Digital copying and the statutory licences in Australian universities

Since its introduction in 1983, the educational statutory licence has been revised and amended to take into account developments in copying practices within the Australian university sector, and in March 2000 a new educational licensing arrangement was entered into. The new licence sees the focus of educational copying shift away from reprographic copying to digital copying. The aim of this article is to examine briefly the current educational copying regime in Australia, looking at the licences entered into by the universities and the copyright owners, and comparing the way the new 2000 licensing agreement operates in contrast with the earlier licences. The impact of the recently enacted Copyright Amendment (Digital Agenda) Act 2000 is also examined in light of the new 2000 statutory licence and how these changes may impact upon current copying practices within Australian universities.     

Collaborative Approaches to the Management of Geospatial Data Collections in Canadian Academic Libraries: A Historical Case Study

The Ontario Council of University Libraries (OCUL) is a consortium of the twenty-one university libraries in Ontario, Canada. Since 1967, OCUL member institutions have worked together to share costs and workload through collective purchasing and licensing of information resources and more recently through the establishment of a shared digital infrastructure known as Scholars Portal. Under the auspices of OCUL, Ontario's university map librarians formed the OCUL Map Group in 1973 to seek opportunities to communicate and collaborate to improve the collections and services they offer their users. The opportunities provided by collaboration have ensured a greater capacity to manage evolving collections of geospatial data. The group has served as a community of practice, which has provided educational opportunities and facilitated collaborative problem solving through a listserv, conference calls, and face-to-face meetings. This collegial environment has also led to the completion of a number of projects, which have resulted in the creation of new technical infrastructures and strategies for sharing the workload of data management tasks. This paper discusses the role of collaboration in OCUL projects and offers some suggestions for others considering embarking on collaborations of their own.     

Supporting child and family resilience in the face of political violence: Evidence from a home visit parenting program

Political violence affects more than 25% of children globally, yet little is known about how to support positive adaptation among conflict-affected children. Using a sample of 3797 Nicaraguan child-caregiver dyads (M_AgeTime1 = 1.5 years, M_AgeTime2 = 5.9 years; 51% male), this registered report used a novel quasi-experimental approach to examine how exposure to political violence relates to child and caregiver outcomes, and to test three policy-relevant moderators: participation in a large-scale home visit parenting program, household economic disruption, and media exposure. Results revealed positive associations between political violence and harsh discipline practices (0.33 SD), but there was no evidence that political violence affected children's behavior, caregiver depressive symptoms, or responsive parenting practices, and there was no evidence of moderation.     

科妮莉亚的最后一次情报检索

<正> 真正重要的是,得阐明社会在过去的200年里,已在处理情报方面取得了多么大的成就,科妮莉亚·亨利达样想.她作为大众图书馆情报科学协会(ULA)的现任主席,根据安排将要作就职演说,眼下正在进行构思.演说将在协会的200周年纪念大会     

The cognitive relevance of Indigenous and rural: Why is it critical to survival?

Using two case studies of children’s knowledge, this paper sheds light on the value, diversity, and necessity of Indigenous and place-based knowledge to science and engineering curricula in rural areas. Rural contexts are rich environments for cultivating contextual knowledge, hence framing a critical pedagogy of teaching and learning. Indigenous and rural place-based knowledge are nuanced and pragmatic in character, and offer solutions to both local and global challenges. Two case studies, drawn from the experience of Lakota and Dakota communities and rural New York State, demonstrate the need to conserve, transmit, and contribute to Indigenous and rural knowledge through experiential and place-based education that bridges the gap between children’s knowledge and global STEM. This knowledge is inherently diverse in its complexity and connectivity to habitat, and when viewed in this light, has the capacity to transform our perspectives on educational practices and policies as well as our overall outlook on conserving both ecological as well as cultural diversity worldwide. Because diversity and knowledge are necessary for the survival of life on this planet, an enriched concept of pedagogical pluralism, in terms of multiple ways of knowing, is a necessity.