A Critical Look at the Digital Scholarship Corpus: How Access Influences the Questions We (Can) Ask

Access to research materials is an issue that cuts across disciplines and impacts most researchers as they gather information. For a digital scholar in need of a textual corpus, however, these challenges may be particularly acute. Those studying mid-to-late 20th century works may find themselves in uncertain territory with regard to copyright and licensing. Those studying historically marginalized populations may have trouble finding a pre-compiled corpus, or finding texts at all. Researchers at smaller institutions or in underfunded departments may find that existing datasets are not available to them due to cost, or that they run into copyright and licensing barriers when attempting to compile a large corpus of texts. Even an existing or easily harvested corpus may present structural challenges for our tools. How do we diversify and democratize digital scholarship while also navigating the difficulties of equitable access to information

Navigating Copyright in Electronic Theses and Dissertations

Graduate students preparing electronic theses and dissertations (ETDs) encounter a broad range of questions related to copyright—both in terms of their use of copyrighted materials and their own status as copyrightholders. This project seeks to ascertain the extent to which these specific needs are addressed in published library literature, and to make recommendations to fill the gaps

Flexible Marketing and Outreach: An Institutional Repository Case Study

Librarians at Duquesne University did a soft rollout of their institutional repository in 2016, with a full rollout planned for 2017. Elsevier\u27s acquisition of Digital Commons prompted a reevaluation of the marketing plan. The Outreach & Communications Librarian, Digital Scholarship Librarian, and Systems Librarian approached this problem collaboratively to craft (and rebrand) a marketing message

“Information Has Value” and Beyond: Copyright Education within and around the Framework

The Association of College and Research Libraries’ Framework for Information Literacy for Higher Education offers a broad outlook regarding the core concepts necessary for responsible, informed, and generative information use. Just as the Framework is adaptable for many disciplines and teaching strategies, it implicitly supports opportunities for librarians and other instructors to discuss the legal and social structures underlying information creation, use, and reuse. The idea of intellectual property shapes the information landscape to which learners are formally introduced within the Framework; therefore, the Framework presents a singular opportunity to discuss topics—no matter how basic—related to copyright and fair use. Just as advocates of critical library pedagogy and social justice praxis have identified opportunities and gaps in the Framework, copyright educators may need to teach both within and beyond the frames in order to connect learning to practice

Information & anxiety: The impossibility of \u27literacy\u27 and the necessity of agency

Our lives are continuously affected by the information that we encounter in ever-increasing volume. The growing awareness of the dangers of uncritical information consumption (e.g. “fake news”) heightens the relevancy of questions investigating the nature of truth and fact. This anxiety manifests on a more personal level in terms of our vulnerable digital selves—identities can be stolen, personal archives can be lost. Anxiety is deeply personal but can affect public lives, professional lives, teaching, and scholarship as it leads to a loss of nuance and an unwillingness to participate in information creation and exchange. Our personal lives suffer, and so too does public discourse. Our goal is to give you a framework to understand the concepts in Information Science which deal directly with the issue of reliable information sources and trust in the age of the internet. We are a group of information professionals working in the library and archives fields. Our professional values are specifically codified in order to deal with information anxiety and promote critical thinking, and our daily work is to foster responsible interactions with information. We will draw upon these values as examples in order to find interdisciplinary points of similarity among our audience, and demonstrate strategies for approaching information anxiety across the professions represented

Breakout Session: Copyright: The Ethical Imperative for Librarians. Presented by Martin Garnar, Dean of the Kraemer Family Library, the University of Colorado Colorado Springs.

Martin Garnar, in his presentation “Copyright: The Ethical Imperative for Librarians,” discusses the evolution of the American Library Association's Code of Ethics as an indicator of the changing relationship between librarianship and copyright education. Updates to the Code of Ethics, and in particular the 2014 adoption of an interpretation of Article IV, offer a vision of librarians as active parties in the discussion of intellectual property rights. This interpretation includes a series of statements about what librarians "should" do in their roles as information professionals in order to navigate copyright within their roles and interactions with users, and to uphold a fair balance between rights holders and users

Breakout Session: Copyright: The Ethical Imperative for Librarians. Presented by Martin Garnar, Dean of the Kraemer Family Library, The University of Colorado Colorado Springs

Martin Garnar, in his presentation “Copyright: The Ethical Imperative for Librarians,” discusses the evolution of the American Library Association\u27s Code of Ethics as an indicator of the changing relationship between librarianship and copyright education. Updates to the Code of Ethics, and in particular the 2014 adoption of an interpretation of Article IV, offer a vision of librarians as active parties in the discussion of intellectual property rights. This interpretation includes a series of statements about what librarians should do in their roles as information professionals in order to navigate copyright within their roles and interactions with users, and to uphold a fair balance between rights holders and users

Navigating Copyright in Electronic Theses and Dissertations

Graduate students completing an electronic thesis or dissertation (ETD) may encounter issues related to copyright, either their own or that held by others, at several points throughout the creation and submission of their ETD. Since ETDs are often hosted in an institutional repository or other online collection hosted by the library, library personnel involved in the process must be aware of these points of failure and understand the nuances of copyright with regard to reuse of materials, their institution’s policies governing student scholarship, and the policies of their institutional repository or online collection. This poster will review the relevant literature related to copyright and ETDs, outline the major junctures where librarians may contribute to copyright education for graduate students (and others), and offer suggestions for librarians seeking to engage with graduate students completing their ETDs

Breakout Session: Copyright: The Ethical Imperative for Librarians. Presented by Martin Garnar, Dean of the Kraemer Family Library, the University of Colorado Colorado Springs.

Martin Garnar, in his presentation “Copyright: The Ethical Imperative for Librarians,” discusses the evolution of the American Library Association's Code of Ethics as an indicator of the changing relationship between librarianship and copyright education. Updates to the Code of Ethics, and in particular the 2014 adoption of an interpretation of Article IV, offer a vision of librarians as active parties in the discussion of intellectual property rights. This interpretation includes a series of statements about what librarians "should" do in their roles as information professionals in order to navigate copyright within their roles and interactions with users, and to uphold a fair balance between rights holders and users

A model for initiating research data management services at academic libraries

Background: Librarians developed a pilot program to provide training, resources, strategies, and support for medical libraries seeking to establish research data management (RDM) services. Participants were required to complete eight educational modules to provide the necessary background in RDM. Each participating institution was then required to use two of the following three elements: (1) a template and strategies for data interviews, (2) the Teaching Toolkit to teach an introductory RDM class, or (3) strategies for hosting a data class series. Case presentation: Six libraries participated in the pilot, with between two and eight librarians participating from each institution. Librarians from each institution completed the online training modules. Each institution conducted between six and fifteen data interviews, which helped build connections with researchers, and taught between one and five introductory RDM classes. All classes received very positive evaluations from attendees. Two libraries conducted a data series, with one bringing in instructors from outside the library. Conclusion: The pilot program proved successful in helping participating librarians learn about and engage with their research communities, jump-start their teaching of RDM, and develop institutional partnerships around RDM services. The practical, hands-on approach of this pilot proved to be successful in helping libraries with different environments establish RDM services. The success of this pilot provides a proven path forward for libraries that are developing data services at their own institutions