Marvellous May…..

May is my favourite month of the year. I have been telling everyone this recently and when they ask why I say it’s because of the light, and the very specific shade of green that is in my garden and in Northampton Square when I look out my office window at City University. I love the fact the days are getting longer and it’s getting warmer. I also feel there are so many exciting things coming up to look forward to, including kicking off the Copyright Literacy tour next week by heading down to Dartington Hall for the DARTS conference. The week after that I’m off to Strasbourg, then to Dublin, then to Berlin! It’s all go and that is only half of it.

My mood lifting is probably also helped by the fact I finished my Copyright X course, the 12 week online course I did at Harvard Law School. It culminated in a 96 hour take home exam 2 weekends ago and ever since I finished it I can’t believe how much lighter I feel! Studying the course was fantastic but it was also really hard work, which isn’t surprising I guess. And I have a month or so to wait until I find out if I passed. Ask me about US copyright law some time, I’d love to talk about Fair Use and some of the underlying philosophies of copyright and IP!

Last week also saw the launch of the podcast I recorded back in January with Jo Wood, for the Librarians with Lives series. I had been looking forward to (and slightly dreading) listening to it again and hoping I said a few things that made sense. So far a few people have told me they liked it and I really enjoyed Jo’s style of questions, which were both serious and light hearted – I suspect quite a few of them didn’t get to the bit about flip flops and Indiana Jones! It turned out to be good timing as it came out the day after a blog post I wrote for the ILG blog, on my role as Chair, saving the world and rewriting the CILIP definition of Information Literacy. And I’d spoken at CILIP on Monday, which led to some fantastic tweets about the new definition doing the rounds. There is lots to look forward to, and lots to do. In some ways I want to bottle this month though, it’s a beautiful time of year. My greenhouse is full of seedlings and as everything breaks into bloom I’m waking up early, doing my mediation and feel I have a lot to be grateful for.

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What do I do with my ‘free’ time?

Since I started work at City last April I now work 3 days a week and you may ask what I do on my days off. In fact I seem to be busier than ever but I actually spend the vast amount of time doing things that mean a lot to me and so my days off never feel like work, even if I am very busy. It’s the Japanese concept of ikigai for me, I feel like I have found a purpose! And the relevance of the owls? Well owls symbolise knowledge and I like them and so here’s a collection of them I found when helping out at a local rummage sale recently because I feel a bit like I am collecting owls at the moment! However I thought I would write a post about the sorts of things I do in my ‘free’ time, if only to reflect on whether I am focusing on the things that really do matter, so here goes….
1) CILIP Information Literacy Group – chairing the group takes up a fair amount of my time. I’ve been busy this week as we had a committee meeting, the last one before Lilac which is always exciting and a little fraught, with last minute teething problems. I saw Nick Poole in the morning to discuss the plans for the launch of the new CILIP definition of IL and ideas for a future campaign to mainstream the concept. It’s taken us over a year to get to this stage, but I am really excited about launching the new definition at LILAC.  I have also been getting things ready for TeenTech – ILG will be judging the Research and Information Literacy award for the fourth year running at the Royal Society in June and I need to line up judges for the entries from students and coordinate who is going to attend the awards.
2) Planning for Icepops – this is a new one day conference on copyright education I’m chairing with Chris and it is currently taking up a fair amount of my time to ensure all the delegates are booked, to prepare the joining instructions and to get the catering and evening venue sorted. I’ve also been checking in with our keynotes and wrestling with the new CILIP events booking system.
3) Reviewing feedback and planning for events – for example I got feedback from some recent training I ran with Chris in Salford for NoWAL last week. And for CPD25 last month. I’m always keen to see what people liked and disliked to improve what I do. I now offer a range of courses on copyright and copyright education for organisations and other educational institutions. I really enjoy teaching so this has been something I can do a bit more of now I’ve got more time. I’m also planning a masterclass on information literacy at LILAC for a few weeks time and another on running copyright literacy training.

Photo by Claire Sewell taken at Cambridge University Library

4) Keeping the Copyright Literacy train rolling – from translating Copyright the Card Game into Welsh (admittedly I didn’t actually do the translation but I have dropped all the text into our template) to running some showcase sessions for the Publishing Trap, this work keeps me busy. We’ve got a steady line up of guest posts so I put those up on the blog, liaise with potential authors and write a few posts of my own. I also tend to spend some time on twitter. Our UKCopyrightLit account has over 1000 followers so I look for relevant copyright education stories.

5) Writing – I’ve just finished an article for Information Professional on the Publishing Trap, another for the Catalogue and Index journal on librarians as researchers. I’m also working on a chapter on licensing for the Copyright Cortex with Chris and a Palgrave pocket study skills guide with Emma. I love writing and I particularly like writing with other people who always improve my grammar and prose!
6) Chatting to people – I love meeting new people with common interests to me and last week I had a long chat with another RSA Fellow who is a retired art teacher looking to develop an educational resource and wanting to talk about copyright and images. This week I spoke with Joyce Martin at JCS Online about her plans for a digital literacy conference for school librarians and teachers. She’s invited me to keynote and I’m excited about this event as it will reach people who don’t traditionally come to conferences like LILAC.
7) Studying – I’m currently taking a course at Harvard Law School called CopyrightX and so I spend some time doing my reading, watching the video lectures and preparing for my weekly webinars. It’s a fantastic course and Professor Terry Fisher has all his video lectures on a You Tube channel – here’s the first one if you want a taster.
8) Work for the UUK Copyright Negotiation and Advisory Committee – I’m on several subgroups as well as the main negotiation group with CLA. Printed sheet music is an area we are currently looking at, as well as working with CLA on the data we obtain from universities about scanning. I’ve got a couple of meetings coming up before and after Easter. I also sometimes go to the Intellectual Property Office (IPO) such as a few weeks ago when I went along with a delegation from LACA (which I’m also a member of). And in April I’ll go to my first meeting of the IPOs Copyright Advisory Panel which is a governance group of the IPO mainly made up of people from the creative industries and I’ve recently been elected to be a member representing the education sector, and I am really excited about this opportunity.
9) Supporting LIS students – I’ve given a few lectures for library school students recently on information literacy and copyright. We played Copyright the Card Game at City a couple of weeks ago with students. I was also delighted to work with Pam McKinney at the ischool in Sheffield to judge this year’s student award for a place at LILAC.
10) Going to the gym! Sometimes I get time out of my days off to do a lunchtime gym class. I’ve always found it vital to stay active and going to gym classes forces me to take a break whether it’s pilates, yoga or more energetic things like Body Pump, Combat or Body Attack!
It’s all great stuff, I still need to spend more time in my garden and away from the computer, but that’s what weekends are for! I’m looking forward to lots more travel as well this year, with trips coming up to Liverpool, the DARTS conference, Strasbourg, Berlin and later in August to Uruguay! More about that in another post though.

Open educational resources: tracking their use or releasing them into the wilderness

I’ve been pretty busy over on the Copyright Literacy blog in the last few months which has led to me rather neglecting my own blog. However a few days away at the I2C2 conference, staying just outside Scarborough, is a perfect time to recharge and take some time to reflect on all the stuff I’m interested in (of which copyright literacy is of course a huge part). I’m currently reading Brene Brown’s Braving the Wildnerness so the title of the post partly reflects this. However, the focus of this post is open educational resources, in light of the work Chris and I been doing on the new copyright, open access and scholarly communications game: The Publishing Trap. We’ve now written quite a number of blog posts on the creation of the game (on our blog, on the LSE Impact blog and on the Kent Office for Scholarly Communications blog), which we launched during Open Access week. We’ve also been planning a post about the licensing decisions we made about the game itself. But in the run up to writing that, I had a bit of a scout around to look into how you track and work out who is using your open educational resources. We wanted to release our game, but our experiences from Copyright the Card Game meant that we were keen to try and see how many people might download the new game, and then what they might do with it.

Some of the decisions we made about licensing the Publishing Trap reflect my long term desire to see a way of tracking and measuring the use of open educational resources. Years ago when I worked on a Jisc OER project, DELILA, in the final recommendations we concluded that as teachers we wanted people to use our materials, but it would be so nice to know what they did with them, how they used them and were inspired. In the way that research outputs are tracked through citation analysis, why is it still not possible to find a way of tracking OERs? Perhaps I am trying to control something that it’s not possible to do though, once it’s out in the wilderness?

However, the experience of releasing Copyright the Card Game has been wonderful and liberating, we’ve heard from some people who use it in their teaching, or have been inspired to create adaptions (there is even an online version in development) but we actually now have no reliable metrics since Jorum was retired and the resource is now on our website. This is really not a great situation. It’s something I raised on Twitter a few weeks ago, asking how to measure or track OERs. Short of putting it in an institutional repository, and only putting your resource in that one place, you are a bit stuck. So our decision to opt for the most restrictive of the Creative Commons licences for this resource is also shaped by feeling like I want to know what happens to the Publishing Trap. I know that our creative work should be free to inspire other people, and in this case it’s not just a matter of wanting credit. It’s because the game is still in development, it’s still quite precious to me and Chris. We’d like to oversee how it grows and evolves for a little bit longer, while letting the wider community experience it. We hope this makes sense to people. We are both hundred percent committed to open practice, we are also committed to shaping how our teaching resource develops though.

I’m happy the Publishing Trap is out there, but if anyone has any great ideas about how best to track an OER, then do let me know, but for now it’s in the wilderness (sort of on our website with some tracking) so do have a look at it.

On finding a place and space to reflect

I’ve been doing a lot of work recently, for those following the Copyright Literacy blog, it’s been a fairly hectic few months. Since starting my new job in April I’ve been to Latvia to speak at a Media Literacy conference in Riga, I’ve been to Southampton Solent to the UCISA Digital Capabilities event. Then I’ve been to pretty much every CILIP conference going (the CILIP Copyright Conference in April, CILIP Wales in Llandudno in May, CILIP Scotland in Dundee in June and the main CILIP Conference in Manchester in July). At pretty much all these events I was speaking about copyright education and the work I’ve been doing with Chris Morrison. And in fact in less than two weeks the road trip continues as we’re off to Wroclaw, Poland to speak at an IFLA joint offsite meeting organised by the Copyright and Legal Matters Advisory Committee and Information Literacy Section Committee. We had an exciting July as we launched version 2.0 of Copyright the Card Game. The content has been updated and amended and the cards have been re-designed with a more professional brand. We even have a colour palette which I am particularly pleased about because I had a lot of input into that.

However, one thing that has become clear to me over the last few months is that I’m not employed as a library and information professional anymore (arguably I wasn’t really at LSE I suppose!) and so I’ve been thinking a lot about my interests and how they might be evolving. I remain interested in copyright, information and digital literacy as it’s such an important part of learning. I can see that not knowing how to find, manage or use information can seriously hamper people’s chances of success. Understanding copyright is not central to all disciplines, but it does impact on many lecturers and teachers when they share content with their students or with colleagues. It also is something that students need to think about not just in creative subjects, as they are increasingly producing content they want to share online.

I’m about to start teaching in early September for real (I’ve dabbled a bit over the last few months), on the Learning, Teaching and Assessment module of the MA in Academic Practice at City, University of London. I’ll be teaching about learning theories, learning environments and approaches to teaching in the first workshop. In preparation I’ve been reading up on educational development and learning theory (it has been a while since I studied this stuff!) I’ve been drawn to the work of Donald Schon, partly because I see him on our reading list, partly because I think reflection is really important, and also because I’ve started to read what he had to say about change.  I remembered how Emma quoted from him in her ANCIL theoretical background report – she used this quote to preface the study:

[O]ur society and all of its institutions are in continuing processes of transformation ….We must learn to understand, guide, influence and manage these transformations. We must make the capacity for undertaking them integral to ourselves and to our institutions. We must, in other words, become adept at learning.” Donald Schon, 1973.
Schon also wrote about reflective practice, which is hugely influential in educational development. The idea of reflecting in and on action, is something many of us may do as teachers. Reflecting in action is sometimes described as ‘thinking on our feet’ and involves looking to our experiences, our feelings, and attending to the theories that influence us. Through this we can build new understandings to inform our actions in a situation, as it unfolds. However I think the important thing is to ensure we record these experience, observations and feelings soon after they happen, to really benefit from them. This is what Schon called ‘reflecting on action’ where we write up, talk through with a colleague and explore why we did what we did. This is really important to help us develop our own ideas and questions about our practice. I think you can avoid being overly critical when things go wrong, but reflection is so important to help us improve our practice.

Change, transformations and adaptation are a good thing, but they can be hard work, so it is important to reflect on where we are, where we’ve come from and where we are heading. With that in mind I’m working on adapting one of the resources I developed in my copyright education, on creative approaches to learning. It’s a new set of cards, so far there are just three suits, but I am working on a fourth, to make it a nice compliment to the copyright card game. I have cards for learning theories and for learning (or teaching) approaches. I plan to create a set of cards for learning environments (lecture theatres, online learning, flexible classroom), and then perhaps I need discipline and level of students, which is of course where any planning needs to start. I don’t think teaching is a pick and mix approach, but I think that being exposed to a variety of different scenarios and approaches helps teachers come up with some more creative approaches to learning. So many of the lecturers at City I’ve spoken to recently are concerned about student engagement and relying on lectures and expecting students to do further reading is pretty much the bare minimum these days. It’s difficult, because we don’t want to fall into the rhetoric of saying that our learners have changed and need more engaging teaching, as we have further evidence that digital natives do not exist from Kirschner and De Bruyckere. But I think student expectations have changed, with far greater numbers of students coming into higher education, from a wider variety of backgrounds, we can’t afford to be complacent and adopt a sink or swim approach. We owe it to all our students to help them be the very best they can, and that means helping the lecturers be as best they can too. I hope that is what I’m going to do this term!

It really has been quite a period of change and on my days I don’t work for City I’ve started doing some freelance work, including some copyright consultancy for several universities. I am also in the middle of a great project working with Learning on Screen to better understand the needs of the education sector for copyright advice related to audiovisual materials. It’s great to work with friends and Team J’seskimo as we jokingly called ourselves (Lisa Jeskins, Chris and I) have run a survey, two focus groups and are currently in the middle of telephone interviews and analysing the survey data.

And not being a librarian has finally meant I need to start addressing some of my short comings. I am fed up with being dreadful at organising my own information, particularly my paperwork, but generally all my stuff. I’m a bit of a hoarder and I am desperate to change. Having so many things to juggle means I have to be better organised and so I’ve been using some leave to have a house tidy up and clear out. I’m not exactly embracing Marie Kondo principles, but I do keep repeating William Morris’s saying of having ‘nothing in your house that is not beautiful or useful’. It’s a slow and painful process, one room at a time, but I do think that to organise my mind, I need to de-clutter and be surrounded by the things I need and love to inspire me (although I don’t need two cats sitting on my desk and paperwork all the time). I’ve also decided to sign up for a mindfulness course. I’m hopeless at switching off. My idea of taking a break recently has involved just having two devices on the go and not looking at Twitter for 15 minutes. However, I realise to think clearly I need to get outside much more and start walking and being in green places, visiting gardens and going on long walks by the sea. A few days down in Dorset earlier in the week showed me that and then I read this article on walking.

I’m looking forward to autumn, I’m sure there will be plenty going on and plenty of challenges along the way. I’ll be making time for reflection, sharing my successes and failures (I love that Thomas Edison quote about not failing but finding 10,000 ways that don’t work!). I’ll hopefully be a bit better organised, and more mindful, but most of all I know I will be learning a lot along the way.

Digital, information or copyright literacy for all?

copyright-literacy-cakesThere has been a lot happening in the world that indicates that digital and information literacy are vital skills to survive in the 21st Century. Whether it’s knowing how to work out fake from real news to staying safe online and maintaining your digital well being, these are all critical abilities everyone needs unless you decide to cut yourself off from the internet and go and live off the grid!
However, while I am passionate about helping people find, evaluate and use information I have been struck by the increasing need for everyone to develop what Chris and I call ‘copyright literacy‘ and how this relates closely to information literacy. Some might think copyright literacy is something only specialists or professionals need; teachers creating online courses, librarians digitising collections or artists and musicians who want to re-mix others work. However, if you own a smart phone, or pretty much any device with access to the internet, then copyright and licensing impacts on your life, whether you know it or not. This notion was highlighted in the Guardian shortly after the new year, in a story about how children were “regularly and unknowingly’ signing over their digital rights on social media. The UK’s Children’s Commission had published ‘Growing Up Digital’ a report detailing, among other things, ways in which the Internet can help young users become better informed about the websites and apps they use. The story highlighted the popular photo sharing social media site, Instagram, which is used by more than half of 12 to 15 year-olds, and 48% of eight- to 11-year-olds. The Guardian explained how “Instagram has terms and conditions that none of the young children in the taskforce’s focus group could fully understand. Only half of the eight- to 11-year-olds could even read the terms, which ran to more than 5,000 words on 17 pages of text”.
A privacy law expert from the firm Shillings was tasked by the Children’s Commission with re-writing the terms so they could be understood by 13 year olds and found that in the main the teenagers were not happy with the rights they were signing away. Many children suspected the terms of use were deliberately written in such a way that they couldn’t understand. The report went on to highlight the importance of e-safety and privacy issues, and while copyright perhaps seems insignificant in light of the threat of online abuse and exploitation of children, it highlighted to me the importance of a comprehensive digital literacy curriculum in the schools. It also seems that in addition to highlighting the dangers of the internet, a key part of digital literacy should surely be about understanding your rights, and understanding that the terms and conditions of apps are legal agreements. It’s all too easy to just agree to these without reading them, but we would all be advised to think before we click.
I’m also reminded of the Crash Course video, an Introduction to Intellectual Property or their video on Copyright Basics, which highlights how copyright is something that impacts on all of us but we tend to encounter it when someone is telling us no, or telling us about something we can’t do. In addition to making digital literacy more about the benefits, rather than dangers of using the internet, wouldn’t it be better if copyright and IP education focused on user’s rights and copyright exceptions, not just the thing they can’t do? That is my intention, to develop copyright and information and digital literacy education that empowers people, teaches them about their rights and makes them think about the ethics of what they are doing, and to be careful about what they might be signing away when they agree to terms and conditions of use. I was struck by the talk Daniel Levitin gave last week at the RSA, based on his book The Field Guide to Lies, and he suggested that in the age when we can Google everything, we just spend a bit of time, that would have been taken up running to the library, searching through books for information, to do some thinking about what we have just read. To sense check it and to ask some questions about who wrote it. Sensible advice! And some might call that critical thinking.

A review of 2016

IMG_2930I was having a think about what I’ve achieved in 2016 and what I’m proud of and reflecting lots of really great stuff amidst the depressing political stuff that’s been happening in the world. So here’s my top ten of achievements and things (and people) I am proud of this year.

1. Conference presentations – I always seem to be giving conference presentations but this year really has been quite a year for them including two keynotes – one at the Dublin Institute for Technology’s E-learning Summer school and my big highlight, a keynote at ALT-C in Warwick in September. I’ve also presented on a range of topics, from information and digital literacy to copyright education and games-based learning. In Ireland, Prague and all around the UK. Presenting at the CILIP conference on the Brighton Dome stage (where Abba won Eurovision in 1974) was another highlight for me this year, on the TeenTech information literacy award! And the show will go on, with plenty of exciting trips lined up for 2017!

2. Publishing my fifth book – I was so pleased to finally finish Copyright and E-learning in the spring which I updated with my co-researcher and copyright buddy Chris Morrison. It really has been great to see the positive book reviews over the last few months and to have people make such nice comments on it. I didn’t enjoy writing this book first time around, but working with Chris was a lot of fun and as I predicted, his knowledge and attention to detail (pedantic, no never!) made it a far better book from from the first edition. So thanks for working with me Chris to produce something we can both be really proud of.

3. Chairing the CILIP Information Literacy Group – I’m now in my second year of chairing the ILG  and I love working with my committee. We’ve been working on an exciting rebrand to be launched at Lilac in April and the work we’re doing on outreach such as funding research projects and working with TeenTech is so rewarding. I’m so proud of everyone on the Committee and the ILG working groups and can’t thank them enough.

4. Raising over £1000 for Cancer Research UK through charity runs. Some of you will know my friend Maria was diagnosed with cancer last year and I’ve completed 3 charity runs to raise money for CRUK this year. I would have liked go do more but injured my foot so I’m building up my strength and also hoping to do some charity cycle rides instead in 2017, as I love my new bike!

5. Getting a place on Aurora the women’s leadership in higher education. I was so pleased to get a place on this programme which I’m just over half way through and I am so grateful to Rosie Jones, Nic Whitton and to Suzanne Christopher formerly of LSE Learning and Development who suggested I apply for this programme. I’ve met some amazing women and I am learning so much. And it’s got me really fired up about issues related to gender and equality more broadly and helped me make some really big decisions about my future career.

6. Becoming an auntie. I cannot explain the joy and love I have felt since becoming an auntie to Henry James Secker who was born in July 2016. He’s an adorable little chap and I enjoy every moment I spend with him and his wonderful parents, my brother Dan, the computer games geek, and his lovely, generous wife, Keeley. I look forward to a future with this lovely chap in my life and want to share so many things with him when he grows up. I’m also proud to say I bought him his first book and a pen as I have great hopes for him!

7. Giving something back and amusing people through my costumed historical walks. I volunteer for an animal charity, but I am also secretary of our local civic society, which preserves the built heritage and green spaces of the town I live in. This is partly because of my love of history but has also been a great way of being part of the community I live in and I’ve met some really inspiring people, who give up their time to campaign for things they believe in. I’ve also got to combine two of my great loves, dressing up and telling people about history through leading two costumed historical walks this year! I can’t wait to do more.

8. Making copyright literacy a real thing through the website, our first bits of consultancy and continuing road show. This is largely the work I’ve been doing with Chris for the past couple of years, but it’s growing and becoming an international movement, with hopefully an IFLA event next summer in Poland bringing it all together. Teaching people about copyright may seem boring and geeky to many people, but for librarians it’s a really important part of their work and something many feel anxious about. So if we can help here, then that is a great thing, but also to teach this in a wider context as part of digital and information literacy, so copyright isn’t just a problem to fix, but part of open practices in education.

9. Discovering the creative side of me or should that be rediscovering it as I did study art and graphic communication at school and loved both subjects. Through working on games and developing new ideas for workshops I am really starting to enjoy bringing creativity and fun into the work I do and hopefully using that to inspire people. I also now have a lot of coloured pens, post-it notes and a collection of owl related stationary which help inspire me.

10. Having less fear and becoming more comfortable being me.  There are going to be some big changes for me in 2017 and I am actually really excited about the future and starting to feel more happier knowing who I am, what I stand for, what I value and what I want to do in my life. It’s been a difficult year in some ways, with some disappointments at work too, but overall the future is looking really positive. I’m excited about 2017, the travel opportunities, the new people I will meet and the fantastic people I hope to carry on working with, so here’s to the New Year and everything it brings! I am ready for it!!

The UUK / Guild HE Copyright Working Group: a personal perspective

jane03I was speaking to a colleague recently who was delighted to hear about the increase in the extent limits from 5% to 10% in the Copyright Licensing Agency (CLA) recently revised Licence for the higher education sector and she asked how this had come about. In a rather flippant way I said, ‘I did that’ and she laughed thinking I was joking. And then I thought about it for a moment, and then said ‘no in fact I did do that, through my work on the Universities UK / Guild HE Copyright Working Group. Of course it was not all my work, there is a team of us, and I am just one of the group, but collectively this is something our group did achieve for the higher education sector this year, through our hard work and negotiations over the past three years with the CLA. One of the meetings was with publishers where we strongly argued the case for increasing the extent limits along with a wider ‘wishlist’ of requests from the HE sector. The requests had been gathered during a workshop in July 2015 which was attended by over 40 university copyright officers and I helped to organise.

My colleagues know I disappear about four times a year up to Woburn House where UUK is based and I usually report back that we had a meeting with the CLA or another collecting society – we do also meet the Educational Recording Agency (ERA) and respond to various consultations on copyright matters from the UK Intellectual Property Office (IPO). Most recently I was one of four members of the group who attended a meeting at the IPO about Brexit and the copyright implications for universities. However, in the run up to August this year, when the new CLA Licence was finally launched, the UUK / Guild HE Copyright Working Group meetings became more frequent and I did help with quite a number of pieces of work, such as reviewing the user guidelines for the sector and being on a group reviewing the set up of a new optional service for universities called the Digital Content Store.

A chance comment from my colleague made me realise that it was important to write more about why I am on this group, what we do, and why it’s so important to LSE and the HE sector as a whole. It’s also one of the most rewarding external committees that I am part of, and one that over the years has really tested my abilities to negotiate, stay calm under pressure and deal with people and organisations who sometimes have polar opposite opinions on matters relating to copyright, educational exceptions and licensing for the sector. But it’s also an example of what can be achieved through setting those differences aside and trying to work for the common good.

What is the UUK / Guild HE Copyright Working Group

The CWG was established by the then Committee of Vice Chancellors and Principles and the Standing Committee of Principles (now Universities UK and Guild HE) in anticipation of the Copyright Design and Patents Act 1988. The act provided for the copying of strictly limited extracts of copyright material for teaching purposes. THE CLA developed a licence to permit educational establishments to produce multiple copies under this provision in return for a payment based on the number of full time equivalent students at each higher education institution. Initially, the CWG that negotiated the terms of the licence was chaired by the then Vice Chancellor of York University and subsequently by David a former senior policy advisor at UUK. In the early years of the operation of the licence the production of multiple course packs was not permitted. To do so required separate permission and payment under a transactional arrangement. This and other unsatisfactory aspects of the licence eventually led the group to advise UUK/ Guild HE in 2001 to refer the terms of the licence to the Copyright Tribunal as permitted by the 1988 Act. Its ruling favoured the case of the HE sector and the terms of the licence was modified and greatly improved along with its cost. In 1999 the CWG collaborated with JISC and the CLA in the development of a licence permitting photocopying, scanning and digitisation of copyright material. Further background and the history of the CLA Licence is outlined in a paper by Sol Picciotto.

Why did I join the group?

it was into this world that I was introduced in 2000 when I joined University College London working on developing a trial electronic course pack service as part of the Access to Core Course Materials project. For 18 months I lived and breathed all things related to copyright, digitising course materials (both published and lecturer produced content) and became extremely familiar with the controversy surrounding digitisation and course pack copying. My developing interest and experience in this subject led me in 2002 to move to LSE to manage their fledgling electronic course pack service, provide copyright advice for staff using learning technologies and over the next 6 years I developed this service which went from strength to strength, promoting it to academic staff at LSE until we could barely cope with the demand for it. I became the Chair of the Heron User group in 2002, because of my interest in the field and the use of the Heron services at LSE, to help us scale up our scanned reading service. Heron were offering copyright clearance and digitisation services to the HE sector and I worked with the Technical Manager, George Pitcher to develop what started out as an in-house tool to manage our scanning and clearance services. That tool became Packtracker and it was subsequently launched for use in other universities to help them manage their copyright permissions and scanning. But I remember vividly trying to explain what I wanted a system to do to George and him saying in a matter of fact way to me, I can build you that. It is worth noting that it was in part that tool that has inspired the CLA to develop the Digital Content Store, which was launched this year for the HE sector.

And it was due to my experience of chairing the Heron User Group meeting that David first asked me to attend a UUK Copyright Working Group meeting in 2004. I have a suspicion it was on the recommendation of Charles Oppenheim (at the time a CWG member along with Sol Piccitto and Toby Bainton) whom I knew through LIS-Copyseek events. David was looking for more on the ground experience of the impact of some of the decisions that the new, enhanced blanket scanning licence might have. One of those requirements was full reporting of all the scans undertaken by a university on an annual basis. After attending a meeting I realised fairly quickly that the CWG had not entirely appreciated the administrative burden to which they had committed librarians in the collection of this data. I first attended the pre-meetings held at UUK, where I was conscious not only of the seniority of the rest of the group, but also their expertise in copyright matters. It was an amazing learning experience and I hope I demonstrated in those early days that practical on the ground experience was at least as important as detailed knowledge of copyright law. After one pre-meeting in around 2005 I recall David said to me, ‘I think you need to become a member of the CWG’ and that was when I really felt like I had made it! One of the first things I did was to suggest another academic librarian might join our ranks, and Lyn Parker who was then managing the scanned readings service at the University of Sheffield and a member of the Heron Committee, joined the group. Lyn and I served together on this group for many years until her retirement in 2012 and we were also joined by Linda Purdy from Sheffield Hallam. Steve Bowman was a lively member of the group for several years while working at the Director of Library Services at Ravensbourne College. And in latter years, the late Lawrence Bebbington was an important member of our group, who was always robust in pre-meetings and in negotiations with CLA.

What does the CWG do?

copyright-officers-in-canterburyOur group has two main purposes which is to negotiate blanket licences for the HE sector with organisations such as CLA and ERA and to respond to UK and European consultations on copyright matters on behalf of Universities UK. In these latter activities we often liaise with other groups in the library sector, such as SCONUL and the Libraries and Archives Copyright Alliance (LACA), of which I am also a member, to collaborate on our responses.  When negotiating licences we need to represent a diverse range of universities which are either UUK or Guild HE members (or both). The alternative would be each university would need to negotiate the terms and the price separately and while the deal is seen as high for some institutions, overall through negotiating for the sector as a whole we believe that we get a better deal. Our challenge is to represent the diverse needs of the sector and we are increasingly trying to be more visible as a group and to encourage individuals to get in touch with us with feedback. We periodically ask for feedback and carry out surveys or small pieces of research to understand what universities need or how a licence might be meeting they needs. Our current CWG comprises Chris Morrison, Kate Vasili, Monique Ritchie, Ralph Weedon, David Farley, Sam Roseveare, Neil Sprunt, Ruth Macmillan and Cat Turhan, myself and David. Sol Picciotto and Toby Bainton continue as corresponding members.

Why does it matter to LSE and the sector?

Access to copyright material is essential for teaching, learning and research. Universities couldn’t teach effectively without a CLA Licence if they want to deliver multiple copies of paper or digital copyright resources to students in a timely and cost efficient manner. While we might like to think all readings are now available in electronic format, that simply isn’t the case. There are also times when purchasing an electronic journal title for one article that is needed for one course, is also not cost effective or practical and here the CLA Licence can be used. Over the years we have tried to streamline the process, and cut down on the reporting that needs to be done. The most recent negotiations involved working with CLA over the development of a reporting tool for the sector, called the Digital Content Store, which allows us to share readings and hopefully reduces the burden of administration to HEIs.

As a whole the CLA collect over £14 million from the HE sector, but the vast majority of that money is distributed back to authors, to publishers and to artists and designers to compensate them for the copying that is done of their work. I  encourage academics to sign up to the Authors Licensing Collecting Society (ALCS), which is the way they will receive their share of these payments for the copying of their work. And if they really don’t agree with this model, then it is all the more reason to make their publications available on open access so they can be used freely. My work on the UUK Copyright Working Group means that the needs of LSE are taken into account when licences are negotiated and the members have important role to play working for the sector as a whole. Being on this group has developed my knowledge of copyright matters enormously and allowed me to establish LSE’s reputation for a high quality copyright and digitisation service. We also got to be part of the pilot to test out the CLA’s Digital Content Store. I also have access to a fantastic networks of colleagues, several of whom more recently I recommended were invited to join the group! I appreciate the time LSE gives me to work on this group, and I know that we benefit and are contributing to improving copyright and licensing matters for the education sector as a whole.