Day 18 – Worked 6 hours
Total hours thus far: 110.75
Today I was able to attend another Scholarly Resources Meeting. Here are the highlights:
– Interestingly enough, the librarians are going to revisit LibGuides to see if the will perhaps meet the needs of the library and Brown’s students for online tutorials. I wasn’t particularly shocked by this because I see a lot of advantages for using them from my experiences at the URI Library. I wonder what they will decide. It was mentioned at the advantages of revising LibGuides revolved around the fact that the librarians won’t have change all the links if lists are updated (LibGuides does this). A presentation by a SpringShare representative will be scheduled for a future meeting.
– Dan O’Mahony presented on statistics. The monthly data is collected by card swipes. The amount of data collected is substantial and the data is extremely rich. The total number of visits to the Rockefeller Library and Science Library during the Spring 2011 semester is 408,846. Of that amount 312,566 were undergraduates. There are approximately 1 million visits each year to the Libraries at Brown.
– I was curious about multiple swipes and how that affects the data (because sometimes the swipe card reader doesn’t recognize your card the first time). There was an algorithm developed to recognize unique swipes and looks at double or triple swipes at one time (there’s a certain number of seconds where the swipe will count as one unique visit).
– Breakdown by year – there is 18% more visits to the Science Library.
– Graduate student visits can be broken down by discipline. The graduate students in humanities disciplines visisted the libraries the most.
– There was also a presentation about reference statistics.
– Brown follows the ARL’s definition of reference activity and and uses the LibStats tool.
– In 2009 there was 12,390 reference questions (with a 3 month estimate which is on the conservative side). In 2010 there was 15,001 reference questions (a full year of stats, but there was also 2 librarian vacancies). In 2011 there was 12,417 reference questions (a full year of stats, but there was also 2 continuing librarian vacancies).
– Reference statistics are down in every category, but there are some indications that the statistics recorded are not completely accurate and representative of the reality.
– There was a question about recording statistics when you check your e-mail on your phone or check your library facebook page.
– They will hopefully be migrating to a new tool that is web-based.
– There was an emphasis on the face that everyone needs to consistently enter statistics. It’s so important to understand trends (some information is better than no information).
– I did have a question for Carina relating to how a particular type of question is recorded in the statistics. I was interested to know how Brown records assistance in the stacks with finding a book. At URI we count this as a reference question and not directional. Carina e-mailed Dan to ask him about it and this was his response:
“Yes, stacks assistance is counted for the very reasons you articulated.
The full list of question types that we count for ARL purposes is:
Circ – ILL – Reserves
Similarly, this is why we count the “Reproduction/Publication Request”
category (mostly coming from the Hay). These essentially are reference
questions that ultimately result in staff making a digital
reproduction of something from our collections to answer the request.”
It is extremely important to record statistics because a) it helps to understand trends and improve services but it also b) helps you as a librarian advocate for your job.
It’s very exciting, but Arlando finished the very first video using my script and recording! Here is the link: http://youtu.be/IE5rZdipu0c
I love what he did with the transitions from one license to the other (with the colors in the background changing). The short, quick images keep your attention and the visual representations are “timeless” which means that Sarah will not have to constantly update the video. We also did not want any of the videos to be more than a few minutes long and this video is 53 seconds in length which is exactly the length to provide enough relevant information on the topic. I am so impressed with the video and cannot wait to see the next videos. So, when the Creative Commons piece of the tutorial is on the Brown library website and in Canvas, the descriptive sentence, the video and a text block (which is essentially the video script).
Today I also worked on the drafting of the copyright and fair use sub-components. When I started working on the copyright piece, I realized that it would be too large to try to address fair use within the larger copyright module. It wasn’t in the original design, but I added a fair use sub-component.
While working I found these two resources to be particularly helpful:
Useful link: Copyright Duration Chart http://www.unc.edu/~unclng/public-d.htm
Brown’s Website on Copyright and Fair Use: http://www.brown.edu/Administration/Copyright/
The copyright duration chart takes all of the various copyright laws (for various year spans) and compiles them into a chart. It was in my best interest to think about the most relevant copyright laws and simplify the chart a bit more. I decided to focus on just three of the major laws. Here is my chart:
Copyright Duration Guidelines
|Date of Work||Protected when…||Duration|
|Created on or after
January 1, 1978
|the intellectual work is put into a fixed, tangible form||Life of the creator + 70 years
(if collaborative authorship, the life of the creator who lives the longest is used)
|Created from 1923 – 1978||published||Protected for 95 years|
|Created before 1923||copyright is expired||In public domain|