Giving copyright advice has always been something I relish, getting stuck into a new copyright conundrum is a great way of learning about new aspects of copyright and building up my knowledge. I am also grateful to the wonderful network of copyright officers I have built up over the years, so when I get a new query I am unsure of I turn to my copyright community. However, one thing I have always been aware of is that answering so many colleagues queries on an individual basis doesn’t always foster a sense of community. So when Chris reported on his successful Copyright Community of Practice events at the University of Kent, I did what we all do when we see a good idea, I decided to copy it!
Last week we had the first event at LSE and I was delighted to have 11 colleagues attend, including library staff, communications staff (who were all mainly blog editors) and a learning technologist. The topics we had up for discussion were the purpose of the Community of Practice, the new CLA Licence and the Digital Content Store, the digitisation of an important collection of EU Referendum leaflets at LSE and the copyright implications and the recent audit of one department’s Moodle courses by one of our Learning Technologists. Other topics raised during our discussions were: how to cite images licensed under Creative Commons and what the different licences all actually mean, what to do about including screenshots in guides we might be producing in-house, for example when they contain company logos. We also discussed open access and why academic colleagues often don’t think about the copyright transfer agreements they sign, whether pre-prints in word format could be uploaded to Moodle or not and a few other topics. I was delighted by the suggestion from Chris Gilson to write some guidance on copyright for blog editors. I had a search around and most of what I found is American. We also had some suggestions of topics to discuss at the next meeting which we hope to hold at the end of September.
And we had biscuits and tea and I can confirm that LSE staff prefer Jammy Dodgers on a hot August afternoon rather than any chocolate coated biscuits!
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!
I’ve had a really busy week, but it was great to be out on the road again on Tuesday with Emma talking about ANCIL, this time at DeMontfort University. We ran a workshop for librarians, learning technologists and learning developers about embedding digital and information literacy in the curriculum. Emma started off the day with an overview of what ANCIL is, and how we created it 3 years ago, back in 2011. I then talked about ANCIL in practice, and how we used it to map the support at LSE for undergraduates, some of the work since that date, such as the LSE Digital and Information Literacy framework and then subsequent launch of the SADL project last year. The second part of the day was to really focus on what the issues are at DeMontfort, what IL currently looks like, where they want to be and what might be getting in the way. We then got the group to work on mapping the digital and information literacy according to 10 strands of ANCIL, to see if they could identify good practice, any gaps, and opportunities. It was a great day, so thanks to Jo Webb, Director of Library and Learning Services, for inviting us.
The week remained busy with planning for next week’s SADL workshops (and reviewing last week’s), promoting our next NetworkED seminar with Marieke Guy talking about Open Data, and planning some work to carry out a copyright literacy survey of library and information professionals in the UK, based on an existing European project. I found out about this project at ECIL 2014 and plan to run this survey in the UK with Chris Morrison from University of Kent.
Jane and Emma at DeMontfort
Yesterday I was facilitating a new workshop at LSE, which we ran in conjunction with the Department of Media and Communications and LSE Library. Entitled, ‘Exploring Social Media as Research Data‘ we had a fully booked session, attracting mainly academic staff and PhD students from across the School. I was there to learn as much as the rest of the delegates and we have spent some time putting together a variety of sessions, which we designed to stimulate discussion.
The icebreaker was both playful and serious (reflecting much social media?) and a chance for people to get to know the rest of their table. We had them working in groups of around 6 or 7. Then we launched into an activity using extra large post-it notes where we asked them to come up with advantages and disadvantages of social media as a data sources. It was a chance to ‘crowd source’ ideas and we had a great number of positive and negative comments, from the free, easy to access nature of social media data, to issues of bias, privacy and ethics.
We had two case studies presented during the afternoon, the first from Pollyanna Ruiz from the Media and Comms department, who is a Research Fellow exploring protest groups and their use of social media. The second from Veronica Cheng in the Statistics department who has been using Weibo, the Chinese Twitter, to correlate sentiments about specific companies with their share prices. It was a chance to hear about how they harvest, analyse and store their data, and some of their findings.
John Southall, LSE Data Librarian and Ella McPherson from Media and Comms then explored the ethical and legal issues of social media data. We had quite an intense discussion about what was ‘informed consent’ and Ella drew our attention to the Ethics guide from the Association of Internet Researchers.
We have made some of the harvesting, analysis and visualisation tools available on a wiki. We also had a useful final session exploring in more detail 5 articles that use social media data sources and the methodologies they used. I really enjoyed what I hope will be the first in a new series of workshops and it was great to bring together so many researchers at LSE and hopefully to stimulate and support their work.
Last week I was busy, presenting on Friday at the Society for Research in Higher Education event. I was running a workshop with Moira Bent, on behalf of the RIDLs coalition. This was the second event where we ran a workshop on digital and information literacies, the RDF and the concept of the ‘Informed Researcher’ for groups outside the library sector. Many of those attending on Friday were educational researchers, educational developers, postgraduate researchers and lecturers. When we asked the groups to break into discussions on what they thought digital and information literacies were, what it meant to be an informed researcher and how they were supporting researchers in their own institution to develop in this area, I have never known such as noisy round of discussions! I think we gave them plenty to think about, but also I hope that people took away that there is a lot that librarians can offer in the way of expertise in this field. We had a great debate on what the term information literacy meant – what is information? And what is literacy? Was digital literacy a broader or narrow term? But most importantly what should we be doing in this area to ensure everyone has these capabilities.
Last Thursday I attended (and presented) at the CILIP eCopyright briefing, chaired by Naomi Korm with a wide range of speakers who updated us on aspects of copyright law and copyright practices. The day was opened by Heather Caven, Head of Collection Management and Planning at the V&A, who gave us an inspiring talk about copyright at her own institution, where copyright could in the past be seen as a barrier. In a climate where we are all trying to do more with less, Heather urged us to consider what should be given away for free and what should be paid for. In terms of the V&A, the image service has been running since 2009, making over 1.1 million images available for free, under CC licences with no impact on profits. The commitment to opening up the collection and working with Wikimedia was inspiring. But Heather urged us to gather metrics to really understand how people are using your collections and your website and to understand how if you give away something for free then that can translate into people spending money on your site.
Reflecting the learning landscape
Today I attended a workshop in the Changing the Learning Landscapes series. The event was held at the University of Leeds and several familiar faces from HEA projects and from last year’s SEDA Summer School were facilitating the day. The first session was by Lawrie Phipps, from JISC who spoke at the Summer School last year. He made some good points about, when we speak to students, which students do we hear from? Who are representing students, on committees and in surveys? He asked us to collect our thoughts about what digital literacies students need to be effective learner. They are online and he also made the distinction between scholarly practices, information and media processes and socio-technical processes were are evolving at different rates. Lawrie also recognised that a lot of digital literacy work builds on the work librarians have done for many years around information literacy. He asked us about some of the barriers to change and inevitably the reward structure in HE came up. He also urged against putting digital at the start of things as it focuses the mind on the technology, which is not what we want to do. It’s about underlying practices. JISC have a lot of resources coming out of the Digital Literacies Design Studio, including an audit tool and various models such as the pyramid from Beetham and Sharpe.