Kris Helge

Copyright, open access and library instruction

Purpose – The purpose of this article is to provide a general review of the concepts of copyright and open access as they relate to library instruction. The authors provide instructional advice to librarians on these topics. Design/methodology/approach – The authors approach the topic from a descriptive and instructional stance. General research on the topics listed above was conducted and is presented as an overview. Findings – The authors discuss the basics of copyright law, Creative Commons licenses, open access resources and copyright considerations specific to using music in instruction. Originality/value – This article includes useful tips and resources for instructional librarians, such as where to find open access or Creative Commons content. It is of value to any librarian that utilizes other entities’ content in the course of instruction.

Open access: The global scene

Significant achievements have been scored regarding Open Access (OA) and its worldwide adoption. The increasing numbers in the availability of OA repositories and journals (refereed and otherwise); publishers that embraced OA in different forms; universities and colleges that adopted OA as a matter of policy; and funding agencies that require authors and researchers to deposit their work in openly accessible digital repositories are all clear indications of the widespread adoption of OA practices. However, the practices are not well coordinated, largely project-based, and dictated by institutional circumstances. For the sake of disseminating and preserving scholarly publications and other forms of research outputs well into the future, it is critical that a consistent and uniform policy and technical framework that addresses the needs and concerns of all relevant stakeholders involved be adopted. Members of this panel will review the global OA practices and suggest ideas for the implementation of an international infrastructure that supports and sustains the future of open scholarly communication.

Impetuses for first and third year law student information seeking behavior and plagiarism

In this poster presentation, I describe an ongoing ethnographic study that is examining how first and third year law students’ age, comprehension of plagiarism, and previous exposure to information literacy training affects the information sources law students select, and their choice of whether or not to give appropriate attribution to utilized information sources. Although law student information seeking behavior has previously been analyzed, past research did not examine the above-mentioned factors and how these factors affected law student information seeking behavior and potential plagiaristic behavior.

Using the LibGuides platform for more than just hosting electronic pathfinders

This chapter provides an overview of the LibGuides platform, its Web 2.0 features, its support and training services, and its relevancy in librarianship. The chapter describes best practices and pedagogical uses of LibGuides specifically and subject guides generally for teaching librarians. It also examines the use of LibGuides at specific institutions, and explores research into student use and perception of the platform. It discusses considerations teaching librarians need to be aware of prior to purchasing and implementing the platform at their institutions.

Preparing faculty, administration, and students for Web 2.0 tools, and an introduction to Web 3.0

This chapter discusses ways to obtain approval from academy administration to utilize Web 2.0 and 3.0 tools in pedagogy. It conveys techniques to retain such approval and prevent, discover, and fix technological hitches that arise in using Web 2.0 tools, while constantly improving the implementation of Web 2.0 and 3.0 tools in pedagogy. Methods used in these tasks include pre-test/post-test endeavors, comment boxes, proper training for teaching librarians, and recruiting students for pilot studies. The chapter discusses emerging Web 3.0 technologies such as affective computing software, augmented reality, and holograms that will soon be utilized by teaching librarians.

Mobile apps for teaching librarians

This chapter discusses the use of mobile apps, highlighting specific apps that are available to teaching librarians and describing the features as well as the benefits and potential drawbacks of using each app in pedagogy and other areas. The chapter notes important considerations, such as security, reliability, availability, and cost, of which teaching librarians need to be aware prior to using mobile apps in their instruction. Additionally, it describes best practices for the pedagogical use of mobile apps.

Legal information related to Web 2.0 and Web 3.0

This chapter discusses the possible legal pitfalls into which teaching librarians may fall if they use or allow the use of Web 2.0 and 3.0 tools in a negligent manner. Such pitfalls consist of defamation, copyright infringement, and the high cost of litigation. To avoid these, librarians should become aware generally of current laws in their jurisdiction, apply this knowledge of the law in their pedagogical endeavors, and inculcate their colleagues and students with such knowledge. The chapter additionally covers the application of Creative Commons licenses and the SPARC Addendum, both which allow for the wider usage and dissemination of copyrighted materials.

Web 2.0 tools: benefits, detriments, and usage for effective pedagogy

This chapter defines and identifies the differences between Web 1.0 and Web 2.0 tools. It describes how various Web 2.0 tools may be used in pedagogical guises: examples are given for wikis, Moodles, Camtasia, Facebook, Second Life, Adobe Connect, YouTube, and Mindomo. Additionally, some empirical studies are briefly mentioned that have exemplified the pedagogical benefits of these tools. The chapter conveys the importance of choosing a Web 2.0 tool that logically fits with the substantive topical goals of teaching librarians and students. The tool selected should also offer equal access, improve communication, provide an adequate level of class organization, and meet the needs of traditional and non- traditional students.

Cloud computing for teaching librarians

This chapter defines and explains cloud computing, describing its recent popularity in pedagogy and its relevance in the future. It highlights specific types of cloud computing platforms that are available and the collaborative features of each. The chapter describes best practices for pedagogical use of cloud computing for teaching librarians, and examines its use at specific institutions. Additionally, it discusses important considerations, such as security, access, and reliability, of which teaching librarians need to be aware prior to implementing cloud computing in their instruction.