For those in the copyright and IP field you are probably familiar with the 1709 Blog. 1709 is the year the first copyright act came into force in the UK and the blog has a series of contributors, and a great source of copyright stories. Chris has written a post on our Copyright Literacy work on this blog which went live yesterday, and due to some Twitter error I’ve been unable to tweet a link to the post, so I am adding it to my blog and tweeting the link from there. I will not be foiled by technology!
In a few weeks time LSE will be rolling out a fleet on new MFDs (multi-functional devices) that allow printing, photocopying and scanning and I have been advising the project team on copyright issues. As part of this project my lovely colleagues in the IMT Comms team, Jessica and Niamh have helped me develop a range of new publicity materials to promote copyright education across the School including posters, postcards and fortune cookies! Yes seriously we have fortune cookies with helpful reminders about copyright inside them!
This MFD project coincides with the copyright education ‘mission’ I’ve launched with Chris Morrison from the University of Kent. I’ve previously reported on our survey of copyright literacy among UK librarians and related professionals but we really are on a mission, which will involve a presentation and a full paper at ECIL 2015 in Tallinn in October. Last week we wrote a blog post on why copyright is a fundamental part of digital and information literacy which was published on the CILIP blog. If you’ve not read it yet then please do and let me know what you think. I have never understood why copyright is perceived as being dry, boring and all about telling people what they can’t do. Chris and I are trying to change people’s perceptions about copyright and to equip them with the knowledge and skills to understand copyright and licensing and see this knowledge as empowering – and a really important part of being information literate.
We worked together earlier this year to develop a new game-based approach to copyright education which has been transforming my copyright training sessions. I’ve never had so much interest in my copyright training workshops and in just under 2 months will have had almost 50 people from LSE attend the revamped games based sessions! Tomorrow afternoon there is another opportunity for LSE staff to play Copyright the Card Game as part of an IMT Tech Talk. I’ve adapted some of the scenarios hopefully to make them more relevant for my colleagues in IT for tomorrow’s session and of course they will get fortune cookies.
I also have new guides to Copyright for LSE staff ready this weekend I’ve been updating my copyright webpages. I’m also really pleased with my new strapline for the publicity material – don’t just copy – copy it right!
Earlier this week I attended the Northumbria Conference on Performance Measurement in Libraries and Information Services. I have to confess to being a little skeptical that it was my ‘cup of tea’ but Chris Morrison, had suggested we submit a paper here, based on the Copyright Literacy Survey results. I just decided to go for the day, so I only had a taste of what the conference was about, but I really enjoyed it. I also felt that it tied in a lot with work I’m doing at LSE to measure the impact of not just copyright training, but wider digital literacy programmes. I am currently trying to finalise the evaluation and impact study of the SADL Programme for LSE undergraduates. As well as traditional metrics and a survey, this year we collected a lot of data through interviews with our student ambassadors, Senior Ambassadors and with staff involved in the programme.
The conference emphasised the need to be able to demonstrate (in a measurable way) how you are making an impact, whether it’s teaching digital literacy or copyright, or your services. I can see myself following up many of the papers afterwards and browsing through the programme I spotted many papers on days I wasn’t at the conference that I would have loved to attend that focused on the tricky aspect of how you measure impact when it’s about learning.
This was the first time to talk publicly about the Copyright Literacy Survey, so exciting for Chris and I. We had over 600 librarians and related professionals complete the survey in the UK and we’ve found some really interesting comparisons with those in different sectors (academic, public, schools etc.) and with the other four countries that have supplied data so far (France, Croatia, Bulgaria and Turkey). Our slides are on Slideshare.
Some of the most interesting findings were contained in the qualitative data, which focused on what librarians want to know about copyright during their professional qualifications and for CPD. I’ve included our slides below, but I am fascinated about the ‘fear’ that copyright can bring about (amongst usually competent professionals!) and the way that we need to teach copyright in a positive way. I used the analogy that it was like feeding vegetables to children and the need to embed copyright in teaching, as I’ve tried to do in the TiDA programme. The LSE IMT Comms team have also suggested that we produced copyright fortune cookies to tie in with our launch of the new scanner / photocopiers at LSE. So little messages reminding you of copy ‘rights and wrongs’ hidden inside the cookie. I love it!
I’ve had a busy few weeks with my regular job, various Information Literacy Group tasks, copyright-related projects, and no less than three external events: APT in Greenwich, the CILIP Conference in Liverpool and a UnionLearn meeting where I spoke about IL. On top of this I have spent the last 6 weeks running an online course, Teaching in a Digital Age (TIDA). I followed the 23 Things for Libraries courses that ran several years ago at Cambridge and at Oxford. I wanted to launch one at that time at LSE for teaching staff, and so to get the opportunity to do this for my International Programmes secondment has been fascinating, a lot of fun and a real learning experience for me. I have over 20 students on the course from India, Malta, Malaysia and the UK. Every Monday and Friday I’ve been scheduling the new blog posts to go live and sending emails to gently encourage students to stay engaged. The most difficult part of the course, aside from the rather fast pace, has been keeping up with the students’ blogs! I wondered if they would take to blogging, but the vast majority really seem to have got stuck in! You can see all the students listed on the TIDA blogroll.
I have to say, the week I was most excited about was teaching them about Creative Commons and finding open educational resources, and to many of the teachers it seems to have been a real eye opener. And what a great way to demonstrate that understanding about copyright and licenses is a fundamental part of being a digital teacher. I’ve collected together some of the posts from the teachers on this topic below, as I think reading their reflections say a lot about how to teach copyright to academics – make it relevant, timely and straightforward, but most of all embed it in the course!
- Rachel Chan on Creative Commons and copyright (teacher in Malaysia)
- Sue Wallbank on Creative Commons and copyright (teaching in Malta)
- Alessandra Theuma on Creative Commons and copyright (teacher in Malta)
- Dunstan Briffa on Creative Commons and copyright (teacher in Malta)
- Hui Hon Chung on Creative Commons and copyright (teacher in Malaysia)
- Milan Popovcic on Creative Commons and copyright (my colleague at LSE)
- Princy Jain on Open Educational Resources (teacher in India)
- Ishita Batra on Open Educational Resources (teacher in India)
- Timsi Bhatia on Copyright and Creative Commons (teacher in India)
The course continues for another week – this week’s topic is managing information and getting organised exploring tools such as Dropbox, Evernote, Zotero and the concept of tagging.
On Monday I attended the TeenTech finals at the Royal Society to judge a new award launched this year as part of this exciting science, technology and innovation initiative open to all UK schools. TeenTech is led by Maggie Philbin, star of the popular BBC TV show from the 1980s Tomorrow’s World and we met back in January to discuss a report she had written on digital skills.
Through our discussions where I talked about the work I do at LSE and through my professional involvement in the CILIP Information Literacy Group, Maggie and I came up with the idea of a new TeenTech award to recognise the Research and Information Literacy skills of the students work, building on the idea of Isaac Newton that all good science is built by ‘standing on the shoulders of giants.’ I have read a lot recently about the digital skills gap and I think becoming overly focused on technical skills such as computer programming is only part of the story. It’s information literacy skills that are also needed to enable young people to be critical and discerning about the information they trust. And they need to understand about the ways to use and share information ethically to avoid plagiarism or infringing copyright.
I was one of four judges for the new TeenTech award and was joined by Dr Geoff Walton from Northumbria University, Dr Rebecca Jones, school librarian from Malvern St James and Darren Flynn another school librarian from Dixons Academy in Bradford. We had to review all 40 of the finalist projects and had 12 schools to visit on the day. It was a tough decision as this year schools had not yet benefited from much guidance from our group of the expectations. In the end we had a stand-out winner in the form of Birkdale School from Sheffield for their wearable technology project. I joined comedian Katy Brand on the stage to present the award to the students. You can read the full list of award winners here and we were joined at the awards by HRH the Duke of York and various celebrities such as Martha Lane Fox, Dr Christian Jenssen, James May and Caroline Criado-Perez. I really liked how many girls were through to the finals too and was really impressed with the team from Alton Convent School who won the People’s Choice award for their military medical shuttle.
I took away from the day that with a bit of guidance and encouragement its relatively easy to develop IL in project based work at school level, but it should become standard to expect students to list their sources from an early age. It was also clear that we still have a digital divide, not in technology but in access to high quality research. Two of the projects we spoke to mentioned they got access to journals only because they have a parent who worked at a university who could give them access. That is unfair and I hope next year through a network of collaboration we can work to address that imbalance, so all the schools who participate in TeenTech might be able to get access to high quality resources to underpin their work.
I’m inspired by my day at the TeenTech awards and also hopeful for the future of UK science and technology. I am also so pleased that CILIP ILG and librarians are involved in such a fabulous initiative! And all hats off to Maggie for trying to make tomorrow’s world a better place.
Late last year and early this year I was seconded to work in the LSE office of the University of London International Programmes team. I developed several new digital literacy workshops for them which I ran out in Singapore and Malaysia. However most of the time was spent working on developing a pilot online course for teachers.
I decided early on to base this on a 23 things model which I’d seen work at Cambridge University Library and at Oxford who ran a 23 Things for Research. There was also a very popular 23 Things for CPD and a 23 Things for Digital Humanities. My course is called Teaching in a Digital Age (TiDA) and it is being piloted over the next 7 weeks in 4 institutions- including LSE. I have around 20-25 students taking the course who are all teachers from Malaysia, Malta, India and London and it’s based on a blog. This week students have to set up their own blog, register it with us and write their first post. I’m really excited to see the blogs being set up and to read comments from all the students. Three of my colleagues in LTI have joined the course so it’s great to have their input! If you would like to follow what we are up to, then it’s all available on the blog, and as this is a pilot I’d be really grateful for any feedback!
Aside from dealing with the regular copyright queries that come in each week – I’ve been spending a lot of time analysing the data from the survey of over 600 UK library and related professionals. It’s mainly quantitative data so I’m glad Chris has better Excel literacy skills than me! Although I may be called upon for my statistical analysis skills as I’ve noticed the four countries who participated in phase one of the study carried out a Chi Squared test. I am reminded of the SPSS course I did as a PhD student! Or perhaps I will ask one of my Stats students on SADL to assist? We hope to have a report ready soon, there is a planned journal article and several conference papers including in July in Edinburgh at the Northumbria conference on performance management.
If you are looking to improve your understanding of copyright there are many courses you can take, great books to read, some fantastic blogs and of course the LIS-Copyseek list. However today I have a willing band of LSE staff (mainly from the library) signed up to play Copyright: the card game. Developed in association with Chris Morrison and Naomi Korn, the game was used earlier this year in sconul copyright training and got excellent feedback. I’ve tried to shorten it for today’s lunchtime session so I hope it works as well as before. I’ll be dividing them into teams and look forward to running it with Maria Bell. More soon!