Monthly Archives: November 2015

Copyright Guidelines for Faculty

copyrightOne of the main questions or concerns we hear about copyright is often: who is liable for copyright infringement? It is important to know that, as a faculty member, YOU ARE LIABLE for the use of copyrighted materials in both your eLearn course sites and any other course websites you create (such as WordPress, blogger, etc.).

First and foremost, it is important to assess whether or not the material you plan to use falls under the Fair Use exception to Copyright law. You can find more information about Fair Use, including its four main factors, guidelines to making your own fair use determination, and how to get in touch with us about copyright questions on our Copyright and Fair Use Libguide.

Here are some examples of what does and does not constitute fair use in eLearn or on other sites such as WordPress:

Constitutes fair use:

  • ​A link to a reputable website that provides copyright holder information and/or Creative Commons Licensing information.
  • Linking to or including PDFs of Open Access materials.
  • An embedded YouTube video that was legally obtained and posted to YouTube.
  • Any handouts or course materials you created, or any materials created by someone else under an appropriate Creative Commons license.

DOES NOT constitute fair use:

  • ​A link to a website that contains pirated information, or that re-posts others’ copyrighted materials without the copyright holders’ knowledge or permission.
  • A PDF that represents a significant percentage of, or an entire, copyrighted book.
  • A PDF of an article obtained from a database whose terms of use prohibit sharing or re-posting full text articles (for instance, Harvard Business Review articles and case studies).
  • An embedded YouTube video that appears to have been pirated (for instance, an entire TV episode or film posted by an account that does not appear to be the director’s, producer’s, or offical studio’s account).

You should keep in mind the substantiality considerations of fair use in deciding how much of a work to post.  However, the law does not specify a limit. It is widely accepted that one article from a journal or no more than 10% of a book meet the substantiality requirement (i.e., 10% represents a  “safe harbor”), but fair use usually allows larger excerpts. The Library can assist you in making a determination, and we can also work with the Copyright Clearance Center to pay a permissions fee for slightly longer excerpts. Please note that if you are assigning 20-30% or more of a text, students will need to purchase the text, as we are unlikely to secure copyright permissions.

Course Packs and Copyright:

For those materials you print from other sources to give to your students as part of a course pack, you must make sure all of your materials have copyright permission or can be copied under “Fair Use.”  Both the bookstore and the document center are concerned about copyright permissions since they would be liable if there was an infringement.  Therefore, the bookstore will not sell your course packs unless you have proof of copyright or a statement of fair use and the complete citation should be included with each document.

Here is a short summary of what you need to do to get course packs or handout copied through the document center and distributed to the students through the bookstore:

  1. Please bring the materials to the circulation desk in the library first, don’t bring them to the document center.
  2. Copyright permissions must be obtained or a statement of “Fair Use” must be present for each document you are using.  Sue Conant and her staff will work with you to figure out which materials need copyright permission and which will only require a Fair Use statement. And she will provide the documentations to go along with the materials for the bookstore.
  3. Because it takes time to obtain these permissions, let the staff at the library know which materials will be needed for the beginning of the semester so they can get permissions and can add them to Ares-eLearn so students can get the electronic copies right away if needed. Include the full citation for each document.

If you would like assistance making fair use determinations for your course materials, please contact us! Once you have let your Circulation Assistant know which items you would like on reserve, we can work with you to determine the best mode of access for your students.

In addition, the library can make many of your materials available through our Ares electronic reserves system. Ares is integrated with eLearn. For more information on enabling Ares within a course eLearn site, please visit the IT Knowledgebase. Please note that students MUST access ereserves through eLearn.

IMPORTANT SPRING DEADLINE: If you would like to create a course pack for spring semester, the Library must receive your materials no later than December 18, 2015. For electronic reserves, the deadline is January 4, 2016.

Have other copyright questions? Contact Sue Conant or Liz Chase and we’ll be happy to work with you.

This information is provided by the library to assist you in making informed decisions about copyright and fair use. It is intended as  a general guideline and an interpretation of current copyright issues. It is not intended, and should not be construed as, legal advice,

 

High Five a Librarian

HighFiveAs part of an awareness initiative by EveryLibrary, a national organization dedicated exclusively to political action at a local level to create, renew, and protect public funding for libraries of all types, November 18 has been designated “High-Five A Librarian Day.“

Head to MacPhaidin Library or the College Archives & high-five a librarian!  High-five everyone!  Even Neil Gaiman says you should do it!  (We can compromise with a fist bump or even a wave, too.)

Debunking Thanksgiving Myths

MayflowerAre you interested in learning more about the history versus mythology behind the Thanksgiving holiday? NPR, Project Archaeology, and the Library can help!

In 2006, Nathaniel Philbrick published Mayflower: a story of courage, community, and war: “From the perilous ocean crossing to the shared bounty of the first Thanksgiving, the Pilgrim settlement of New England has become enshrined as our most sacred national myth. Yet … the true story of the Pilgrims is much more than the well-known tale of piety and sacrifice; it is a 55-year epic. … Philbrick has fashioned a fresh portrait of the dawn of American history–dominated right from the start by issues of race, violence, and religion.”

To hear Philbrick talk more about his book, you can listen to two NPR pieces, entitled “Debunking Pilgrim Myths: Before Plymouth” and “Debunking Pilgrim Myths: The First Thanksgiving.”

The Library also has access to the streaming video, Desperate Crossing: Untold Story of the Mayflower; this film “Tells a different tale of the Mayflower and its Pilgrim passengers, a story bearing little resemblance to the popular myth of elementary school pageants.”

In addition, Project Archaeology, a website that “uses archaeological inquiry to foster understanding of past and present cultures; improve social studies and science education; and enhance citizenship education to help preserve our archaeological legacy,” has created a page devoted to Native American Perspectives on Thanksgiving, including short two-minute videos and educational resources.

If you’re interested in recording some of your family’s own history this Thanksgiving, consider participating in “The Great Thanksgiving Listen,” a project designed by StoryCorps.

Veterans Day: The eleventh hour on the eleventh day of the eleventh month of 1918

unbrokenVeterans Day as we knowit  was originally designated by President Wilson as Armistice Day in 1919 to commemorate the signing of the armistice in 1918 that led to the cease-fire between opposing forces in World War I. At that time, World War I was considered the war to end all wars. This, however, was not the case; World War II broke out in 1939 and the US officially entered the war in 1941. World War II required the largest mobilization of troops in all of modern history. Recognizing the efforts and sacrifices, the US Congress passed legislation in 1954 to recognize November 11thofficially as Veterans Day to honor Americans that served in all wars, not just limited to World War I. Although we may honor those that served in recent wars and conflicts, it is still important to understand the history of Armistice Day and Veteran’s Day.

The MacPhaidin Library has an extensive collection of books that covers the history of warfare and World War II. Whether you are a researcher or you enjoy reading about history, one book comes to mind when I think of Veteran’s Day.

Unbroken by Laura Hillenbrand captures the story of Louis Zamperini, a young man growing up in the midst of the Great Depression in Southern California. Zamperini was in and out of trouble as a teen, but he was also an impressive athlete. His talent for running – his speed and his stamina – gained him an athletic scholarship to the University of Southern California and then took him all the way to Berlin Olympics in 1936. The fighting in the Europe and Pacific theatres of the late 1930s and early 1940s meant only war was imminent to Zamperini. He enlisted in the US Army Air Forces as a bombardier in September 1941, just three months before the attack on Pearl Harbor. While on a mission in April of 1943, mechanical problems caused Zamperini’s plane to crash in the Pacific. Zamperini and two other survivors drifted in a life raft for 47 days in the Pacific fending for themselves against shark attacks and storms while surviving off rain water and raw fish. After 33 days at sea, one of the crewmembers died. The Japanese Navy captured Zamperini and his crewmate as prisoners of war after drifting to the Marshall Islands.

While in captivity, Zamperini was transferred between multiple prison camps. Zamperini was targeted by the Japanese for his impressive finish at the 1936 Berlin Olympics – he was considered valuable and although he was not executed, the torture was unthinkable and extreme, and often by the hands of Japanese prison guard, Mutsuhiro Watanabe. He was starved and tortured, but his spirit remained unbroken despite being presumed dead and listed as killed in action to loved ones back home. He was released from captivity in 1945 at the end of the war. Watanabe disappeared and vanished from the prison camps without a trace, went into hiding, and was presumed dead. Once amnesty for Japanese war criminals was announced in 1958 did Watanabe emerge from hiding.

Hillenbrand captures Zamperini’s unbroken spirit as she details how he lived his life after returning to California. He became a heavy drinker and haunted by his experiences, but after finding and recognizing his faith, he became determined to better his life and others as well. He forgave the Japanese people for his experiences, but remained determined to find Watanabe. He founded a camp for young troubled boys with pasts similar to his in Los Angeles and devoted his time to charity.

Zamperini passed away in July 2014 from pneumonia at the age of 97. Even through his 80s, he still remained active and running at least a mile per day. In unthinkable conditions, Zamperini’s strength and spirit remained unbroken.

The film version of Zamperini’s story in was released as a film on Christmas Day, 2014. It received 3 Oscar nominations and won a Screen Actors Guild award for Outstanding Action Performance by a Stunt Ensemble.

Should you listen to music while studying?

music jpgDid you ever wonder why your roommate listens to music while she studies? She says it helps her concentrate, but it just drives you crazy. Who’s right? Is listening to background music helpful for studying, or is it distracting.  A group of students in “From Gutenberg to Gates” developed a research proposal to answer this question. What they found is the rather unsatisfying, It Depends.

Nate Marcoulier summarizes what his group found:

After reading several academic journals regarding the affects that listening to music can have on cognitive performance I became aware of several recurrent themes. In a general sense, students exhibited the highest cognitive performance when listening to no music at all. However, if one does listen to music, students that listen to classical music tend to perform at a higher level than students who listen to lyrical music. On a more individual basis, one’s performance while listening to music is dependent upon their personality. For example, people who are more extroverted tend to perform better while listening to music than those who are introverted. Lastly, one’s cognitive performance while listening to music can vary based upon subject matter. For example, students tend to perform much better in math than in reading while listening to lyrical music because the language section of their brain is essentially working overtime if one is both reading and listening to lyrical music.

My research on this topic confirmed many of my prior beliefs on this subject. For example, I have always found it difficult to listen to lyrical music while writing or reading, however I have always listened to such music while doing math. Moreover, I have noticed that many of my friends whom I would label as extroverts tend to listen to music while studying far more often than my friends whom I would label as introverts do. With that being said, I do believe that my study habits will slightly change after conducting this research, for I believe my cognitive performance would increase if I listened to classical music rather than lyrical music. Furthermore, I will make an effort to not listen to music as often as I currently do, for I fear that it may be a detriment to my academic performance.

LC Research Proposal Music Study (2)
So if you are finding that you and your roommate are having a difference of opinion about your background sound preferences, it may turn out that you are both right. The solution to the problem is likely a pair of earbuds, or a nice pair of Bose Noise Canceling Headphones
For More Information see:

Cabanac, A. Perlovsky L., Bonniot-Cabanac, M.  and Cabanac, M. (2013) Music and Academic Performance. Behavioural Brain Research 256 (2013): 257-60. Web.

Cabanac, A., & Perlovsky, L. (2013). Music and Academic Performance. Behavioral Brain Research, 256, 257-260.

Daoussis, L., & McKelvie, S. J. (1986). MusicalPreferences And Effects of Music on a Reading Comprehension Test for Extraverts and Introverts. Perceptual and motor skills, 62(1), 283-289<.
Etaugh, C, and  Michals, D. (1975) Effects On Reading Comprehension Of Preferred Music And Frequency Of Studying To Music. Perceptual and Motor Skills 41(2) 553-54.

Etaugh, C., & Ptasnik, P. (1982). Effects of studying to music and post-study relaxation on reading comprehension. Perceptual and Motor Skills, 55(1), 141-142.

Writing in New Media

New media jpg“Let’s face it, writing in the 21st century is accomplished online.” That’s Professor Anna Brecke premise for her course, “Writing in New Media”, WRI 110. This course explores reading and writing across social media and other web spaces through genre study, cultural analysis, and real-world practice. Through posts, tweets, blogs, emails, and texts students will hone valuable skills necessary in the twenty-first century workplace and in everyday life.
 
Librarian Joe Middleton will be helping WRI 110 students with the research for their major writing assignment. Although students will prepare a written proposal, an annotated bibliography, and a written overview of their work, the final result of this traditional process will not be a traditional paper. Rather, each student will choose a different new social media platform to present his or her work. Twitter, Facebook, Tumblr, Instagram, YouTube or other social media may be used.