And with that, we're going to move into, before we have showcase today,
our preliminary session and we are fortunately privileged today to have
three colleagues from the library who are going to come and share with you some
really important, crucial and helpful information about using their services.
We have Barbara Tierney, who's the head of Research and Information Services
department at the library. We have Christina Wray, who's a User Engagement
Librarian. And Sarah Norris, who is a Scholarly Communication Librarian.
They will be with us and I welcome them. Would you please join me in giving them
a welcome this morning?
(Clapping)
I guess I need to hang onto this. (Sarah Norris) We're good?
(Moderator) Yep, you're good. (Sarah) Perfect, and I'm on?
Everybody could hear me okay? Excellent. So, thank you very much
for that very nice introduction. I'm Sarah Norris. I'm our Scholarly
Communication Librarian here at UCF Libraries, and today we're going to talk
about making the UCF Libraries a part of your course. We're really here to
help support you to support your students, so if I can give you one take away from
today's preliminary talk, it's really to contact us. Reach out, we're here to
help you, you know. No question is too silly or complicated, we love fun stuff
like that so please let us know.
The first thing we're going to do is talk about the Office
of Scholarly Communication. That's my area, and a lot of people ask when
they hear that, "What in the world is the Office of Scholarly Communication?"
So, what I really do is I support the entire research process for you and
for your students. I know that's a little amorphous, but what that means could
be a lot of different things. It could be helping you as faculty members decide
where to publish, helping you navigate your author agreement if you're publishing
in a journal or a book chapter, or book. But a lot of what I do is related to
copyright. I deal with that a lot, both for face-to-face courses and of course,
online courses as well. So, that's what we're going to talk about today.
Now, the first thing that I have to do any time I give a presentation and
I'm talking about copyright is to give you a legal disclaimer.
Yes, I am not a lawyer, I don't play one on TV, but the Office of General Counsel
always wants me to put this up here. So, anything we talk about today is going
to be used for informational purposes only and is not considered legal advice.
See, I told you it sounds like I'm a TV Ad, right?
We're going to talk about a few things we can do in the library
to assist you with copyright. The first is we can give you general information
related to copyright in your online course. If you ever have a copyright
question, reach out, let me know, we'll chat about it. The other thing is we can
talk about gaining copyright permission for copyrighted material. Now, I can't do
that on your behalf, but I can help guide you in the right direction so we can have
a conversation about that. We can also talk about copyright use of library source
content. So, if it's a journal article in a database that we have. If it's a
streaming video. We license things that have certain copyright permissions for
you to be able to use. Streaming videos is definitely one of those, and I think
Christina will talk a little bit about that.
And then of course, things related to open educational resources. As we're
developing online courses, a lot of us now are looking at alternative materials
related to textbooks. Not the traditional textbook but journal articles, open acesss
material, and so if you're interested in that, you can reach out to us, we'll
assist with that. We also work really closely with the ID on this who helped
you develop those things. So, if you're working with an ID and you have an idea
for something that's open, let them know and they'll probably get in contact with
us too. And then of course, the big one. If you have copyright questions and you
really don't want to hang out at the Office of General Counsel, reach out
to me and I can always help mediate that scenario. I do a lot with General
Counsel. I have a great relationship with them so I'm always happy to talk to them.
A few specific things related to your online course. So, probably everybody
here has heard of fair use before. Understanding using copyrighted
content in limited fashion? Okay, so UCF does have some specific guidelines
as far as percentages and ideas of how much copyrighted content you can use
without asking for permission, and the first is video content. So, remember the
golden 10%. That is probably going to be the thing that you see the most.
So, generally, we say if you're going to use something that's motion picture
related and kind of video, and it's copyrighted and you don't have permission,
10% or 3-minutes, whichever is less.
Same thing goes with photographs, images, charts, tables and that sort of thing.
It's a little bit more specific here but again, you see that 10% listed. If it's
an individual, that's 5 images or 15 images, whichever is less if it's in a
published work. So, you can sort of see that here. If you're using tables,
something from an Excel spreadsheet, 10% or 2500 fields or cell entries would
be what you're looking for. And a lot of this is also available online. The
Office of General Counsel actually has a document called the top 10 copyright
and fair use questions, and these are listed under that so that's definitely
a good one to look for. And if you'd like that, I can send that to you.
Journal articles are the same thing. So again, we're looking at that 10%,
or a thousand words, whichever is less. So, sort of negotiating how big the
journal article is. What I would recommend though, before you start to think about
scanning and putting a journal article up, is to take a look and see if we have
it in the library. So, if you're not sure, reach out to your subject librarian,
and Barbara will talk about subject librarians, but reach out to them and
they can help you determine if we own it. If we own it, your best bet is to
actually link out to it. Same thing with books. If you have specific book chapters
or a book that you want to link out to, use the library e-version if we have it
and let us know, especially if it's an e-book because some of our e-book
packages will only have certain uses, but the subject librarian might be able
to explore expanding that. So, if you have 500 people or 20 people, we can
make sure that we have the right version that's going to work best for your course.
And then, sort of the last thing here. Using materials that are copyrighted
from semester to semester. So, if it's something that you're using under the
guides of fair use, General Counsel recommends you don't do this for more
than 2 years. If you're going to use it for that long, you've sort of moved beyond
the fair use spontaneity and so you really want to make sure you ask for permission.
So, it's just making sure that you use the content ethically and that you are
asking permission as much as possible.
And then, just wrapping up for me and I'll turn this over to Barbara. Just some
resources here. General Counsel, of course, and again, that's going to have
that top 10 copyright and fair use section. UCF's policy on copyrighted
materials. It's a little more in legalese but if you want to look at it, you can.
Our policies here at UCF Libraries, and then our SchoCom office, but certainly
feel free to reach out to me. And then, I'm going to turn it over to Barbara and
she's going to talk about the subject librarian model.
(Barbara Tierney) I'm Barbara Tierney. I'm head of Research Services at UCF
Libraries, and in your new role as a UCF online instructor, there are many
excellent library resources you may wish to take advantage of. I'm here today to
urge you to consider partnering with the subject librarian in your discipline
for your online course preparation.
UCF Libraries has 13 Subject Librarians who cover disciplines such as business,
education, engineering, health management, hospitality management, nursing,
the humanities, social sciences, physical and life sciences, and more.
And I think each of you at your table should have a brochure about UCF Libraries
for faculty, and at the back of that brochure, under your librarian, is the
URL that will take you to the webpage for contact information for your subject
librarian. So, I urge you to not lose this brochure and use it to contact
your librarian.
Our subject librarians are happy to meet with online
(audio cuts off)
Your ideal resource is a starting point for finding additional resources that
will work well with your course.
One of the discussions that you might have with your subject librarian is
whether he or she is able to serve as an embedded librarian for your
online course.
Embedding a librarian in your course is a great way to provide more consistent
and personalized assistance for your students. An embedded librarian is
especially useful for online classes that involve a research component.
In these days of expensive, traditional textbooks, many instructors are searching
for open educational resources, or OERs, that would provide excellent resources
for their students. Without the sticker shock of traditional textbooks.
UCF Libraries subscribes to thousands of outstanding online, full-text resources,
as well as streaming videos that may be perfect to link to in your online courses,
free of charge.
Please consider asking your subject librarians to help you identify such
free resources for your courses.
If you're giving your students research assignments that require searching
databases for relevant, peer-reviewed journal articles, please consider asking
your subject librarian for database advice.
UCF Libraries subscribes to hundreds of outstanding databases and your subject
librarian is very happy to suggest the most relevant databases for your
particular needs.
Given sufficient lead time, subject librarians are happy to create a
customized online tutorial or research guide for your course that you may link
to in your course wear.
These tutorials or research guides will provide your students with step by step
instructions for using library databases to identify peer-reviewed articles or
other resources needed to complete their research assignments.
Also, given sufficient lead time, subject librarians are available to create short
subject oriented videos that can provide your students with a quick overview of
best practices for conducting research in a particular subject area.
For example, this past year, our business librarian, working with one of our
teaching and engagement librarians, Carly Meyer, created five business
research videos that are posted on Vimeo. These research guides are entitled:
"How to Research a Career," "How to Research an Employer," How to Analyze
an Industry," "How to Find Industry Codes" and so on.
And finally, subject librarians are not only available to consult with you about
possibly designing assignments or helping you design your course, but subject
librarians are also very available to your students. And the students can
contact them for research consultations either by e-mail, phone or Skype.
And where available, they can drop in to the library and talk to the librarians
face-to-face or using these other modes.
(Christina Wray) Hello, my name is Christina Wray and I'm from the
Teaching and Engagement Department in the libraries, and today I want to
talk to you about ways in which you can sort of recreate what would happen in
a face-to-face library instruction session in an online course. And we have a couple
different ways to do that. The first thing I want to talk about is the information
literacy modules. Are any of you familiar with the information literacy modules?
(Audience Member) Woo! (Christina) Awesome (laughing)
The information literacy modules are in Obojobo, and they are these extended,
topical related instruction modules that you can assign to your class and it can
integrate so that you can make it for a grade. And we have, I think, twelve
different modules. There are six which are really helpful broadly and there's "How to
Cite in APA," "How to Cite in MLA," "Avoiding Plagiarism," APA and MLA,
and then for upper level classes, there's "How to do a Lit Review" and talking
about the research cycle and what that looks like.
We are almost ready to release updates to the MLA and APA avoiding plagiarism
and citing. So, MLA will be version 8. So, that's getting updated and then
we're hoping to do a more extensive overhaul over the next year and look
at what we're offering and how we can combine them. So, any feedback you have
about ways in which it could be better suited to your online teaching or
teaching in general, or topics that you wish were in an information literacy
module, maybe there's a gap, please let us know.
The new thing that we're very excited about is that, as Barbara mentioned, your
subject librarians can set up research guides that are curated to your class,
and we now have the ability to put it directly into your Canvas course so
that it is this organic, natural thing within your course setting.
You may have noticed there was a research guide for this course and in
Canvas, if you look at the navigation, there's research guide. So, it doesn't
really say it's libraries. It doesn't really connect those two things because
we were thinking that when a student is in the Canvas course, when are they going
to want to get to library resources? When they're starting to think about
researching and when they're starting to think about their assignments.
Every Canvas course will automatically have this option turned on when you
set it up and there are different levels of guides that can happen. So, the first
is if you don't request a guide for your course, it will just automatically beam
out to the subject area. So, if you're teaching in psychology, the psychology
guide is what will show up there.
If you do request a course, your subject librarian will put together a more curated
list that will direct students to the databases or specific resources.
I created one for this class and so I focused on teaching online best practices,
universal design, so there were some resources about that. But then, I also
talked about the different resources that we have that you can embed in your
courses, like streaming video or finding e-books, things like that.
So, that's an example of something that's a little more curated than say just the
general education guide would be.
You can also request a super curated guide, which the example you can see here,
Carrie Moran did for I think it was a social work course, but it really goes
into individual assignments. So, it's more, in some ways, like an embedded
librarian experience in that there were resources directly related to assignments
and it was very tailored to that individual class and helping support
students. So, with these three sort of levels, you will automatically get your
subject related guide, but beyond that, the more tailored it is to your students'
experience, probably the more helpful it will be for them.
I did want to highlight a little bit about our streaming video options.
We have four main databases that allows you to embed streaming video
into your coursework, and if you go to the research guide for this course, there
is sort of in depth direction and links to those databases. Canopy is a feature
film database so we can get performance rights and embedding rights, and things
like that. The other three are more educational based, but they all have
different levels. Some are full-length films. Sometimes you can get clips
that are appropriate to a specific topic, and we can help you if you're having
problems figuring out the best way to embed them into your course.
Also, we have a selection of videos. If you're not wanting maybe the full
library instruction session experience, we have these little videos that are
very short and digestible about different topics related to library research.
So, "How to Find Books," "How to Use the Quick Search," or "How to Find Out
if the Journal You're Looking For is Online." So, they're just quick,
digestible. If you know your students are going to need that information, you can
just embed it right into a module and help them get to the information they need.
So, those are the main ways in which teaching and engagement can help you
recreate a face-to-face instruction and the information that we would share there.
The last bit of our presentation, we're going to tell you a little bit about the
renovations and the things that are happening at the library, and how it may
impact your students using the library, and so I am going to pass it back to
Barbara and she will tell you all about that.
(Barbara) So, one of the handouts that we gave you is a postcard,
and if you flip the postcard over, it talks about UCF's 21st Century Library,
and I don't know if you have been visiting the library in the last year, but you
probably have noticed that there is a huge structure being created in the
back parking lot of the library.
It is a five-story ARC, an ARC stands for Automated Retrieval Center.
We're all waiting for it to be completed, probably in the middle of November, but
I hesitate to give an exact date because we've had a lot of date changes in the
past year. But at that date, you might want to come over, we're going to have
the books walking two by two into the ARC, not really.
(laughing)
But we have been working at a tremendous pace to identify the different resources
that we're going to be putting into the ARC, and the idea behind the ARC is that
although our new 21st Century Library will increase square footage for students
within the library, what we're really counting on is having the ARC in the
back parking lot. This five-story ARC, which can hold 1.25 million items,
and the idea is to take items that are less used within our collection and to
remove them from the floor space in the main library, put them in the ARC,
and then we regain a lot of programmatic space within the library. And students
or faculty, or public service customers can come into the library. All of the
items that are in the ARC are listed in our online catalog, and what they can
simply do is select the item and the robots - we'll have five robotic arms
in the ARC - they can find whatever item has been selected by patrons and have
them ready at the circulation desk for you to pick up within a certain number
of minutes. So, that's the idea. We're regaining square footage within the
library for collaborative study, more group study rooms, more presentation
rooms, a new digital commons, which will help people to do different kinds
of media things with their presentations. So, that's really the idea of this.
Some of the big things that will be new in the library is that on the fifth floor
of the library, we will have a floor that will have no books in it at all, and it
will be a quiet study room and that is one of the things our students have been
asking us so much for in the last several years, you know. On the main floor, we
have a collaborative knowledge commons, and there always is a buzz of conversation
going on with students working together all through the knowledge commons.
And for some students, they have different study modes and they want complete
silence, the fifth floor will provide that and we're just finishing up with the
fifth floor right now. We're waiting to get the furnishings for it. So, hopefully
sometime this fall, that will be ready, and then once the ARC is operational
on the fifth floor of the ARC, we will have a wonderful study area as well
that can be used for programs in addition. So, this kind of gives a
summary of some of the things that are going in the library but there's
really a lot more, even that's listed here on this card.
So now, if you have have any questions for any of us about any of the parts of
our presentation, this is the time. And I'm told that once you ask the question,
we're digesting what our answer is going to be, somebody is going to find you at
your table and give you a microphone so that it can be recorded.
So, if you have questions for our Scholarly Communications Librarian
or our User Engagement Librarian, or if you want to know more about subject
librarians, please feel free to ask.
(Audience Member) How has the renovation impacted you guys? I walk by there and
I think how are they working in there, how they getting any work done with
all that noise?
(laughing)
(Barbara) Yeah, if you walk down the hallway, right behind that huge reference
desk, we have kind of a rabbit's warren of offices for the Teaching Engagement
Librarians and for all the subject librarians, and a lot of us work with
headphones on. We also have earplugs and you'll notice that the circulation
desk has a big glass jar of earplugs for patrons, so I think the noise is only
going to get worse before it's better. (laughing)
(Audience Member) I have a question. That ARC sounds really cool. Are those
robots? Are they designed kind of like the robots that are in an Amazon Center where
they distribute products or is it more like something out of Star Trek.
(laughing)
(Barbara) You know, I really think when I said robots, I was using the term
loosely. They're actually robotic arms, so I believe that there are 5 robotic
arms and they know just where the items are. There are RFID tags on each of the
items that are stored in the ARC, so those arms, I don't know if they're
swinging around. I haven't seen them actually in action but the arm
will find it.
You know, I think that there is a video of the robotic arms in action in other
libraries that have similar systems, and if you go to the library webpage,
the main portal to the library, and you go right to the bottom, there is something
that says 21st Century Library, and if you click into that webpage, I believe
that there is a link to a video showing those robotic arms, hopefully not slapping
each other but actually sticking to business. And once they're installed,
I believe the plan is to have a lot of windows that allow you to see in. Yep.
And a little bit down the road with our progress on the new library, they're going
to be changing the main entrance to the library, so right now, our main
entrance faces the fountain and across the pond are, you know, our administration
center. But in the future, the main entrance will be facing the Student Union
and facing the ARC, and there will be a connector building between the ARC and
the main building, so that's coming a little bit down the road. I think the
original plan was to have that connector building as part of the ARC when it opened
up but I think we're going to have a little period of time when we don't have
a connector building, but we still will get along just fine without that connector
building for a year or so.
(Moderator) Okay, anymore questions?
Let's give a hand to our colleagues from the library. Thank you very much.
(clapping)