Jane Secker

Social software and libraries: a literature review from the LASSIE project

Purpose – This paper aims to provide an overview of the published literature and current use of social software by libraries primarily in the UK and USA.Design/methodology/approach – The papers approach is a literature review and desk research.Findings – Libraries are experimenting considerably in this area and many Web 2.0 applications have been developed by libraries and librarians over the past few years. These tools offer the potential to enhance library services.Research limitations/implications – The area is one of rapid change, so the findings will date quickly.Practical implications – An overview of which technologies are being used most widely and might offer the most potential for library staff considering experimenting in this area.Originality/value of paper – Web 2.0 is an area with which many library staff need to become familiar quickly. This paper provides a useful overview of the topic.

DELIVERing library resources to the virtual learning environment

Purpose – Examines a project to integrate digital libraries and virtual learning environments (VLE) focusing on requirements for online reading list systems.Design/methodology/approach – Conducted a user needs analysis using interviews and focus groups and evaluated three reading or resource list management systems.Findings – Provides a technical specification for an online reading list system, subsequent work to develop a rights management system and a “library area” within the VLE where electronic resources can be placed. Discusses other relevant developments towards the integration of digital libraries and virtual learning environments, including the IMS specification for Resource List Interoperability (RLI).Research limitations/implications – Results could be compared to findings from other institutions. The evaluation work could be brought up to date with new developments in the two commercial reading list systems.Practical implications – Provides an evaluation of three reading list management system...

Evaluating MI512: an information literacy course for PhD students

Purpose – The purpose of this paper is to provide an overview of a six‐week information literacy course for research students that was redesigned following the librarians undertaking the Postgraduate Certificate in Teaching in Higher Education.Design/methodology/approach – The paper presents a case study and evaluation of the impact of a teaching programme. Findings – Research students appreciate and value the expertise of library staff and are prepared to devote considerable time to an information literacy programme. The programme received excellent feedback.Research limitations/implications – There is no summative assessment associated with the course and so no quantitative measure of improvement in learning.Originality/value – The paper provides a model programme other librarians can adapt for use at their own institution. Extended doctoral level information literacy courses are relatively uncommon and demonstrates the benefit of this type of course, to research.

LIBRARIES, SOCIAL SOFTWARE AND DISTANCE LEARNERS: BLOG IT, TAG IT, SHARE IT!

This paper describes a recent project funded by the University of London to explore how social software or Web 2.0 technologies can enhance the use of libraries by distance learners. LASSIE (Libraries And Social Software In Education) involves a team of librarians, learning technologists and archivists. The project first conducted an extensive literature review, which is available online. The literature review provides an overview of key social software and explores the current implementation of these tools by libraries. It also considers the key issues in supporting distance learners’ use of libraries and whether social software might provide solutions. The literature review was followed by several case studies to explore specific types of social software in practice. These included the use of social bookmarking for sharing resources, social software and online reading lists, blogging in the library community, the use of social networking sites and podcasting for information literacy support. LASSIE will be completed in December 2007 and a final report with results from the case studies and an updated literature review will be made available from the project website. One of the successes of the project has been to establish a project blog, which provides the project team with an opportunity to reflect on progress, but also to gather opinions from others in the field.

Traditional and electronic study packs: a case study of the production process

This paper reports on research undertaken at University College London (UCL) for two projects funded by Higher Education Funding Council for England’s (HEFCE’s) Teaching Quality Enhancement Fund (TQEF). This paper documents the production processes, costs and resources for both traditional (printed) and electronic study (course) packs. We concentrate on a comparison of in‐house and outsourced copyright clearance and digitisation services for electronic study packs. UCL’s use of the HERON service is evaluated. The paper concludes electronic study packs would provide a valuable addition to teaching support services, but there are implications for equipment and staff which are discussed. Although this paper is based on a case study from UCL, we hope that other academic libraries considering introducing an electronic course pack service or electronic reserve will find some useful evidence of the integration of electronic and traditional library activities.

Copyright Literacy in the UK: Results from a Survey of Library and Information Professionals

Reports on a survey of ‘copyright literacy’ amongst over 600 UK librarians and related professionals. The study followed reform of UK copyright legislation in 2014. It aimed to provide comparative data to other countries participating in the survey. Bulgaria, Croatia, France and Turkey have to date presented data. Ten countries participated in the second data collection phase. Findings suggest that levels of copyright literacy amongst UK librarians is relatively high, however respondents wanted more education and training. Approximately two thirds of institutions had a copyright policy and a named individual dealing with copyright queries. Almost all respondents believed copyright should be included in the professional training and education of librarians. The findings suggest copyright literacy levels in the UK compare favourably to other countries. However there is a need to increase confidence and knowledge of copyright issues in the sector. Further qualitative research is recommended.

Copyright? Why Would I Need to Worry About That? The Challenges of Providing Copyright Support for Staff

This article by Jane Secker and Maria Bell presents an overview of the challenges of providing copyright training for staff at LSE. The institution does not employ a dedicated copyright officer, but uses a range of tactics to ensure academic, administrative and Library staff are made aware of copyright issues. Several training sessions are run throughout the year. LSE have also developed an online course and produce a range of online and printed guides to brief staff. Advice and queries are also dealt with by a number of individuals who have specialist knowledge in areas such as copyright and the internet and copying archival materials.

Enhancing teaching and learning at UCL: the Access to Core Course Materials Project and the Key Skills Web Development Project

Reports on two projects at University College London (UCL) involving collaboration between information specialists and academic departments to support the university’s Learning and Teaching strategy. The Access Project is developing an electronic course materials system, and the Key Skills Web Development project is delivering customised skills resource material online.

Information Professionals and Copyright Literacy: A Multinational Study

Purpose The purpose of this paper is to present findings from a multinational survey on copyright literacy of specialists from libraries and other cultural institutions. Design/methodology/approach This paper is based on a multinational survey of copyright literacy competencies of Library and Information Science (LIS) professionals and those who work in the cultural heritage sector (archives and museums), conducted in 13 countries, namely Bulgaria (BG), Croatia (CR), Finland (FI), France (FR), Hungary (HU), Lithuania (LT), Mexico (MX), Norway (NO), Portugal (PT), Romania (RO), Turkey (TR), UK and USA in the period July 2013-March 2015. An online survey instrument was developed in order to collect data from professionals regarding their familiarity with, knowledge and awareness of, and opinions on copyright-related issues. Findings Findings of this study highlight gaps in existing knowledge of copyright, and information about the level of copyright literacy of LIS and cultural sector professionals. Also attitudes toward copyright learning content in academic education and continuing professional development training programs are investigated. Originality/value This study aimed to address a gap in the literature by encompassing specialists from the cultural institutions in an international comparative context. The paper offers guidance for further understanding of copyright in a wider framework of digital and information literacy; and for the implementation of copyright policy, and the establishment of copyright advisor positions in cultural institutions. The recommendations support a revision of academic and continuing education programs learning curriculum and methods.

Understanding librarians’ experiences of copyright: findings from a phenomenographic study of UK information professionals

Purpose Librarians and information professionals increasingly need to deal with copyright issues in their work, however evidence suggests that they can lack confidence and often refer queries to a dedicated copyright specialist. The purpose of this paper is to explore the professional experiences of copyright of a group of academic librarians in the UK, with a view to devising appropriate copyright education strategies. Design/methodology/approach The research was conducted using phenomenography, which is a qualitative approach from education. Data were collected though group interviews to explore the variation of experience. Four categories of description were devised which are placed in an outcome space. Findings There were four qualitatively distinct ways that librarians experience copyright in their professional lives, including viewing it as a problem, as complicated, as a known entity and as an opportunity. The variations in experience relate to a variety of factors such as the librarians’ role, ideology, level of experience, context and with whom they might be dealing. Originality/value This is the first study of this nature, building on quantitative findings from a multinational survey. It concludes that librarians need to be taught about copyright in a way that acknowledges and addresses the challenges so that they can view it as empowering and as part of wider information literacy initiatives.