Below is a list of speakers and any slides or resources from the liaison update forum held on May 24:
- Jessie Richards, Curriculum Developer, Office of the Vice-Provost, Innovations in Undergraduate Education presented on Curriculum Mapping (Curriculum map example 1 and example 2)
- Stephanie Orfano, Head, Scholarly Communications and Copyright Office, presented on ORCID task force updates
- Emily Sommers, Digital Records Archivist, presented on Discover Archives
The December 4 Liaison Update Forum showcased 6 lightning round presentations. Each presentation was followed by small group discussion and an open Q&A session. Presenters kept track of the questions (which were submitted on index cards to preserve anonymity) and have kindly recorded and shared their responses for this post.
- Stephanie Orfano: Thinking beyond fair dealing: Questions facing the Scholarly Communications and Copyright Office (…and how you can help) Powerpoint || Q&A
- Caitlin Tillman: Talking to faculty about Downsview Powerpoint || Q&A
- Judith Logan: Choosing the right platform for your web content Powerpoint || Q&A
- Carey Toane: EntComp: Establishing an entrepreneurship community of practice at UTL Powerpoint ||Q&A
- Dylanne Dearborn: Research data management at the U of T Powerpoint ||Q&A
- Gail Nichol: I’ll follow you if you’ll follow me: How Scopus can track your research impact, connect you with others in your field and keep you up to date Powerpoint || Q&A
On December 1 2014, Dylanne
Dearborn and Stephanie
Orfano presented an open session for liaison librarians on ORCID
, a persistent digital identifier that disambiguates researchers names. As an identification system, ORCID enables all aspects of a researcher’s work to be identified, while also allowing for linkage in the scholarly communications workflow.
The presentation introduced ORCID and detailed the potential benefits and uses for different stakeholder groups including researchers, university administrators, funding bodies, publishers, and the library. Examples of ORCID integration were introduced and the prospective role of ORCID in the scholarly communication process was discussed.
From the Office of Scholarly Communications and Copyright, a new post Access to Course Materials: Keeping Costs in Check
On September 4, over 70 librarians from across the university libraries participated in the workshop “Engaging Faculty on Copyright and Open Access” with Bobby Glushko.
Here are the key documents mentioned in Bobby’s presentation:
- Update on Copyright Compliance at the University of Toronto (PDAD&C #15, 2013-14 September 5 2013)
- U of T Fair Dealing Guidelines (PDAD&C #26, 2012-13)
- List of approved copyshops
- Access Copyright 2012 poster (summary of rights under the AC license)
- UTL Copyright Libguide
- The email address to use for copyright-related questions (tracked): firstname.lastname@example.org
The in-class exercises engaged participants in the challenges inherent in faculty discussions. We compiled whiteboard notes of ways to effectively communicate with and assist faculty in the copyright conversation.
Some of the key learning points from the notes:
How can we set the stage for a helpful conversation?
- Don’t panic. Even if their students do.
- Less is more — less detail, more assurance. “Try not to make them afraid.”
- Manage the complexity by offering simple services that can help them.
- Remember, we’re not copyright cops. We provide advice and information on university policy, guidelines.
- There may be many questions, but you don’t have to answer them all on the spot.
What do we need to ask faculty when they present a copyright question?
- How much of this work to you (really) need?
- If the original documents are not library copies, where do the originals come from?
- Are these items under copyright?
- Is the copy intended for classroom or other use?
Helpful (and easy) ideas
- Encourage instructors to use the Bookstore as their preferred copy shop. Share the approved list of copy shops.
- Reserve Services in many U of T libraries can find durable links for required readings and make those available through the Library Resources page in Blackboard. Media Commons staff can help with video copyright questions.
- We might already have a license for this.
- Is the person posting the item that you want to use the actual copyright owner?
- Remember fair dealing and refer to the U of T Fair Dealing Guidelines.
- Would a substitute be ok? Find alternatives to restricted materials or images.
- Remind instructors that reducing course packs can save students money – a good thing.
- If it’s not clear to you, send it up the chain to Bobby.
Below is a summary of the points made in the white paper: Intersections of Scholarly Communication and Information Literacy: Creating Strategic Collaborations for a Changing Academic Environment
We will be discussing the paper at the June 5 Librarians’ Information Literacy Practice Exchange. In addition to the summary below, take 5 minutes to read Kevin Smith’s April 29 blog post, Meet Me at the Intersection, which brings together many of the key points using a recent, vivid example.
This paper argues that librarians need to realign their activities to integrate issues of scholarly communication into their support for teaching and learning.
“Every librarian in an academic environment is a teacher.” (p. 4) The need for librarians versed in information literacy principles and techniques to incorporate scholarly communication into their information literacy programs and cases extends to every level of student, from undergraduate to graduate. Additionally, the paper contends that individual library structures, which are in many ways are still grounded in divisions of public service and collections services, may benefit from redesign in order to foster librarians’ deeper knowledge and capacity in both information literacy and scholarly communication.
- Students are not just users of information but are becoming authors and editors of new knowledge, through avenues such as:
- student journals, as authors of published articles
- creation of blogs, Wikipedia articles, videos, social media and online content. Many students want to publish their content online.
- Publishing is in a state of turmoil. The existing model of scholarly publishing is unsustainable and no single replacement model has been found, resulting in much experimentation.
- Digital technologies are extremely fragmented; users have much greater unmediated access to scholarship now; sharing of knowledge is commonplace and in many cases, expected. With this comes new pressures to understand intellectual property, ethical use of copyright materials, appropriate application of fair dealing/fair use. Users need help navigating these complex pathways, and as librarians we need to understand the life cycle of scholarship, its environment, and the need to respond to specific questions on a case-by-case basis
- Universities face increased materials costs but lower budgets; increased student enrollments; reduced library staff; and increasing pressure on universities to demonstrate value and student success.
- The published item is no longer the ultimate and preferred vehicle for all things scholarly, e.g. multimodal journals, born-digital content
- Boundaries between disciplines are shifting/blurring
- Increasing openness allows additional, non-traditional voices to add to the scholarly dialogue.
Information literacy implies an awareness of the social, economic and legal conditions for scholarly communication within specific disciplines.
- Librarians have come a long way from delivering “bibliographic instruction” and increasingly see themselves as essential partners in both student learning, and as driving forces in scholarly research. They seek to create high-impact teaching and learning experiences. Issues of scholarly communication offer many “teachable moments”
- Adapt our teaching approaches to support students working in the digital environment, integrating new types of content into our teaching. Our challenges now go far beyond bibliographic and textual information.
- Students — even early-stage undergraduates — can benefit from an understanding of “the forces that shape the information they consume” (p. 7)
Some ways this can be achieved:
- Become involved with student-run journals and formal undergraduate research programs. These offer opportunities to consult with students on economic, technological, and legal aspects of publishing.
- In research-based courses, create experiential learning opportunities that explore elements of the scholarly communication process
- Consult with grad students on their dissertations beyond the lit search. Help them with publishing questions that inevitably arise (e.g. reuse of figures; repository selection, access issues)
- Partner in open online courses (e.g. MOOCs) that require advice on copyright, access and use of content
- Develop information literacy programs that are more fully integrated into the curriculum and include scholarly communication topics
- Incorporate interesting case studies and “active learning” into class projects
- Treat publishing as “course work”
- Create learning opportunities where students gain knowledge/information from peers and their environment (ie not just literature searches)
- Help students understand best practices in the use of copyrighted and free materials
- Help students understand the causes of barriers to information access after they leave university
- Help student authors use Creative Commons licenses in their work
Support students wanting to add senior papers or honors thesis to the institution’s digital repository — in doing so learn about copyright, OA and digital publishing
- Help students learn new ways of thinking about evaluating, using, citing many different kinds of media
Help students find and use data, incorporating this into assignments. Not just numeric, but also textual data.
Help students understand how their choices as users and creators of data affect access, reuse and preservation.
Teach the economics of publishing: e.g. the academic “gift economy” where faculty volunteer labour which is sold back by publishers
- Help students understanding the life cycle or “social life” of information, including how impact is measured
Educate students and faculty about disseminating the results of their work for maximum reach
- Help students understanding emerging concepts of “peer review” (e.g. crowdsourcing post-publication)
- Make presentations to stakeholders — faculty, departments, research groups, grad student meetings
- Create online instructional materials aimed at different audiences
- Build expectations of basic scholarly communication knowledge into liaison librarian role descriptions
How can librarians develop our skills and abilities in this area?
- While information literacy roles are reasonably well integrated into many librarians’ activities, scholarly communication is much newer.
- Liaison or subject specialist models have focused mainly on collection building, reference and disciplinary instruction support. The comprehensive liaison model affords new opportunities to become valuable partners in new initiatives and services to the communities served.
- Share best practices in teaching across disparate areas. “All librarians regardless of job title need to learn, understand, and practice the best approaches to instruction in their many different environments.” (p. 16)
- Collaborate with differently-skilled librarians to develop educational programs to support information fluency among students, faculty and staff (defined on page 14) Collaborations enable librarians to become transliterate — understand the interaction across all literacies, digital, visual, textual, data
- Partner with faculty to help students develop new skills and new habits
- To be resilient in the face of changing roles, we need to be willing to practice and model innovation organizationally. Explore options for organizational change that break down barriers between information literacy and scholarly communication