducted with academics from English, law, and nursing. The discussions revealed that ICTs were mainly used to provide online resources for students. Motivations for using ICTs centered around enhancing the educational experience. While use of ICTs was generally positive, lack of time was a common challenge. Factors influencing adoption of ICTs included institutional support, department resources, individual skills, and technical issues. The study provided insight into appropriate uses of technology in higher education.
Similar to Understanding Librarians' experiences of copyright (20)
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
Copyright and online learning at a time of crisis - FIL Online Nov 2020Jane Secker
This document summarizes a presentation on copyright and online learning during the COVID-19 pandemic. It discusses the shift to online teaching in March 2020 and the use of copyright exceptions and licenses to support this transition. It provides an overview of webinars held to help educators understand copyright issues and the increasing participation in these webinars. The presentation addresses topics like the CLA license extension, film and audiovisual works, and the University of Kent's copyright literacy strategy.
Secker Understanding the role of technology through the lens of opennessJane Secker
This document summarizes a presentation about understanding the role of technology in academic practice through a lens of openness. It discusses definitions of open educational practices and copyright literacy. It then describes a module on digital literacies and open practice taught at City, University of London, including course structure, webinars, and student feedback. Research findings from interviews with staff highlight motivations for openness as well as barriers and the need for training and support. Recommendations include addressing variation in experience and understanding of open concepts between disciplines.
Copyright, E-learning and Digital Literacy: teaching and learning in the digi...Jane Secker
This document discusses the impact of technology on teaching and learning in the digital age. It addresses topics such as e-learning, MOOCs, information literacy, digital literacy, and copyright literacy. The author argues that embedding open practices through education of librarians, teachers, students, and other professionals can help address issues around copyright infringement and promote ethical use of information. Literacies like digital literacy, information literacy, and copyright literacy are important to teach students to be informed citizens and engage fully in today's digital society.
Teaching Information and Copyright Literacy: the role of librariansJane Secker
This document summarizes a presentation on teaching information and copyright literacy. It discusses the role of librarians in teaching these topics to help people think critically about information and understand copyright issues. It also explores challenges like assumptions people make about information and struggles with understanding confusing copyright rules. Finally, it suggests that teaching critical thinking skills, using new technologies, and promoting cultural understanding can help address these challenges.
Helping Academics Escape the Publishing Trap - an introduction to copyright l...Jane Secker
This document summarizes a presentation on copyright literacy and an educational board game called "The Publishing Trap". The presentation discusses the challenges academics face with scholarly publishing and copyright issues. It introduces the concept of copyright literacy and the need to improve understanding of copyright among academics. "The Publishing Trap" is presented as an engaging board game designed to educate researchers about the academic publishing process and how copyright impacts their work. Feedback on the game shows it effectively conveys the complexity of publishing while making copyright issues more accessible. Suggested improvements include shortening the game length and adding options to the gameplay.
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.
Creative approaches to copyright education Jane Secker
The document describes a workshop on creative approaches to copyright education. It discusses using a card game to teach copyright concepts in an engaging way by having teams discuss scenarios and play cards with answers. Feedback from participants found it to be the best copyright session, with the game format making the topics easier to understand. The document provides tips for copyright education, including focusing on audience needs and keeping things lively. It also includes several hypothetical scenarios for copyright teaching interventions.
Authority, property, piracy: from copyright to the commonsJane Secker
This document summarizes a presentation on copyright and the commons given by Jane Secker at City, University of London on February 24th, 2017. The presentation defines key copyright concepts like copyright, exceptions, licenses and the public domain. It discusses the origins of copyright in the Statute of Anne of 1709 and John Locke's labor theory of property. It also examines debates around intellectual property, sharing in the digital age, and the role of librarians as copyright advisors and educators. The presentation concludes with recommendations for further reading on copyright topics.
Developing digitally literate staff and students: experiences from LSEJane Secker
1) The document discusses developing digital literacy among staff and students through experiences at the London School of Economics (LSE).
2) It defines digital literacy as the capabilities needed for living, learning, and working in a digital society, and notes a distinction between viewing it as a literacy for students versus a capability for staff.
3) Over the past decade, LSE's focus on digital literacy among academic staff has included supporting them as teachers, researchers, and learners through training beyond just the use of virtual learning environments and integrating copyright literacy.
Copyright and e-learning: understanding our privileges and freedomsJane Secker
Keynote at ALT-C on 8th September 2016. You can find out more from: https://altc.alt.ac.uk/2016/sessions/keynote-jane-secker/
Slides licensed under CC-BY-SA
Understanding student digital literacies: reflecting on differences, divids, ...Jane Secker
The document summarizes the Student Ambassadors for Digital Literacy (SADL) program at the London School of Economics. The 3-year program trains undergraduate students to become peer mentors who help other students improve their digital and information literacy skills through workshops. Workshops cover topics like finding and evaluating information, academic research practices, and managing digital footprints. Evaluations found the program improved students' skills and confidence while also providing leadership experience for senior ambassadors. The document discusses challenges like engaging more students and integrating social media platforms to encourage online participation.
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9
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Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
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Understanding Librarians' experiences of copyright
1. UNDERSTANDING LIBRARIANS’
EXPERIENCES OF COPYRIGHT:
INITIAL FINDINGS FROM A PHENOMENOGRAPHIC
STUDY OF UK LIBRARY AND INFORMATION
PROFESSIONALS
JANE SECKER AND CHRIS MORRISON
LSE & University of Kent
https://copyrightliteracy.org @UKCopyrightLit
2. BACKGROUND AND
OVERVIEW
• Originated from the European Copyright Literacy study,
but we were looking to understand UK librarians’
experiences of copyright more deeply
• Copyright and IPR issues part of ethical use of information
and crucial for librarians but our survey suggested they
were a source of fear / annoyance / boredom / anxiety
• Opportunities to enhance copyright education (both in
professional qualifications and CPD)
• Looking to develop confidence and understand the value
of games-based learning
3. EMBEDDING COPYRIGHT
LITERACY
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.
5. PARALLELS TO IL
• Copyright is about ambiguity - not right and wrong
answers
• Copyright education can often be reactive (dealing with
‘problems’) so how can we shift it to being proactive
(teaching in context)?
• Copyright education requires empathy and trust
• Copyright needs to be understood in context – it’s not
simply a one size fits all
• Is learning about copyright a threshold concept – but a
portal many avoid ever going through?
6. CONCLUSIONS FROM THE UK
COPYRIGHT LITERACY SURVEY
Need for more cross-national analysis
Librarians likely to compare favourably to other
professionals?
Need more qualitative data to investigate
How copyright literacy is effectively embedded in
education
How to develop a effective approach to copyright
literacy
Understand the role of the generalists vs
dedicated copyright professional
More engaging training
7. CONCLUSIONS FROM THE UK
COPYRIGHT LITERACY SURVEY
Need for more cross-national analysis
Librarians likely to compare favourably to other
professionals?
Need more qualitative data to investigate
How copyright literacy is effectively embedded in
education
How to develop a effective approach to copyright
literacy
Understand the role of the generalists vs
dedicated copyright professional
More engaging training
9. UNDERSTANDING COPYRIGHT
EXPERIENCES
• Copyright is not a fixed ‘thing’ and is tied up with people’s
experiences
• Phenomenography (people’s experience of phenomena)
seemed an ideal research method
• Undertook 3 focus groups to test out the approach in HE
• Allows us to understand variations in the way copyright is
experienced by different types of librarians:
• Academic support / subject librarians
• Research support / repository staff
• Teaching support staff
• Enquiries / customer service
• The findings are helping us to consider better ways of
devising copyright education and embedding copyright into
institutional strategies
14. COPYRIGHT IS AN OPPORTUNITY FOR
NEGOTIATION, COLLABORATION AND
CO-CONSTRUCTION OF
UNDERSTANDING
15. DIMENSIONS OF VARIATION
• The role of the librarian
• The ideology of the librarian towards
copyright
• Their level of knowledge: from novice >
expert
• Their audience – who are they dealing
with?
• Context of the interaction
19. Designed to teach librarians
about copyright works,
usages, licences and
exceptions
Making copyright interactive
and engaging
Downloaded over 2,500 times
and consistently positive
feedback
Creative Commons Licensed
COPYRIGHT THE CARD GAME
https://copyrightliteracy.org/about-2/copyright-the-card-game/
20. THE PUBLISHING TRAP
Find out more at: https://youtu.be/eNXesoQx-1w
Prototype games designed to
teach PhD students, early
career researchers and
academics about scholarly
communication
Aim of game is to connect
your research with the wider
world
Points awarded for impact,
knowledge and money
Runners up prize at LILAC
2016
21. YOU’VE SEEN THE PPT AND THE T-
SHIRT, YOU’VE PLAYED THE GAME,
NOW….
22. FURTHER READING
Åkerlind, G. S. (2005). Variation and commonality in phenomenographic research
methods. Higher Education Research & Development, 24(4): 321-334.
Marton, F. (1986). Phenomenography – A research approach to investigating different
understandings of reality. Journal of thought, 21(3): 28-49.
Morrison, C and Secker J. (2015) Copyright Literacy in the UK: a survey of librarians and
other cultural heritage sector professionals. Library and Information Research. 39 (121).
(forthcoming)
Secker, J and Morrison, C. (2016) Copyright and E-learning: a guide for practitioners.
Facet publishing: London.
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
Yates, C, Partridge, H and Bruce, C. (2012) Exploring information experiences through
phenomenography. Library and Information Research, 36 (112).
http://www.lirgjournal.org.uk/lir/ojs/index.php/lir/article/viewFile/496/552
https://copyrightliteracy.org
23. IMAGE CREDITS
Images from Flickr licensed under Creative Commons
Slide 4, 24: Microsoft clip art
Slide 25: If you are not confused https://flic.kr/p/frJ48
Slide 26: Open: https://flic.kr/p/mzqM
Slide 28: Video tape archive storage https://flic.kr/p/aUgdnB
Slide 29: Z Smith Reynolds Library https://flic.kr/p/d7dL8d
Slide 37: Back to back https://flic.kr/p/8NCuPU
Others
Slide 27: Views of Aberystwyth from National Library of Wales (no known
copyright)
Slide 32: Open clip art
Slide 38: Logos owned by respective organisations, no endorsement implied
Slide 39 by Jane Secker licensed under CC-BY-SA
Editor's Notes
This paper reports on research to investigate the ‘copyright literacy’ of librarians in the UK (Morrison and Secker, 2015). The study followed reform of copyright legislation in the UK in 2014. An understanding of copyright and licensing issues is increasingly seen as part of digital and information literacy support, with librarians being called upon to provide advice on a range of copyright issues. For example those related to open access and open education.
This study was the largest in the UK, receiving over 600 responses, although an earlier study (Oppenheim and Woodward, 2004) surveyed a small population of higher education librarians. It highlighted gaps in knowledge, identified training requirements in the sector and provided comparative data to other countries participating in the survey. This research originated from a project funded by the Bulgarian Ministry of Education and Science (Todorova, 2014). The UK survey was part of a second data collection phase, extending the survey to ten further countries
The findings suggest that levels of knowledge about copyright across the sector is mixed and that copyright is a small part of many information professionals’ roles. Consequently many respondents expressed a desire to develop their knowledge in this field. Encouragingly 63% of respondents said that their institution had a copyright policy and 64% said they had a named individual dealing with copyright queries. Over 93% of all respondents believed copyright should be included in the professional training and education of librarians and other cultural heritage sector professionals. UK responses compared favourably to other countries, suggesting a greater level of copyright knowledge and confidence.
The survey suggested LIS qualifications and CPD need to address a greater range of topics related to copyright and IPR. The qualitative data also suggested that copyright is a source of anxiety for many librarians and often responsibility for the topic lies with one individual within an organization. The authors will share initial findings from their recent research to collect additional qualitative data to help explore the source of this anxiety. This is situated in a discussion of copyright as a key component of information literacy and in turn how information literacy, and copyright literacy requires librarians to move away from a role of neutral conduit to critical partner in a user’s information journey (Elmbourg, 2004). The authors offer some thoughts about why copyright education has remained largely peripheral to information literacy support offered by libraries and information services. Finally, they will share their ideas about a games based approach to copyright education and their Copyright Literacy campaign, which aims to tackle issues around anxiety and confidence and to work to embed copyright more fully into information and digital literacy programmes.
Jane to slide 3
Timings
Introduction slides 1-3 Jane – 5 mins
Play your cards right slides 4-21 – Chris ( 12 mins?)
Survey findings 22-30 – Jane (10 mins)
Phenomenography – 31-33 – Jane (5 mins)
Phenomenography and parallels to IL – 34-36 – Chris (5 mins)
Wrap up with what we are doing – 37-40 Chris and Jane (3 mins)
Chris – but Jane chip in if need be.
Caveat that we are at an early stage of the data analysis – 3 focus groups
We haven’t developed the categories of description or the outcome space yet – so watch this space
Chris to add image that sums up phenomenography in a single image.
This are the categories as they are emerging at the moment
(Thus it requires an expert – maybe a non-librarian, with specialist knowledge)
Copyright is a source of fear and anxiety
Copyright is seen as conflicting with the ideology of librarianship / and the sharing of information and knowledge
Copyright is seen as an imposition / not taught to librarians
Copyright is seen as a source of conflict where there are conflicting views about what you should do in any given situation especially given what technology allows
Copyright is seen as risky due to unknown consequences of ‘getting it wrong’
Copyright ‘rules’ are multi-layered, complex, changing and difficult to navigate – again so fear of ‘getting it wrong.’
Copyright is an area where librarians have less confidence
Copyright is seen as requiring access to specialist, privileged knowledge (the librarian acts as gatekeeper or gateway – providing access to specialist knowledge) How about copyright knowledge of librarians is bounded and requires the expertise of a specialist ie a copyright officer?
2.1Copyright needs to be understood in the context in which you work
Copyright queries vary in their nature and frequency – complex queries require an investment of time and effort and robust evidence.
Your perception of your copyright expertise relates to role you are playing – user facing / back room support / front line vs second line support.
Librarians have more knowledge than everyone else (reluctantly). Stakes are higher as potentially have to ‘get it right’ and librarians take on a role of having to sanction / warranting other people’s behaviour
Copyright is written in a legal code and often not intended for librarians and practitioners to interpret
Knowing where the information you need (case law and legislation) requires specialist knowledge / a specialist advisor
There are some unwritten rules.
Copyright causes some people to conceal what they are doing from others / lack of honesty if they don’t know the rules.
There is a growing need to build up your own knowledge base all the time and copyright is constantly changing
Again this ties in nicely with the dimensions of variation
Again it’s fitting very nicely with the role in terms of the dimensions of variation
Copyright is seen as something fixed that requires effective interpretation and communication to achieve behavioural change (the messenger who passes the message on to people)
Copyright is an attempt to change other people’s behaviour through education (they will see the light!)
Ability to simplify and convey difficult concepts in plain English
Empathy to cover difficult issues / also may need to communicate bad news / managing expectations / communicating the big picture
Seeing copyright from all angles – rights holder and person wanting to use content
Equity vs equality (this is about the core ideology of librarianship – maybe move to category 1 – need to check when we return to the data?)
Copyright rules means people can’t always get what they want. Expertise means the user has to obey the rules.
Now wondering if ‘fixed’ is the right term. Perhaps ‘knowable’ or ‘containable’? I think it’s about it being something that’s already been worked out and makes sense and that the interpretation just needs to be uncovered rather than co-created.
Category 4: Copyright is an opportunity for negotiation, collaboration and co-construction of understanding (the networker / connector / teacher as facilitator who sees it in terms of support from the community and institution)
The specialist support has a shared responsibility for co-creation with the information seeker / person with the copyright query
Support within the LIS community / sharing examples with others all contribute to good practice in copyright education and support (particularly when things seem ambiguous or contradictory)
Within your organization / Copyright Community of Practice is about building a consensus and a shared culture
Support from senior management to make informed decisions about risk and develop appropriate policies.
Going and meeting rightsholders organisations – Hug a rightsholder
Knowing about copyright is empowering – the user makes the ultimate decision but with more information
Librarians are involved in the conversation from the outset, not called in to fix copyright problems late in the process.
We are interested in talking to you if you would like to adapt it for another country and would be happy to have an all expenses paid trip to your country!