• What do students/teachers need to create on-line lesson plans?
• Do we need to collecting lesson plans?
• Will distance learning/on-line format affect collections?
• How do we improve the digital literacy of students as they prepare for college?

• 24/7 reference
• accessing/focusing on materials
• supporting K-12 education
• more communication?

• Who is driving it- teachers or outside influences (eg. Google)?
• Non-traditional students

• What they do and what they say they do

• There is a continuum between only purchasing what users request and only books the librarian selects

• Is this really a privacy issue?
• How do we get around privacy issues?
• Recommendations based on who you are similar to or on subject searches

• We currently track what people use, but don't collect statistics on what people browse or don't borrow though ILL due to the cost
• What aren't people asking for?

• but we have to be willing follow though

• Some suggestions-
• Dumpster Day- town had a monthly/yearly event to collect unwanted stuff so library staff set up a booth to advertise services
• How do we create a library without walls?

• Not valid
• Difficult to purchase
• Not enough interest in topic
• Don't have the budget

• Staffing shift from "checking in" to "checking up" -- workflow moves from physical maintenance to troubleshooting and and testing.
• For example, our libraries have moved from $14k in print to subscriptions to $4k. Print journals rarely even make it to the shelf; they go straight to the warehouse and can be retrieved upon request if the print copy is needed.

• Considerations include site licensing, seat numbers, consortial bundling, multiple users, remote access...
• Ownership vs. access model: how can me maintain access to electronic resources we have paid for?
• ILL licensing arrangements: providers want to limit rights, limit e-delivery of articles. We are often forced to print out and scan back in to deliver elsewhere.

• NY is pursuing perhaps too many paths to access at the state level.
• Politcal issues often grow tricky when related to package deals
• Deal often force you to take items you don't want.

• Bundling makes it hard to ensure consistent access to core items and keep track of what content is entering or leaving the bundle
• Some publishers are pulling out of bundles to go solo and sell independently
• "Exclusive" deals and author permissions effect content and costs

• Staff must invest time to keep track and index them
• Can we rely on the content? WIll it stick around?

• Will multiple formats converge?

• Parameters: how is the library-vendor relationship? What are turn-around times and budgetary restrictions?
• Mediation vs. non-mediation: ILL, circulation, etc are automated. Should purchasing go this route, as an automated curricular-based "automatic buy" list? Some libraries automatically purchase items requested through ILL.
• What level of review/approval is required for this? How involved will subject specialista and their administrators be involved?
• Trust is based on solid criteria, role assingments in decision-making actions
• KEY ISSUES:
  
• Availability vs. cost controls
• We must balance just in case with just in time collection development
• Archival maintenance: in library or publisher's hands

• Pros
• User needs as central
• useful, relevant, transparent, and user-friendly compared to typical catalogs in use
• Cons
• Current systems may not support customization
• If left unmediated, the lack of controlled vocabularywill lead to confusion and decreased usefulness
• The bottom line: We need to maintain a balance by permitting user participation, but mediating it to mitigate negatives.
  
• Perhaps the best method is to support a system that allows users to tag for their own use, without imposing their tags on the public catalog.

• Issues of manpower to keep track of e-books, serials and preservation, upkeep costs.
  
• Loss of browsability
• Users may find browsing loss acceptable if title page/table of contents are available electronicially. However, this grows costs of book scanning.
• Archive availability: How long will vendors keep archives available? Will archives disappear with cost-cutting measures?

• Fiscal constraints
• Self-imposed restraints (we would rather use IP authentitcation, not a login/password model for remote access to reduce need for tech support)
• Federated searches can provide a single interface to search multiple resources, but have limitations b/c each database uses different search vocabulary
• What do users see as the best interface for finding information electronically?

• The future: Will we still be building a physical collection in the future?
• Content vs. services
• Permanancy is not a certainty
• Financial sustainability
  

• Duke Law School's primer on copyright: Bound by the Law


• The Creative Commons: a copyright alternative

• Digital Rights Management (DRM): What is it?

• The Mouse that Ate the Public Domain:Disney, The Copyright Term Extension Act, and Eldred V. Ashcroft

• One at the Google Books debate, a great case study in copyright and fair use debates: Google Print goes live, publishers and authors go ballistic

• The Syracuse Post Standard:Illegal music downloads targeted: Morrisville State College users identified in copyright infringement crackdown

• Copyright Basics (handout, Nov. 7, 2007)

• University of North Texas Collection Development Policy (2006)


• ALA Collection Development bibliography

• UBdigit Condition of Use

• Copyright Term and the Public Domain in the United States (Peter Hirtle)

• NY Times on J.K. Rowling's criticism of the Harry Potter Lexicon

• Laura Gasaway: Links to briefs and publications on copyright issues
  

• ACRL's Statement on Fair Use and Electronic Reserves

• Syracuse University's Copyright guidelines
  • Digital Rights Management Guidelines
  
  
• Know your copyrights: Using copyrighted works in an academic setting

• Fair Use Network
  

• Copyright Clearance Center
  

• Rebecca Moore Howard: Syracuse University's "guru" on the complexities of plagiarism

• SUNY Brockport "Copyright Basics"
  

• Intellectual property, copyright, and digital rights management: an odd mix? (Each is important and could be a session in itself.)
  
• We have been quick to give up or fair use rights.
• Copyright needs to be turned on its head.
• Resources are scarce. Fair use once helped us get valuable resources into kids' hands... What now?

• Our users are fairly clueless about what they should and shouldn't be doing with items they check out. We are seeing these gigantic violations, since our users are more concerned with distributing everything as much as possible.
• Creative Commons is so great this way. It's easy to understand, to see right away how things can be used. Flickr has integrated this very nicely into its application.
• There are a lot of people moving toward a model where they try to retain rights to their own publications, not to just "sign away" their copyright upon submission to an academic journal.
• International standards: no one is going backgrounds. Most are limiting use more.
• When developing the collection, we should try to acquire items from the public domain. This is difficult under current copyright law, since copyright is "automatic".
• We need to tell users what is not legal, yet help them take advantage of what they can't. Less of the we're going to get sued... but more of this is what fair use is, and this is how you can do what you need without breaking copyright law.
• I wonder what kind of legal precedents are getting set during the recent writers' strikes about the distributors (who are making money for releasing works) vs. the authors, who actually created the works and are not getting a cut of the earnings.
• Another case: indigenous tribes vs. drug companies who are licensing recipes, medical remedies, etc that were in the group's public domain.
• We've just started an assessment where we'll have incoming students read about fair use and answer a few questions to see if they understand what they should and should not be doing.
• DRM is often included with a software package, eg a CD doesn't permit you to copy it. U of Buffalo has a condition of use statement on their digital collections, telling users exactly what they can do
• Faculty have a very liberal idea of what is fair use. it's for education, they say. they are indignant at the need to ask for permission to use things. We're trying to get the faculty on board to know, understand, and follow the fair use guidelines.

• Until you have reason to think a violation is happening, then you are not liable. if you become aware of violation occuring, then the liability increases. we can put up all the notices we want about not duplicating a full work, etc by fax and copy machines, but our institutions don't have this get out of jail free card.

• I can recall an example where Kinkos refused to copy a famous artwork that was in my arts education thesis. That seemed to me like an educational use, plus the works were in public domain. Kinkos _has_ been sued before.
• I've had webmasters refuse to post pictures b/c of this worry.

• Authors need to have an awareness of what they're signing away when a publisher or distributor acquires "rights" to a work.
  
• Libraries must fully understand the implications of fair use, and work to teach fair use practices to the community, particularly in an academic setting.
• The implications of fair use and plagiarism issues are very complex in a society where culture encourages collaboration and sharing. We must work to educate users on the many facets of these issues.
• We really want, as librarians, to focus on the content and providing access to our users. Instead, we are focusing on the container, with all the issues that constrain access.
• With the development of Creative Commons and retainment of individual publication rights, perhaps we will move to a model where authors/artists can truly govern access to and use of their works.
  

Academic Library: Blogs and RSS Feeds

RSS Feeds for New Books

Blogging
Del.icio.us : for broad questions it gives access to everyone and is posted on the site and often given to the professor. This is a soft, non-official use and after course is over they use the links to create a website

Public Library: Blog for new titles with an RSS feed

All Libraries: EBSCO/Gale have RSS feeds for searches

Users are not always scanning the horizon, we need to meet them at their point of need. How can we connect those users who do look ahead with someone writing a paper now?

Knowledge of resources and sources are often passed in individual conversations, where it is a cumulative process. Some libraries are able to create tutorials based on these conversations.

• Google Scholar http://scholar.google.com
• WorldCat http://www.worldcat.org

• Newsletters
• e-newsletters
• brochures - people like to have a hard copy of materials
• press releases - these should also be online
• Everyone in the library needs to be involved

Can we assess the quality of the interaction?

One academic library evaluated freshmen final projects to determine their level of information literacy. Another way to do this is to get involved in science fairs at the younger levels. It is easier to do this at the University level or with library accreditation looming.
We also discussed branding getting in the way of information literacy. One solution to this is to look at what the corporate markets are doing to assess their services. Walmart is doing assessment at checkout. Fast food restaurants offer the chance of a monetary reward for participating in surveys. In libraries, a lot of what we here is anecdotal - how can we capture this information? We also wondered how we could capture information about non-users?

One solution to this last question was to go to the chamber of commerce. In this way you can use it to gather information on non-users as well as information on population distribution and how we can reach other groups of users as well. A solution for academic libraries was should we add questions about library use to class reviews? And the answer was do we really want to know.

We do not market or assess what we do in libraries very well. Marketing is everything to everyone and it does not always help you connect to the user. You need personal connections and word of mouth advertising - we could even use viral marketing. Another method for academic libraries is to develop team taught courses and further develop existing relationships with faculty. We might also use student assistants to survey the population and advertise our materials. We can also use peer to peer library instruction.

We could try putting popular books and movies in academic libraries. Changing the layout of the library or putting footprints on the floor of the library and putting the popular books in the front or the most used books in the back. We need to push through the initial lack of interest. Another suggestion was getting movement or demonstrations at the front of the library. We might also go outside of the library and go where the users are. If we customize displays to the individual we might also be successful. We heard how credit card companies determine what offers you will be most likely to select to maximize profit through data mining - why couldn't libraries use the same technology? One concern that came up was patron privacy. Can we collect the necessary dat in libraries? One suggestion was that we could attach the information to their library bar code so that the information travels with the user. E-harmony was also mentioned since they use a similar idea to connect users to each other. Do they really accurate determine who you are the most likely to like? Is this the most appropriate way to generate results? And what about the outliers and 'oddballs' who end up connecting on a deeper level?

• Open communication (no secrets, encourages conversation)
• Adapting to change
• Scanning horizons

• Embedded librarians & more decentralization of services.
• Changes in library positions
• Job descriptions will be changing to include recruiting librarians and non-librarians in the fields of graphic design, marketing, computer programming, and outreach. This will alter workflows for everyone.
• We are moving from information providers to information collaborators by creating additional content for our users.
• Perhaps we will have a virtual library for each field of study.
• We are no longer simply the place users come to; more and more we are going to the users. As we go more digital, the library as a space becomes more valuable.
• The library is more than the resources on its shelves. It's people, feelings, an environment, a sense of community (specifically during times of disaster like 9/11), a safe, neutral place to share, learn and explore.
• People have a need to connect with other people.
• We are seeing a new generation of users who don't always need physical things.

• Do more user studies to determine what they want, in order to effect meaningful change for our users, (not just change for the sake of change)
• Find niche audiences and target our marketing towards them.
• Overcome silos
• Be known as librarians (not always a certain type)
• More outreach
• Inspire internal people to change their attitudes. Is this possible?
• Facilitate changes in public perception about libraries (we're notjust a place to read)
• Start thinking of different avenues to reach students (people are the added value in libraries)
• Be more personable
• Watch that we're not doing things that make us comfortable or happy, but focus on talking and listening to users.

• Knowing when to take control
• When to let go of control
• Different levels of vision
• To recognize and encourage leadership in others (empowerment)
• Respect for staff, that you value them, constructive criticism
• Ability to listen without becoming defensive

• Encourage them to take responsibility, help them understand that this is a reality and at some point they have to decide to buy in or not.
  
• When encountering problems with tenured or long-time civil service librarians (and faculty members), they sometimes see no need or reason why they should change. How do you deal with that kind of a mindset?
• Sometimes these people are embedded in a cynical micro-culture. As a leader, you need to try to make changes to those micro-cultures (move people around, make small changes, appreciate the network in which that person works, try to influence social work factors).

• "An impossible dream"
• It depends on the library (academic, public, medical)
• Including varied points of view on a subject by overcoming your own points of view
• Personalizing for your community or user base
• Balance between what? One library building? A consortrium? A public library system?

• What are ways to address collection with faculty in academic environments?
• What happens when something you choose for your collection is offensive or uncomfortable for your users?
• Should we give users what they want or give users what they "need"?
• It used to be that you find a balance
• Now, it seems to be you provide what users want. Are we "that desperate" to get users?
• In the past, we haven't had the research we now have that shows that reading anything will increase literacy skills int he long run.
• Do we have a responsibility to provide resources that aren't available other places? (i.e. DVDs available at Blockbuster, Netflix, Wegmans, etc).
• The Long Tail

• Is sometimes driven by what is easily available (i.e. VHS became harder to purchase, so DVDs are more widely carried)
• Libraries can't continue to purchase all of the different formats due to space issues.
• Does anyone have written format policies?
• Some libraries add sections to their written collection development policies
• Some libraries include this in long-range /strategic planning

• Personal and professional
• Librarian self censorship
• Whether you recognize your struggles and how you let them effect your decisions
• Effects selection and deselection
• Holocaust denial resources