Yet more reports & books on the future of academic libraries Yes, yes, I'm still completely obsessed with this futuristic prognostication business (consider that a bit of foreshadowing). I will continue to try and make the laundry lists a little shorter and more digestible. Reports Books The Future of Management by Bill Breen & Gary Hamel Redefining Literacy 2.0 by David Franklin WarlickSlow Reading by John MiedemaTwitter Revolution: How Social Media and Mobile Marketing is Changing the Way We Do Business & Market Online by Warren Whitlock & Deborah MicekYouTube for Business: Online Video Marketing for Any Business by Michael Miller Secrets of Social Media Marketing: How to Use Online Conversations and Customer Communities to Turbo-Charge Your Business! As usual, I'm happy to take suggestions for other books, reports, blogs, etc. about the future of academic libraries here in the comments, on Friendfeed or via email (jdupuis at yorku dot ca). (Apologies for all the social media marketing books.
Code of Best Practices in Fair Use for Academic and Research Libraries Embed imageView/download PDFThe Association of Research Libraries (ARL) presents the Code of Best Practices in Fair Use for Academic and Research Libraries (PDF), a clear and easy-to-use statement of fair and reasonable approaches to fair use developed by and for librarians who support academic inquiry and higher education. The Code was developed in partnership with the Center for Social Media and the Washington College of Law at American University. In dozens of interviews with veteran research and academic librarians, the researchers learned how copyright law comes into play as interviewees performed core library functions. Then, in a series of small group discussions held with library policymakers around the country, the research team developed a consensus approach to applying fair use. The Code deals with such common questions in higher education as: When and how much copyrighted material can be digitized for student use? Such codes have a powerful effect both in law and practice.
What you can and can’t ask librarians “Let’s ask our librarians to drop Elsevier subscriptions!” some of the new-breed boycotters have eagerly suggested. Well, by all means try, but the Loon knows what the answer will be. Elsevier doesn’t sell individual journal subscriptions to libraries these days, except when forced to—and forcing them to is so Sisyphean that only a bare few libraries have tried, as yet. (Economists consider this a sneaky way of force-selling crappy journals that would never make it in a sole-subscription world. So when you tell a librarian “stop subscribing to Elsevier journals!” That issue aside, librarians have been trained not to consider the ethics of information production in their journal purchases. So. “What’s the deal we have with Elsevier just now? The bare fact is that most academic libraries are doing as little as possible to hasten the coming of open access, just barely enough to save face among their library peers. (This is not necessarily true of individual librarians, mind.
DLIST - Digital Cultural Heritage: Concepts, Projects, and Emerging Constructions of Heritage Digital Library of Information Science and Technology (DLIST) is a cross-institutional, subject-based, open access digital archive for the Information Sciences, including Archives and Records Management, Library and Information Science, Information Systems, Digital Curation, Museum Informatics, records management and other critical information infrastructures. The archive can be used for new materials as well as for classics such as the The Five Laws of Library Science 1931, Ranganathan, S. R. We also are particularly interested in multi-cultural and cultural competency aspects of the DLIST subject domain. DLIST is temporarily closed to new submissions. The University of Arizona Libraries and the School of Information Resources and Library Science seek DLIST editors who will volunteer to provide appropriate curatorial oversight once open submissions are restored.
The Campus Guide to Copyright Compliance New Roles, Rules and Responsibilities for Academic Institutions Signed by President Bush on November 2, 2002, the Technology, Education, and Copyright Harmonization (TEACH) Act was the product of discussion and negotiation among academic institutions, publishers, library organizations and Congress. It offered many improvements over previous regulations, specifically by amending sections 110(2) and 112(f) of the U.S. A Brief Guide to TEACH Although copyright law generally treats digital and non-digital copyright-protected works in a similar manner, special digital uses, such as online distance learning and course management systems, require special attention. The TEACH Act facilitates and enables the performance and display of copyrighted materials for distance education by accredited, non-profit educational institutions (and some government entities) that meet the Act's qualifying requirements. Under TEACH: Instructors may use a wider range of works in distance learning environments.
John Wiley & Sons have no plans to endorse the Research Works Act As opposition to the Research Works Act (RWA) grows, more and more scholarly publishers are distancing themselves from the proposed new bill. The latest is John Wiley & Sons. Wiley has emailed me the following statement: We do not believe that legislative initiatives are the best way forward at this time and so have no plans to endorse RWA. Ongoing discussions with OSTP in the U.S., the Finch Group in the U.K. and research funders generally present an opportunity for research funders and publishers to work in partnership to develop tools to better identify, present and disseminate the results of publicly funded research — for example working together on initiatives to link published articles with funder information such as research reports, and finding new ways to manage and provide access to the rapidly expanding body of supporting research data as a critical reference tool for further scientific inquiry.
Library of Congress in New Media Initiatives - The Library Today Contact: Matt Raymond, (202) 707-0020 Library of Congress Makes More Assets and Information Available Through New-Media Initiatives YouTube and iTunes Launches Will Follow Groundbreaking Flickr Pact to Bring More Treasures to the Public The Library of Congress will begin sharing content from its vast video and audio collections on the YouTube and Apple iTunes web services as part of a continuing initiative to make its incomparable treasures more widely accessible to a broad audience. The new Library of Congress channels on each of the popular services will launch within the next few weeks. "The Library of Congress launched the first U.S. agency-wide blog two years ago and continued its pioneering social-media role with initiatives such as the immensely successful Flickr pilot project," said Librarian of Congress James H. The Flickr pilot placed the Library in a leadership role for other cultural and government communities exploring Web 2.0 possibilities.
Introduction - Copyright and Scholarship Copyright is a set of rights provided by the laws of the United States(Title 17, U. S. Code) to the authors of “original works of authorship,” includingliterary, dramatic, musical, artistic, audiovisual and certain other works, including software. This protection is available to both published and unpublished works that are fixed in a tangible medium. Copyright does not protect ideas; it protects the expression of ideas. The law gives the owner of copyright the following exclusive rights: • To reproduce the work (i.e. to make copies); • To prepare derivative works (i.e. to make a movie from a book or to translate a work into another language); • To distribute copies publicly; • To perform the work publicly (i.e. a play or movie); • To display the work publicly; and • In the case of sound recordings, to perform the work publicly by means of a digital audio transmission. The owner of the copyright may transfer all or part of these rights to others.
Le Research Works Act: une menace pour l’Open Access Dans l’ombre des cris de protestation se dressant contre les lois SOPA et PIPA, aux Etats-Unis, une seconde guerre s’est déclarée opposant cette fois les éditeurs scientifiques aux défenseurs de l’open access et du partage des connaissances. Le « Research Works Act », une proposition de loi visant à restreindre la diffusion des articles scientifiques, a été soumise en décembre 2011 au parlement américain. MyScienceWork joint sa voix à toutes celles qui s’élèvent pour s’opposer à cette loi. Un article en anglais sur le sujet du Research Work Act est disponible ici. Le contexte social de cette controverse est le fonctionnement de base de la recherche académique qui, financée en grande partie par les impôts et les taxes sociales, crée des savoirs, de nouvelles technologies et communique par le biais des publications scientifiques. MyScienceWork avait déjà publié deux articles sur le financement des publications scientifiques car ces modèles sont régulièrement remis en cause.
JISC and UCISA become formal partners Jisc and UCISA (the Universities and Colleges Information Systems Association) have formalised their working partnership with the signing of a Memorandum of Understanding. This official partnership formalises the already successful collaboration between both organisations. It will help define projects and programmes of work, enabling Jisc and UCISA to work together in an even more effective and complimentary way. Jisc’s executive secretary, Dr Malcolm Read, said: ‘It is essential Jisc works in collaboration with professional and expert bodies to ensure our activities are well-informed, relevant and provide value for money and high impact. UCISA’s Peter Tinson highlighted existing examples of UCISA’s collaboration with Jisc, including the Information Security Toolkit – a set of guidelines designed to help institutions reap the benefits of ICT whilst protecting themselves from online threats. Jisc-sponsored Guardian supplement
Exceptions for Instructors U.S. Copyright Law The U.S. Copyright Code provides for the educational use of copyrighted material without the permission of the copyright holder under certain conditions. To find out if your intended use meets the requirements set out in the law, use this free, online tool. [disclaimer] This tool can also help you collect information detailing your educational use and provide you with a summary in PDF format. [example] This tool is valid for those uses that meet the requirements and which take place within the United States. THIS TOOL IS:Intended as a source of information for educators & others to better understand the educational exemptions available in the U.S. THIS TOOL IS NOT: A source of legal advice. A legal copy is one that was legally obtained (purchased from a reputable vendor, checked out from a library, etc.). This exemption covers what is normally an exclusive right of the copyright holder - the right to display or perform a copyrighted work.
PARSE.insight | Permanent Access to the Records of Science in Europe Objectives The motivation of the PARSE.Insight project is to contribute to the long-term access to the digital resources created by scientific endeavour. It is widely recognised that there are risks that such resources might be lost to future use unless active steps are taken for their preservation. Not only hardware, media and formats change, but knowledge, required to interpret and reuse data, also changes over time. There are of course many initiatives under way dealing with this problem, but PARSE.Insight aims to look across communities to seek a common infrastructure. The project aims to deliver: The PARSE.Insight project has strong links with the European Alliance for Permanent Access to the Records of Science. Work performed and results achieved In the first year of project the main emphasis of the project has been surveying communities with an interest in digital preservation to build up insight, and developing a draft roadmap for the e-infrastructure.
The TEACH Act The TEACH Act Intro | Section 110(2) | Checklist | TEACH Act Toolkit Introduction Copyright law provides educators with a separate set of rights in addition to fair use, to display (show) and perform (show or play) others' works in the classroom. These rights are in Section 110(1) of the Copyright Act and apply to any work, regardless of the medium. Until recently, however, when the classroom was remote, the law's generous terms for face-to-face teaching in Section 110(1) shrank dramatically in Section 110(2) -- some would say to the vanishing point! These severe limitations on what could be performed in distance education received lots of attention. The Copyright Office prepared its report and recommended significant changes. The TEACH Act expands the scope of educators' rights to perform and display works and to make the copies integral to such performances and displays for digital distance education, making the rights closer to those we have in face-to-face teaching. 1. Conditions: 1. a.