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Descriptors:
Disabilities; Social Justice; Ethnography; Discourse Analysis; Inclusion; Visual Impairments; Library Services; Reading Programs; Educational Practices; Accessibility (for Disabled); Phenomenology; Disability Discrimination; Library Policy; Longitudinal Studies; Program Attitudes; Discussion Groups; Group Dynamics; Observation; Semi Structured Interviews; Library Role

Abstract:
Inclusive practice is well embedded across society and has developed over time. However, although policy and public view have moved forward, the way organisations address the agenda for inclusion often represents a superficial interpretation of this concept. Qualitative data were gathered using new ethnography to explore the experiences of a library-based reading group for visually impaired readers. The voices of the individuals shed light on the individual and collective experience of reading. These insights challenge the traditional views of distinct provision that are designed to address targets for inclusion of individuals with disabilities. We argue for a clearer focus on the unintentional consequences of practice in the name of inclusion that leave individuals feeling marginalised. This paper suggests the alternative focus on social justice as offering a discourse that focuses on society and away from the individual. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Ethics; Library Services; Confidentiality; Staff Development; Inservice Education; Library Administration; Library Personnel; Library Policy; Work Ethic; Moral Values; Ethical Instruction; Values Education; Information Policy; Vignettes; Compliance (Legal)

Abstract:
Every U.S. state and the District of Columbia has a law on the books that protects a library borrower's privacy, both an ethical and legal obligation of the library. In addition, FERPA further restricts access to users' records. Getting the message across to staff can be a challenge, especially if you employ students or volunteers who may not share your strongly held sense of professional responsibility or nuanced appreciation. Using scenarios, or minicase studies, based on real-life experiences to generate discussion and expand the scope of their understanding can be a very effective way to transmit the message. This article outlines the method used at Penn State University Libraries to instruct frontline staff on policy, law, and the ethics of protecting the confidentiality and privacy of library users. Pedagogy of case study is discussed. Advice on designing a training session and examples are provided. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Libraries; Educational Technology; Electronic Publishing; Electronic Libraries; Online Vendors; Library Administration; Library Materials; Library Services; Performance Factors; Certification; Contracts; Access to Information; Barriers; Usability; Library Policy

Abstract:
This bibliographic essay examines the difficulties associated with the selection, licensing, acquisition, and management of e-books in academic libraries. The potential advantages of e-book technology are likely to be realized only to the extent that they advance the economic goals of e-book suppliers and are consistent with the legal framework that has been negotiated by publishers, vendors, libraries, and readers. Many difficulties can be traced to a lack of uniformity in license terms, access restrictions, and librarians' expectations. Likewise, sustainable access to e-books is hindered by impermanent physical media, proprietary file formats and software, and restrictive license provisions. Although the goals of e-book providers are sometimes inconsistent with those of universities, librarians are well-positioned to guide vendors in the development of e-book licenses and platforms. (Contains 128 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Special Libraries; Library Services; Correctional Institutions; Correctional Education; Library Materials; Library Policy; Library Research; Librarian Attitudes; Intellectual Freedom; Confidentiality; Online Surveys; Library Administration

Abstract:
Prison libraries have traditionally fulfilled many purposes for their incarcerated patrons, and these libraries often carry a diverse collection to serve varied patron needs. However, during the trial of Steven Hayes for the Petit family murders, the prosecution questioned the collection development policies of the institutions where Hayes had previously been incarcerated, requesting the reading lists in efforts to prove that his salacious choices in literature fueled his crimes. This request by prosecution brought two major issues into question, including (1) the collection development policies of US prison libraries and (2) the question of patron privacy in prison libraries. This article investigates current prison library policies on collection development and confidentiality of patron borrowing records through an exploratory survey of seventeen librarians currently working in correctional institutions throughout the United States. Their responses detail collection development policies in the prison library and present the ambiguity for handling the confidentiality of patron borrowing records. (Contains 1 table, 3 figures, and 8 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Copyrights; Online Courses; College Libraries; Role Models; Best Practices; Teacher Collaboration; Teacher Empowerment; College Faculty; Library Role; Information Policy; Change Strategies; Library Administration; Library Policy; Library Services; Librarian Teacher Cooperation; Outreach Programs

Abstract:
The Excelsior College Library is turning fearful faculty members into empowered copyright role models. Geared towards institutions operating without a copyright policy or department, this article outlines a three-step process for fostering faculty collaboration surrounding copyright practices: (1) Give faculty and course developers the tools and confidence necessary for making responsible copyright decisions. In addition to providing quick guides about fair use and the TEACH Act, we also promote the use of library resources and other rights-cleared materials such as those with Creative Commons licenses, (2) Reinforce the library's recommendations by hosting periodic professional development sessions that emphasize the faculty member's responsibility in making balanced and fair copyright decisions, and (3) Share specific examples of how to model good copyright behaviors in online courses. The authors emphasize that by simply modeling copyright responsibly, faculty can help students learn how to avoid plagiarism. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Archives; Guidelines; Copyrights; Best Practices; Courts; Influence of Technology; Electronic Libraries; National Standards; Professional Services; Information Policy; Library Policy; Library Administration; Library Services

Abstract:
Copyright is extremely complex, and it is difficult to convey its complexities in a clear and concise form. Through decades of experience, archivists developed informal best practices for dealing with copyright in the analog world; however the application of copyright in the digital environment is evolving in response to rapidly changing technology, and to a growing body of case law as courts interpret the many areas of uncertainty. This article looks at five "standards" or guidelines that archival repositories may find useful as they deal with the thorny matter of copyright. (Contains 11 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Books; Electronic Publishing; Age Differences; Technological Advancement; Intermode Differences; Futures (of Society); Influence of Technology; Privacy; Constitutional Law; Context Effect; Courses; Recreational Reading; Textbooks; Resource Allocation; School Libraries; Reading Materials; Disclosure; Library Policy; Reading Material Selection; Student Rights; Legal Responsibility

Abstract:
The use of electronic reading devices has proliferated in the last few years. These reading devices appear to be particularly popular with young readers. A generation of students that has grown up with computers, cell phones, iPods, and other high-tech devices is more likely to embrace electronic book technology for both their educational and recreational reading. Educators and school librarians enthusiastically support the use of these devices as a means of encouraging students to read and explore information. Increasingly, schools are offering textbooks online and diverting instructional funds to the purchase of electronic readers that can be used by students for school work and reading. The prospects are exciting for students and educators alike. Educators and school libraries must also focus on the inherent privacy concerns associated with the use of these digital resources. Protection of patrons' use information is a critical component in the exercise of First Amendment rights. Patrons use the library with the expectation that library personnel will take steps to protect their privacy. Patrons expect that the books they choose to read, the materials they select to borrow, the websites they visit, and the resources they use while in the library will not be made public. If privacy is not maintained by the library, patrons will be chilled in the exercise of their First Amendment rights. Fearing public disclosure, patrons will refrain from selecting certain reading materials based on their content. Patrons specifically will avoid materials that are considered controversial or sensitive. Students may refrain from seeking critical information, fearing that their particular reading choices could subject them to interrogation, public ridicule, or embarrassment. School libraries and educators should ensure that their library privacy policies protect their young patrons and extend to their use of electronic reading material. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Urban Universities; Research Universities; Academic Libraries; Library Policy; Library Services; Comparative Analysis; Users (Information); Web Sites; Semi Structured Interviews; Librarians; Institutional Mission; Access to Computers; Fees

Abstract:
This article is a study of the policies that govern the use of the university library by external users at Indiana University-Purdue University Indianapolis (IUPUI) and 12 peer institutions used by IUPUI for comparative purposes. A search of each institution's Web site was conducted as well as interviews with circulation librarians and managers. Although it was useful to learn of common practices, it was especially beneficial to learn about policies that differed substantially from those in place at comparable institutions. Creative solutions developed to address problems at other libraries can be used to influence policy development. (Contains 8 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Libraries; College Libraries; Video Games; Library Services; Internet; Library Policy; Public Colleges; Research Universities

Abstract:
The work of collection development in academic video game collections is at a crucial point of transformation--gaming librarians are ready to expand beyond console games collected in disc and cartridge format to the world of Internet games. At the same time, forms and genres of video games such as serious and independent games are increasingly important to university instruction and curricula, and the move to online gaming allows university and college libraries to give campus communities access to them. This essay reviews the most significant LIS literature on academic gaming collections and identifies new directions in gaming collection development. The authors then present specific resources and strategies they relied upon in their recent initiative to transform gaming collection development policies at the University of North Texas, a large, public, research university. Establishing a five-year plan to create a cutting-edge video game collection, the authors concentrated especially on adding new types of games to the collection, working through the logistics of providing online access, and providing opportunities for research and student learning within the university library through the creation of a gaming lab. The essay outlines in concrete terms the next steps academic gaming librarians can take to ensure the continuing relevance of their collections to campus communities, exploring how innovations in collection development can shape the future of this rapidly-transforming field. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Administrators; Innovation; Library Services; Community Colleges; Strategic Planning; College Libraries; Librarians; Library Role; Case Studies; Library Administration; Library Policy; Library Development; Library Education; Surveys; Interviews; Educational Finance; Educational Technology; Administrator Role; Administrative Organization

Abstract:
The purpose of this multi-case study was to describe how library deans and directors at large comprehensive community colleges strategically advocate for and support instructional and technological innovation despite the reality of limited resources and the stress caused by recurring funding crises in higher education. It further sought to examine how directors articulate the role of the library at the institution, prioritize support for new initiatives, and provide meaningful professional development opportunities for librarians and library staff members involved in the development of new innovative instructional and technological initiatives. The following foundational questions guided the research: (a) How do library directors strategically prioritize support for new library initiatives involving instructional and technological innovation despite funding instability, limited resources, and increased demand for library services? (b) How do library directors provide meaningful learning opportunities for librarians and library staff members who are involved in creating innovative services or programs? The focus of the study was comprehensive community colleges in the very large 2-year (VL2) size and setting category of the Carnegie Classifications. It included a preliminary survey to verify the importance of issues, recruit participants, and conduct interviews with six library directors. Although participant directors worked at large community colleges, there were structural organizational differences between institutions. Organizational structures were (a) multi-campus district/multiple libraries/one director; (b) multi-campus district/multiple libraries/one director per library; and (c) one campus/one library/one director. Four of the participants had the title dean, and two were classified as directors . The majority of the librarians at the colleges had some form of faculty status, and four of the six colleges were unionized. In all cases, regardless of organizational status, the reference librarians had instructional duties. The study indicated that the library directors were involved in various types of strategic planning including library-related, campus-specific, institutional, consortial, and state-level efforts. Directors, librarians, and staff members used a number of methods to share information with and get input from institutional partners. The directors reported that they also spent time responding to and participating in change due to State-mandates. The findings indicated that the directors were focused on providing support for initiatives involving instructional and technological innovation. Librarians at all colleges in the study were heavily involved in instruction. The directors spoke of the need to provide learning opportunities for librarians and staff members in order to keep up with the fast pace of change in librarianship and the educational arena. Funding was by far the most significant challenge, but all libraries in the study made training a priority. The results of this research provided insight about high-impact practices in library-related strategic planning and organizational learning and identified areas in need of additional research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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