Definition

What is the definition of a film?

The definition of a film includes anything from which a moving image can by any means be produced. This covers film of all kinds, video, DVD and any other new technologies which produce moving images. Presumably it would also cover devices such as ‘What the butler saw’ too! Despite its name, a microfilm is not a film but a photograph!

Note that until July 1957 (when the 1956 Act came into force) films were protected only as a series of photographs.

Authorship

Who is the author of a film?

The producer and the principal director. It is presumed that all films have both producers and principal directors and therefore all films are treated as having joint authorship, unless these two functions are performed by the same person. This applies only to films made on or after 1 July 1994. Before that date the author is defined simply as ‘the person responsible for making the arrangements necessary for making the film’.

Do the authors of films enjoy moral rights?

Yes, the producer and principal director both enjoy moral rights in the same way as authors of literary works. See Section 3.

Ownership of copyright

Who owns the copyright in a film?

See Section 3 on ownership for more detailed information. Ownership of many rights in a film depend on the contracts between the various people who made the film. Remember that the film has many copyright elements.

Example: A filmed interview with a song-writer contains several performances of the song-writer's songs and an extract of a film containing performance of some of these songs. The song-writer may own the copyright in his or her words in the interview and the words and music of the songs; the person making the TV programme owns the copyright in the programme as a whole and the film maker owns some elements at least of the copyright in the extract of the film included in the programme. However, if the film is made by a private person then that person owns the copyright in the film. See also Section 3.19 for unpublished materials bequeathed to archives and libraries.

Why are these three grouped together?

Because they are all treated in a similar way under the Copyright Act, although there are some differences for some specific areas. In addition, a printed and published text also has a copyright in the typographical arrangement of the work concerned, regardless of the copyright status of the content. Any literary work that also qualifies as a database is subject to special rules. See Section 9 for details.

Definitions

Literary works

What is a literary work?

The term ‘literary work’ includes anything made up of words or characters that are written in any form such as books, journals, technical reports and manuscripts, and covers any works that are spoken or sung. It also includes compilations (where these do not qualify as databases – see Section 9) as well as computer programs and text stored electronically. The handwritten notes of an author are protected just as much as the final printed book.

Does ‘literary’ mean it has to be good quality literature?

No. Copyright law says almost nothing about the quality or content of the work, although case law shows that trivial works are not eligible for protection. Literary means anything that is written, spoken or sung which has been recorded, whether in writing or some other notation or code. This is why a computer program is considered a literary work in legal terms. It also includes items such as knitting patterns.

What about books or articles written in scripts like Japanese, Chinese or Arabic, which many people in cultures using the Latin alphabet cannot read?

This makes no difference. They meet the criteria of written in a notation or code. Just because some people cannot read them it does not mean others cannot! People whose language is recorded in scripts other than the Latin alphabet will have the same view.

What about databases? Are these covered by copyright?

They may sometimes be covered by copyright but they are definitely covered by database right as a separate type of work. See Section 9 for details.

Are bibliographic records covered by copyright?

This is a difficult question and has never been clarified in law. The question is: Is a bibliographic record ‘original’?

Introduction

The information and communication technology (ICT) revolution has deepened and broadened the concept of m-libraries to encompass the use of m-technologies to deliver or facilitate access to information. M-technologies are broadening and democratizing the horizons of education to higher levels for the benefit of all. Such technologies have been with us for quite a time, but current use and development has precipitated a technological shift as libraries are making adaptations to widen and enhance service delivery. There is no technology that has spread so fast around the globe as mobile technology (Boateng and Essandoh, 2014). M-technologies provide an alternative way to communicate and the opportunity to access, create and exchange information. While yesterday's computing power suffered physical fixation, today's ubiquitous computing is embedded to enhance connectivity and accessibility. Ubiquitous computing represents a third wave in the evolution of ICT, as evidenced by the proliferation of embedded technologies and embedded librarianship.

Background literature review

Pervasive technologies weave their way into every aspect of our daily life, to the extent that they become invisible. Such technologies are impacting heavily on access to information and communication through integrating virtual and physical spaces. Libraries need to rethink how they feature in the advent of pervasive technologies. Mupa, Kurasha and Chiome (2013) acknowledge that the growth of mobile technologies will ultimately broaden opportunity for business, social and educational transactions. The authors further highlight the advantages of such technologies in the provision of sound, text and image links to facilitate dialogue and exchange of information and how such features can be used to leverage teaching and learning.

The unparalleled increase and progression of m-technologies, as evidenced by the abundance of innovative applications to address communication, education, research and development, has precipitated new methods of learning, information access and exchange. The World Bank Report (World Bank, 2008) highlights that m-technologies have the potential to democratize access to information for ordinary people by ushering in a new model of distribution of information based on egalitarianism.

Research in m-technologies

Research on mobile phones has covered a number of issues, ranging from subscription, costs, acceptance and service quality to the impact of mobile phones on the supply chain (Boateng and Essandoh, 2014). Furthermore, the authors note that mobile phones influence micro trading activities, through enhancing access to information, removal of intermediaries and deepening transaction relationships and enhancing decision-making.

Introduction

This chapter considers the role of the information professional in training end-users in the use of library resources. Although not traditionally considered one of the core elements of an information professional's role, in the same way that answering research queries or cataloguing might be, it is an increasingly important aspect of the services offered by corporate libraries. Although the nature of the clientele and resources used may vary from organization to organization, not to mention the logistics used, it is clear that information professionals across the corporate sector are carrying out some form of training. A 2012/13 survey by the British and Irish Association of Law Librarians (BIALL, 2013) recorded that 68% of full-time respondents said user education on electronic resources was a duty forming a significant part of their role. In a recent informal survey of media librarians conducted by one of the authors as part of her chartership portfolio, 66% of respondents said they conducted at -desk training, 59% attended inductions for new employees and 41% organized group training sessions for their users. The authors bring their experience of running training and user-education sessions for very different types of organization to show why information professionals are carrying out this work, and how it can be done most effectively.

Information literacy in the workplace

Many of the theories about training users to carry out research using information products stem from work around the concept of ‘Information literacy’. Paul Zurkowski, then president of the Information Industry Association, coined the phrase in a paper to the National Commission on Libraries and Information Science in 1974, arguing for a national strategy in the USA to enable the entire population to become information literate within a decade. Zurkowski wrote at a time when computers and online library systems were coming into common use, but before the advent of the world wide web and advances in mobile technology that we enjoy now. If information overload (what Zurkowski termed an ‘overabundance of information’) was a problem then, the situation we face is far more serious 40 years later.

UNIVERSITY OF ABERDEEN

The Sir Duncan Rice Library, University of Aberdeen, Bedford Road, Aberdeen AB24 3AA ((01224) 273330 (enquiries/help desk) Fax (01224) 273382 e-mail: library@abdn.ac.uk url: www.abdn.ac.uk/library

Head Librarian Ms Diane Bruxvoort

Deputy Librarian and Head of Library Services Laurence W Bebbington (e-mail:laurence.bebbington@abdn.ac.uk)

Site libraries

Medical Library, University of Aberdeen, Polwarth Building, Foresterhill, Aberdeen AB25 2ZD ((01224) 437870 Fax (01224) 662454 e-mail: medlib@abdn.ac.uk

Site Services Manager Ms Melanie Bickerton BA

Reid Library, University of Aberdeen, Rowett Institute of Nutrition and Health, Greenburn Road, Bucksburn, Aberdeen AB21 9SB ((01224) 438703 e-mail: library@rowett.ac.uk

Librarian Ms Mary Mowat BA MLib MCLIP (e-mail: m.mowat@abdn.ac.uk)

Special Collections Centre, University of Aberdeen, The Sir Duncan Rice Library, Bedford Road, Aberdeen AB24 3AA ((01224) 272598 (enquiries) Fax (01224) 273382 e-mail: speclib@abdn.ac.uk

Head of Special Collections Ms Siobhan Convery

Taylor Library and European Documentation Centre, University of Aberdeen, Taylor Building, Aberdeen AB24 3UB ((01224) 272601 Fax (01224) 273893 e-mail: lawlib@abdn.ac.uk

Site Services Manager Ms Nicola Will

ABERTAY UNIVERSITY

Bernard King Library, Abertay University, Bell Street, Dundee DD1 1HG ((01382) 308833 Fax (01382) 308877 e-mail: library@abertay.ac.uk url: http://library.abertay.ac.uk

University Librarian Jim Huntingford

ABERYSTWYTH UNIVERSITY

Hugh Owen Library, Aberystwyth University, Penglais, Aberystwyth, Ceredigion

SY23 3DZ ((01970) 622400 (enquiries), (01970) 622390 (administration) Fax (01970) 622404 e-mail: is@aber.ac.uk url: www.aber.ac.uk

Director of Information Services Tim Davies BSc(Econ) MSc(Econ) MSc MBCS CITP Thomas Parry Library (Law, Management and Business, Information Sciences), Aberystwyth University, Llanbadarn Fawr, Aberystwyth, Ceredigion SY23 3AS ((01970) 622411 e-mail: is@aber.ac.uk

IS Lead for Science Stephen Smith BSc DipLib MCLIP

Site/departmental libraries

Physical Sciences Library (Mathematics, Computer Sciences and Physics), Aberystwyth University, 4th Floor, Physical Sciences Building, Penglais, Aberystwyth, Ceredigion SY23 3BZ ((01970) 622400 e-mail: is@aber.ac.uk

ANGLIA RUSKIN UNIVERSITY

University Library, Anglia Ruskin University, East Road, Cambridge CB1 1PT (0845 196 2301 or (01223) 363271 ext 2301 Fax 0845 196 2234 url: www.anglia.ac.uk/library

University Librarian Ms Nicky Kershaw BA CertEd MCLIP (0845 196 3763; e-mail:nicky.kershaw@anglia.ac.uk)

Assistant Director of Library Services (Academic Services Division)

Ms Margaret March BA MA MCLIP (0845 196 4644; e-mail: margaret.march@anglia.ac.uk)

Assistant Director of Library Services (Central Services Division) Graham Howorth

BA MSc MCLIP (0845 196 3145; e-mail: graham.howorth@anglia.ac.uk)

While it's always useful to look at good examples of social media use and policies, it can actually be more enlightening to look at examples of where the use (or lack of use) of social media has gone disastrously wrong. This final section isn't intended to frighten you or discourage you from using social media – quite the contrary. Good examples of bad use make it much less likely that you’ll make the same mistakes and suffer the same ignominies and will in fact be useful supporting evidence to encourage the ‘powers that be’ not only to use social media platforms, but to use them wisely, supplemented with a good and robust social media policy. There are many examples that I can choose from (although none from the world of library and information science), and I’m sure that you can find plenty of others, but these are just a few of my own favourites.

United Breaks Guitars

This is the title of a song written by a Canadian musician, Dave Carroll, which details his trials and tribulations following the damage to his guitar from poor handling by United Airlines staff. He complained to United Airlines, but unfortunately for them they took no notice of him for nine months, and finally he wrote a protest song that went onto YouTube, United Breaks Guitars (https://www.youtube.com/watch?v=5YGc4zOqozo), followed by two more. The first video gained 150,000 views within the day it was released (6 July 2009) and to date has had over 14 million views. The company's belated apologies and offers of compensation were derided and within four days United Airlines’ stock price fell by 10%, costing their shareholders about US$180 million in value. Dave Carroll went on to write a book about his experiences and is now in demand as a speaker on customer service.

Perhaps the biggest error that the airline made was not to take the complaint seriously, and to hope that it would just go away. The second error that they made was to underestimate the power of social media, which to be fair to them, was still little-known in 2009. However, if they had treated their customer with respect and attempted to sort out the problem quickly and efficiently the song would never have been written in the first place.

Introduction

Keeping track of particular subjects or areas of interest, and then letting specific library users know about the information that you have found, is not new – it's one of the staples of being an information professional. In ‘the old days’ you may well have e-mailed someone when you had found something new for them, or it might have been information that was squirrelled away and put into the monthly newsletter update. Or you may have decided on a more informal approach, by catching someone when you saw them in the corridor to let them know about the next new thing that they would find interesting.

However, social media – user-generated content – is changing the way in which we let people know what we have found, or to distribute it to specific individuals according to their interests. We have already looked at a few of those in previous chapters – it's easy to create a home or start page widget with a search phrase already in it, so that a user can simply click on it to see the latest information. Alternatively, we can remind our users to look at our bookmark resource in order to find the new content. Those options are useful, of course, but there is a whole raft of other tools that allow us to take this activity to a new social media-enhanced level. Rather than simply link to a resource, tweet it or bookmark it, we are now in a position to pull in an entire story to read, or to allow others to do so. Furthermore, when it comes to finding information that's necessary for each of us to do our own jobs effectively we no longer need to go out and seek the information that we need – the content comes directly to us with very little hard work on our part.

Let the networks take the strain!

One of the questions that I am asked a lot as an internet consultant is ‘How do you keep up to date?’ and it's a very fair question. There is so much information flooding onto the net on a daily basis – or even on a minute-by-minute basis – that it can be hard to sort out the wheat from the chaff and just focus on the really important material.

ALDERNEY

Authority: Alderney

Alderney Library, Church Street, Alderney, Channel Islands GY9 3TE

(01481) 824178

e-mail: info@alderneylibrary.org

url: www.alderneylibrary.org

Librarian Ms Kate Russell

Children's Room Ms Joan Banks

Alderney Library is a voluntary organization)

GUERNSEY

Authority: Guernsey

Guille-Allès Library, Market Street, St Peter Port, Guernsey, Channel Islands GY1 1HB

(01481) 720392

Fax (01481) 712425

e-mail: ga@library.gg

url: www.library.gg

Chief Librarian Miss Laura Milligan BEd(Hons) MSc(Econ) DipLib MCLIP (e-mail: lmilligan@library.gg)

Head of Services to Education and Young People Mrs Elizabeth Hutchinson BSc MCLIP (e-mail: ehutchinson@library.gg)

Priaulx Library, Candie Road, St Peter Port, Guernsey, Channel Islands GY1 1UG

(01481) 721998

Fax (01481) 713 804

e-mail: priaulx.library@gov.gg

url: www.priaulxlibrary.co.uk

Chief Librarian Ms Amanda Bennett BA(Hons) MA MCLIP

Deputy Chief Librarian Ms Sue Laker DipLib CMS MCLIP

The Priaulx Library is a reference and lending library specializing in local history and family history research in the Channel Islands)

ISLE OF MAN

Authority: Isle of Man

Henry Bloom Noble Library, Douglas Borough Council, 10/12 Victoria Street, Douglas, Isle of Man IM1 2LH

(01624) 696461

Fax (01624) 696400

e-mail: library.douglas.gov.im

url: www.douglaslibrary.gov.im

Castletown Library, Castletown Commissioners, Farrants Way, Castletown, Isle of Man IM9 1NR

(01624) 829355

Fax (01624) 829355

e-mail: library@castletown.org.im

Librarian Mrs Angela Teare

Family Library and Mobile Library, Isle of Man Department of Education, Westmoreland Road, Douglas, Isle of Man IM1 1RL

(01624) 640650

Fax (01624) 671043

url: www.familylibrary.im

Librarian in Charge (Family Library) Ms Mary Cousins BA(Hons) (e-mail: mary.cousins@familylibrary.im)

Librarian in Charge (Mobile Library) Mrs Sandra Henderson MCLIP (e-mail: sandra.henderson@familylibrary.im)

George Herdman Library, Port Erin Commissioners, Bridson Street, Port Erin, Isle of Man IM9 6AL

(01624) 832365

Librarian Miss Angela Dryland BSc (e-mail: library@porterin.gov.im)

Onchan Library, Onchan District Commissioners, Willow House, 61-69 Main Road, Onchan, Isle of Man IM3 1AJ

(01624) 621228 (tel/fax)

e-mail: onchan.library@onchan.org.im

url: www.library.onchan.org.im

Librarian Mrs Pam Hand

Ramsey Town Library, Ramsey Town Commissioners, Town Hall, Parliament Square, Ramsey, Isle of Man IM8 1RT

(01624) 810146

e-mail: ramsey.library@rtc.gov.im

Librarian Paul Boulton BA

Introduction

If you ever do a word association quiz with someone and say the word ‘library’ they are probably going to come back with either ‘books’ or ‘reading’. No real surprise of course, but those of us who work in the information industry know just how very far off the mark those associations are now. Step into any library and you’ll see computers, Wi-Fi access, information on e-books and e-magazines, training sessions on how to get the best out of the internet, and so on. Unfortunately, as a profession we are often accused (rightly so in my opinion) of keeping too quiet about what we do and the facilities that are available for our members and patrons. Social media gives us a real opportunity to change this for the better, if we are prepared to come out from behind the desks and go to where the conversations are. As bears repetition, Stephen Abram put it very well when he said ‘Outside the library is still the library’. We cannot expect people to come into the library – to ask us questions, to borrow books or to find resources that they need – when they can ask those same questions on Twitter or discuss them with their friends on Facebook.

Blending your social media presences

If you take a random selection of libraries – be they academic, public or corporate – and see how they are represented on social media you will probably be struck by one really important point. That is, that some libraries will have a great Facebook page, with lots of likes and conversations, and virtually no Twitter presence. Alternatively, they may be really busy pinning images on Pinterest and be doing very little on LinkedIn, and so on. One of the dangers of social media is that it's far too easy to view it in terms of the tools themselves. Clients sometimes ask me to set up a Twitter account for them, and teach them how to use it, but when I ask the question ‘Why do you actually want a Twitter account?’ they are left puzzled, and fall back on the line ‘because everyone else has one’. If you view these tools in that manner your journey into using social media has stalled at the first hurdle.

Introduction

Information technology (IT) is no longer the exclusive domain of engineers operating out of basement server rooms. It is part of every worker's daily life and the invisible platform on which they perform. Although the role of the systems librarian emerged when librarians first moved from card catalogues to online public access catalogues (OPACs) there has traditionally been a firm division between the library or information service and the IT department. The one provides information, the other behind-the-scenes back-up and development. Yet, as the name might suggest, the information relies on the technology and, as far as the end-user is concerned, they provide the same product or service. There is every advantage in having a good relationship between an information service and an IT department to make sure that the two work together seamlessly. A more recent development is the information professional with strong IT skills who takes on a hybrid role, whether formally, as part of their job description, or simply as a practical means of delivering information services. The authors of this chapter both define themselves as information professionals, but have used their technical skills to inhabit or create hybrid IT roles combining elements of ‘info pro’ and ‘IT pro’. They draw on their experience and that of an increasing network of similar hybrids to share the advantages and possible approaches to working with technology as an information professional.

The rise of the cyborgs

‘Technology is everywhere.’ How often have you heard this phrase, which evokes such an immediate affirmation from those with whom you communicate? We are surrounded by technology and we want to take it with us everywhere, with increasing use of mobile devices and wearable computing contributing to this trend. The ultimate purpose of all of that technology, especially mobile technology, is to bring information and knowledge to users on demand.

More informally, increasing numbers of information professionals are people whose lives are integrated with and supplemented by the technologies they use every day. The growth in the adoption of ever-present devices like smart phones and tablets, and the development of fully ubiquitous computing, sometimes called ‘everyware’ (Greenfield, 2006) like Apple’s iWatch or augmented reality products like Google Glass, will lead to further technological and informational integration.

Introduction

This pilot project explored the utility of a mobile health and wellness app to older adults interested in using low-impact exercise as a protective factor against memory loss and mood swings. While it is known that exercise is a protective factor in preventing further cognitive regression, it is shown that adults aged 55 and older spend ten hours or more each day sitting or lying down, leaving them even more compromised (Cavill, Richardson and Foster, 2012). The piloting of a health and wellness self-management tool through a mobile app featuring the Chinese exercise of Qi Gong represents an innovative, visual and accessible tool that supports daily physical activity while fostering a sense of personal empowerment and enhancing the quality of life.

Relevance of exercise to Canada's aging population

Canada is facing a dementia epidemic, with approximately 500,000 Canadians experiencing Alzheimer's or an associated dementia (Hopkins, 2010). It is the most significant and widespread form of disability among Canadians who are aged 65 years and older (Hopkins, 2010). By the year 2050 there will be 115 million people worldwide afflicted with this progressive disease (Alzheimer Society of Canada, 2010). While there remains no cure, mild-to-moderate exercise has been clinically shown to reduce the risk of subsequent dementia as well as function as a protective factor. Studies demonstrate that modified exercise programmes can slow down the decline in health-related quality of life among heterogeneous older persons residing in institutions (Kwak, Um and Son, 2008; Dechamps et al., 2010). Equally, if not more important, it supports older adults who prefer to remain in their homes within a familiar community, representing an additional protective factor against age-related loneliness and depression.

Aside from the mental health component, increasing the general physical state of this population addresses the most prevalent risk, that of falling. A study conducted in British Columbia found that one in three adults over the age of 65 fall once a year, threatening their physical and emotional independence (BC Ministry of Health, 2014). Exercises that strengthen the core as a preventive measure of gait imbalance is key to fall prevention and overall stability in older adults, a health issue that is quickly gaining critical importance.