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On 29 giugno 2023 09:44:01 UTC, Debora:
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Uploaded a new file to resource 15 - TALARIA: Borrowing. Request management: Received by File in HERMES Training Kit (Output 3)
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31 | "license_title": "Creative Commons Attribuzione", | 31 | "license_title": "Creative Commons Attribuzione", | ||
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37 | "name": "hermes-o3", | 37 | "name": "hermes-o3", | ||
38 | "notes": "The training kit is composed of a set of training | 38 | "notes": "The training kit is composed of a set of training | ||
39 | materials to be used during the two training activities either by | 39 | materials to be used during the two training activities either by | ||
40 | trainees to autonomously learn about HERMES main issues, or by | 40 | trainees to autonomously learn about HERMES main issues, or by | ||
41 | trainers as supporting tools during the delivery of workshops. Even if | 41 | trainers as supporting tools during the delivery of workshops. Even if | ||
42 | they are all linked one to another, each training material can stand | 42 | they are all linked one to another, each training material can stand | ||
43 | alone and is dedicated to deepening a specific aspect. The training | 43 | alone and is dedicated to deepening a specific aspect. The training | ||
44 | materials are introduced by a short description and numbered from 1 to | 44 | materials are introduced by a short description and numbered from 1 to | ||
45 | 22.", | 45 | 22.", | ||
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49 | "approval_status": "approved", | 49 | "approval_status": "approved", | ||
50 | "created": "2023-01-10T10:33:29.583191", | 50 | "created": "2023-01-10T10:33:29.583191", | ||
51 | "description": "Hermes \u2013 Strenghtening Digital Resource | 51 | "description": "Hermes \u2013 Strenghtening Digital Resource | ||
52 | Sharing During COVID And Beyond\r\n\r\nHermes project aims at | 52 | Sharing During COVID And Beyond\r\n\r\nHermes project aims at | ||
53 | providing educational institutions high quality, fast and free access | 53 | providing educational institutions high quality, fast and free access | ||
54 | to knowledge by building capacity to implement and share a | 54 | to knowledge by building capacity to implement and share a | ||
55 | comprehensive vision and wide spread competencies on resource sharing | 55 | comprehensive vision and wide spread competencies on resource sharing | ||
56 | accompanied by an open source system to support effective access to | 56 | accompanied by an open source system to support effective access to | ||
57 | knowledge for all.", | 57 | knowledge for all.", | ||
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62 | "state": "active", | 62 | "state": "active", | ||
63 | "title": "HERMES", | 63 | "title": "HERMES", | ||
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156 | "description": "VIDEO: \"Resource discovery. Use cases in the | 156 | "description": "VIDEO: \"Resource discovery. Use cases in the | ||
157 | academic field\" by Stephanie Krueger. \r\nUnderstanding user-based | 157 | academic field\" by Stephanie Krueger. \r\nUnderstanding user-based | ||
158 | service through three real cases: What do researchers need to know? | 158 | service through three real cases: What do researchers need to know? | ||
159 | Different needs, different media. The lecturer: Stephanie Krueger is | 159 | Different needs, different media. The lecturer: Stephanie Krueger is | ||
160 | an independent academic consultant. She works with students and | 160 | an independent academic consultant. She works with students and | ||
161 | researchers from many institutions, including the Czech National | 161 | researchers from many institutions, including the Czech National | ||
162 | Library of Technology, the Czech Technical University and the | 162 | Library of Technology, the Czech Technical University and the | ||
163 | University of Chemistry and Technology in Prague. \r\n\r\nLearning | 163 | University of Chemistry and Technology in Prague. \r\n\r\nLearning | ||
164 | Outcomes: \r\n\r\n\u2022\tImproved understanding of how instructors | 164 | Outcomes: \r\n\r\n\u2022\tImproved understanding of how instructors | ||
165 | and researchers, at different levels of their career, use academic | 165 | and researchers, at different levels of their career, use academic | ||
166 | library resources (through case studies from embedded work with | 166 | library resources (through case studies from embedded work with | ||
167 | them).\r\n\u2022\tDeeper knowledge of the challenges instructors and | 167 | them).\r\n\u2022\tDeeper knowledge of the challenges instructors and | ||
168 | researchers face in gaining access to the information they need, | 168 | researchers face in gaining access to the information they need, | ||
169 | including why your library needs to be visible in the online | 169 | including why your library needs to be visible in the online | ||
170 | space.\r\n\u2022\tKnowing where to get assistance in finding | 170 | space.\r\n\u2022\tKnowing where to get assistance in finding | ||
171 | information your institution does not have access | 171 | information your institution does not have access | ||
172 | to.\r\n\u2022\tComprehension of how academic libraries\u2019 efforts | 172 | to.\r\n\u2022\tComprehension of how academic libraries\u2019 efforts | ||
173 | intersect with open initiatives (including open publishing and open | 173 | intersect with open initiatives (including open publishing and open | ||
174 | data), and why open initiatives are being discussed by instructors and | 174 | data), and why open initiatives are being discussed by instructors and | ||
175 | researchers. \r\n\u2003\r\nCourse Description: \r\nThis lecture | 175 | researchers. \r\n\u2003\r\nCourse Description: \r\nThis lecture | ||
176 | course will provide library/information specialist professionals with | 176 | course will provide library/information specialist professionals with | ||
177 | a deeper understanding of the instruction and research process at | 177 | a deeper understanding of the instruction and research process at | ||
178 | their institutions, through the use of selected case studies. This | 178 | their institutions, through the use of selected case studies. This | ||
179 | understanding will help attendees improve their services, both | 179 | understanding will help attendees improve their services, both | ||
180 | in-person and in the online space. \r\n\r\nCourse Goals: \r\nUpon | 180 | in-person and in the online space. \r\n\r\nCourse Goals: \r\nUpon | ||
181 | successful completion of this course, each trainee will be able to: | 181 | successful completion of this course, each trainee will be able to: | ||
182 | \r\n\u2022\tCommunicate more easily with instructors and researchers | 182 | \r\n\u2022\tCommunicate more easily with instructors and researchers | ||
183 | at their institutions.\r\n\u2022\tBe able to present to others how | 183 | at their institutions.\r\n\u2022\tBe able to present to others how | ||
184 | their library\u2019s online presence might be improved (and why this | 184 | their library\u2019s online presence might be improved (and why this | ||
185 | may be necessary).\r\n\u2022\tFormulate what constitutes a good | 185 | may be necessary).\r\n\u2022\tFormulate what constitutes a good | ||
186 | \u201cacademic resource experience.\u201d\r\n\u2022\tFind help for | 186 | \u201cacademic resource experience.\u201d\r\n\u2022\tFind help for | ||
187 | gaining access to resources not available at their | 187 | gaining access to resources not available at their | ||
188 | institutions.\r\n\r\nRecommended reading prior to workshop: | 188 | institutions.\r\n\r\nRecommended reading prior to workshop: | ||
189 | \r\nKrueger, S. (2017). Letting Traditional Boundaries Blur: A Case | 189 | \r\nKrueger, S. (2017). Letting Traditional Boundaries Blur: A Case | ||
190 | Study in Co-Developing STEM \u201cExcellence\u201d Courses. | 190 | Study in Co-Developing STEM \u201cExcellence\u201d Courses. | ||
191 | Proceedings of the IATUL Conferences. Paper 1. | 191 | Proceedings of the IATUL Conferences. Paper 1. | ||
192 | s://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=2162&context=iatul | 192 | s://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=2162&context=iatul | ||
193 | \r\n\r\nOther Readings: \r\nKrueger, S. (2021-present). STEMskiller: | 193 | \r\n\r\nOther Readings: \r\nKrueger, S. (2021-present). STEMskiller: | ||
194 | read/learn/share with mentors | 194 | read/learn/share with mentors | ||
195 | https://www.techlib.cz/en/84109-stemskiller ", | 195 | https://www.techlib.cz/en/84109-stemskiller ", | ||
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218 | "description": "PRESENTATION: \"Resource discovery. Use cases in | 218 | "description": "PRESENTATION: \"Resource discovery. Use cases in | ||
219 | the academic field\" by Stephanie Krueger. Understanding user-based | 219 | the academic field\" by Stephanie Krueger. Understanding user-based | ||
220 | service through three real cases: What do researchers need to know? | 220 | service through three real cases: What do researchers need to know? | ||
221 | Different needs, different media. The lecturer: Stephanie Krueger is | 221 | Different needs, different media. The lecturer: Stephanie Krueger is | ||
222 | an independent academic consultant. She works with students and | 222 | an independent academic consultant. She works with students and | ||
223 | researchers from many institutions, including the Czech National | 223 | researchers from many institutions, including the Czech National | ||
224 | Library of Technology, the Czech Technical University and the | 224 | Library of Technology, the Czech Technical University and the | ||
225 | University of Chemistry and Technology in Prague.\r\n\r\nFurther | 225 | University of Chemistry and Technology in Prague.\r\n\r\nFurther | ||
226 | readings: STEMskiller: read/learn/share with mentors | 226 | readings: STEMskiller: read/learn/share with mentors | ||
227 | https://www.techlib.cz/en/84109-stemskiller", | 227 | https://www.techlib.cz/en/84109-stemskiller", | ||
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244 | "url_type": "upload" | 244 | "url_type": "upload" | ||
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246 | { | 246 | { | ||
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250 | "datastore_active": false, | 250 | "datastore_active": false, | ||
251 | "description": "INFOGRAPHIC: \"Resource discovery. Use cases in | 251 | "description": "INFOGRAPHIC: \"Resource discovery. Use cases in | ||
252 | the academic field\" by Stephanie Krueger. Understanding user-based | 252 | the academic field\" by Stephanie Krueger. Understanding user-based | ||
253 | service through three real cases: What do researchers need to know? | 253 | service through three real cases: What do researchers need to know? | ||
254 | Different needs, different media. The lecturer: Stephanie Krueger is | 254 | Different needs, different media. The lecturer: Stephanie Krueger is | ||
255 | an independent academic consultant. She works with students and | 255 | an independent academic consultant. She works with students and | ||
256 | researchers from many institutions, including the Czech National | 256 | researchers from many institutions, including the Czech National | ||
257 | Library of Technology, the Czech Technical University and the | 257 | Library of Technology, the Czech Technical University and the | ||
258 | University of Chemistry and Technology in Prague. ", | 258 | University of Chemistry and Technology in Prague. ", | ||
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275 | "url_type": "upload" | 275 | "url_type": "upload" | ||
276 | }, | 276 | }, | ||
277 | { | 277 | { | ||
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280 | "created": "2023-06-14T08:46:52.308820", | 280 | "created": "2023-06-14T08:46:52.308820", | ||
281 | "datastore_active": false, | 281 | "datastore_active": false, | ||
282 | "description": "VIDEO: \"Instruments for Effective Resource | 282 | "description": "VIDEO: \"Instruments for Effective Resource | ||
283 | Sharing\" by Joseph James Lenkart. What makes a topic 'good'? What | 283 | Sharing\" by Joseph James Lenkart. What makes a topic 'good'? What | ||
284 | sources and instruments can we consider for a research project? The | 284 | sources and instruments can we consider for a research project? The | ||
285 | lecturer: J. Lenkart is the head of the Slavic Reference Service and | 285 | lecturer: J. Lenkart is the head of the Slavic Reference Service and | ||
286 | associate professor at the University of Illinois (USA). \r\nLearning | 286 | associate professor at the University of Illinois (USA). \r\nLearning | ||
287 | Outcomes: \r\n\r\n\u2022 Use a variety of search tools at the local, | 287 | Outcomes: \r\n\r\n\u2022 Use a variety of search tools at the local, | ||
288 | regional, and international levels to verify and locate materials for | 288 | regional, and international levels to verify and locate materials for | ||
289 | ILL request processing\r\n\u2022 Recognize that transliteration | 289 | ILL request processing\r\n\u2022 Recognize that transliteration | ||
290 | systems, diacritics, national bibliographies, indexing sources, and | 290 | systems, diacritics, national bibliographies, indexing sources, and | ||
291 | publication history play an important role in the search | 291 | publication history play an important role in the search | ||
292 | process\r\n\u2022 Evaluate different types of search tools and | 292 | process\r\n\u2022 Evaluate different types of search tools and | ||
293 | indexing sources \r\n\r\nCourse Description: \r\n\r\nILL professionals | 293 | indexing sources \r\n\r\nCourse Description: \r\n\r\nILL professionals | ||
294 | encounter a plethora of search tools and resources that help process | 294 | encounter a plethora of search tools and resources that help process | ||
295 | thousands of requests at public, academic, special, and national | 295 | thousands of requests at public, academic, special, and national | ||
296 | libraries. Join ILL librarians as we discuss and share perspectives on | 296 | libraries. Join ILL librarians as we discuss and share perspectives on | ||
297 | a variety of search tools for effective resource sharing. Instructors | 297 | a variety of search tools for effective resource sharing. Instructors | ||
298 | will share search strategies, as well as tips and suggestions for | 298 | will share search strategies, as well as tips and suggestions for | ||
299 | improving ILL processes. All are welcome to join us! \r\n\r\nCourse | 299 | improving ILL processes. All are welcome to join us! \r\n\r\nCourse | ||
300 | Goals:\r\n\r\nUpon successful completion of this course, participants | 300 | Goals:\r\n\r\nUpon successful completion of this course, participants | ||
301 | will understand the importance of consistently using search tools and | 301 | will understand the importance of consistently using search tools and | ||
302 | indexing sources in a variety of formats to resolve general and | 302 | indexing sources in a variety of formats to resolve general and | ||
303 | complex ILL queries. \r\n\r\nUpon successful completion of this | 303 | complex ILL queries. \r\n\r\nUpon successful completion of this | ||
304 | course, each trainee will be able to: \r\n\r\n\u2022 Identify major | 304 | course, each trainee will be able to: \r\n\r\n\u2022 Identify major | ||
305 | search tools at the regional and international levels \r\n\u2022 | 305 | search tools at the regional and international levels \r\n\u2022 | ||
306 | Utilize subscription based and open access indexing sources to search | 306 | Utilize subscription based and open access indexing sources to search | ||
307 | collections for materials in multiple formats and languages", | 307 | collections for materials in multiple formats and languages", | ||
308 | "format": "", | 308 | "format": "", | ||
309 | "hash": "", | 309 | "hash": "", | ||
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311 | "last_modified": null, | 311 | "last_modified": null, | ||
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315 | "name": "3 - Instruments for Effective Resource Sharing", | 315 | "name": "3 - Instruments for Effective Resource Sharing", | ||
316 | "package_id": "41d60b09-b09a-4b35-b99f-221ddf588abd", | 316 | "package_id": "41d60b09-b09a-4b35-b99f-221ddf588abd", | ||
317 | "position": 6, | 317 | "position": 6, | ||
318 | "resource_type": null, | 318 | "resource_type": null, | ||
319 | "size": null, | 319 | "size": null, | ||
320 | "state": "active", | 320 | "state": "active", | ||
321 | "url": "https://www.youtube.com/watch?v=vFqVrpIE7bg", | 321 | "url": "https://www.youtube.com/watch?v=vFqVrpIE7bg", | ||
322 | "url_type": null | 322 | "url_type": null | ||
323 | }, | 323 | }, | ||
324 | { | 324 | { | ||
325 | "cache_last_updated": null, | 325 | "cache_last_updated": null, | ||
326 | "cache_url": null, | 326 | "cache_url": null, | ||
327 | "created": "2023-06-14T08:47:36.493795", | 327 | "created": "2023-06-14T08:47:36.493795", | ||
328 | "datastore_active": false, | 328 | "datastore_active": false, | ||
329 | "description": "VIDEO: 'Open Access ethic matters. Legal, | 329 | "description": "VIDEO: 'Open Access ethic matters. Legal, | ||
330 | national, and EU mandates' by Ibrahim Farah. What are the | 330 | national, and EU mandates' by Ibrahim Farah. What are the | ||
331 | disadvantages of the traditional publication system? What is the open | 331 | disadvantages of the traditional publication system? What is the open | ||
332 | access publication model? What are institutional repositories? How | 332 | access publication model? What are institutional repositories? How | ||
333 | does the EU support open access? The lecturer: Ibrahim Farah is a | 333 | does the EU support open access? The lecturer: Ibrahim Farah is a | ||
334 | teacher of Library and Information Science and a librarian at Balamand | 334 | teacher of Library and Information Science and a librarian at Balamand | ||
335 | University Libraries (Lebanon).\r\n\r\nLearning Outcomes: \r\n\u2022 | 335 | University Libraries (Lebanon).\r\n\r\nLearning Outcomes: \r\n\u2022 | ||
336 | Understand the purpose of copyright\r\n\u2022 Apply copyright | 336 | Understand the purpose of copyright\r\n\u2022 Apply copyright | ||
337 | principles to resource sharing\r\n\u2022 Understand copyright | 337 | principles to resource sharing\r\n\u2022 Understand copyright | ||
338 | exceptions and apply them \r\n\u2022 Understand the basics of | 338 | exceptions and apply them \r\n\u2022 Understand the basics of | ||
339 | licensing and apply them\r\n\u2022 Understand how licensing differs | 339 | licensing and apply them\r\n\u2022 Understand how licensing differs | ||
340 | from copyright\r\n\u2022 Gain a basic understanding of controlled | 340 | from copyright\r\n\u2022 Gain a basic understanding of controlled | ||
341 | digital lending (CDL)\r\n\r\nCourse Description: Provides a basis for | 341 | digital lending (CDL)\r\n\r\nCourse Description: Provides a basis for | ||
342 | understanding how national and comparative international copyright | 342 | understanding how national and comparative international copyright | ||
343 | laws, licensing agreements, and their interaction with each other | 343 | laws, licensing agreements, and their interaction with each other | ||
344 | impacts the operation of resource-sharing systems. Will discuss the | 344 | impacts the operation of resource-sharing systems. Will discuss the | ||
345 | changing role of interlibrary loan services during and after the COVID | 345 | changing role of interlibrary loan services during and after the COVID | ||
346 | 19 pandemic crisis in terms of copyright, licensing, and international | 346 | 19 pandemic crisis in terms of copyright, licensing, and international | ||
347 | agreements.\r\n\r\n \r\nUpon successful completion of this course, | 347 | agreements.\r\n\r\n \r\nUpon successful completion of this course, | ||
348 | each trainee will be able to:\r\n\u2022 provide a basic explanation | 348 | each trainee will be able to:\r\n\u2022 provide a basic explanation | ||
349 | of copyright and licensing;\r\n\u2022 distinguish between what is | 349 | of copyright and licensing;\r\n\u2022 distinguish between what is | ||
350 | copyrighted and what is not;\r\n\u2022 examine resource sharing | 350 | copyrighted and what is not;\r\n\u2022 examine resource sharing | ||
351 | practices to determine if they comply with copyright or comply with | 351 | practices to determine if they comply with copyright or comply with | ||
352 | digital resource licenses;\r\n\u2022 explain how licensing differs | 352 | digital resource licenses;\r\n\u2022 explain how licensing differs | ||
353 | from copyright;\r\n\u2022 Trainees will be able to define controlled | 353 | from copyright;\r\n\u2022 Trainees will be able to define controlled | ||
354 | digital lending (CDL).", | 354 | digital lending (CDL).", | ||
355 | "format": "", | 355 | "format": "", | ||
356 | "hash": "", | 356 | "hash": "", | ||
357 | "id": "6f0b8af7-ac9b-4893-8070-7f26aaaa1bbb", | 357 | "id": "6f0b8af7-ac9b-4893-8070-7f26aaaa1bbb", | ||
358 | "last_modified": null, | 358 | "last_modified": null, | ||
359 | "metadata_modified": "2023-06-28T13:21:49.922069", | 359 | "metadata_modified": "2023-06-28T13:21:49.922069", | ||
360 | "mimetype": null, | 360 | "mimetype": null, | ||
361 | "mimetype_inner": null, | 361 | "mimetype_inner": null, | ||
362 | "name": "4 - Open Access ethics matters. Legal, national, and EU | 362 | "name": "4 - Open Access ethics matters. Legal, national, and EU | ||
363 | mandates", | 363 | mandates", | ||
364 | "package_id": "41d60b09-b09a-4b35-b99f-221ddf588abd", | 364 | "package_id": "41d60b09-b09a-4b35-b99f-221ddf588abd", | ||
365 | "position": 7, | 365 | "position": 7, | ||
366 | "resource_type": null, | 366 | "resource_type": null, | ||
367 | "size": null, | 367 | "size": null, | ||
368 | "state": "active", | 368 | "state": "active", | ||
369 | "url": "https://www.youtube.com/watch?v=M0--mAHXpp4", | 369 | "url": "https://www.youtube.com/watch?v=M0--mAHXpp4", | ||
370 | "url_type": null | 370 | "url_type": null | ||
371 | }, | 371 | }, | ||
372 | { | 372 | { | ||
373 | "cache_last_updated": null, | 373 | "cache_last_updated": null, | ||
374 | "cache_url": null, | 374 | "cache_url": null, | ||
375 | "created": "2023-06-21T09:23:38.538659", | 375 | "created": "2023-06-21T09:23:38.538659", | ||
376 | "datastore_active": false, | 376 | "datastore_active": false, | ||
377 | "description": "PRESENTATION: 'Open Access ethic matters. Legal, | 377 | "description": "PRESENTATION: 'Open Access ethic matters. Legal, | ||
378 | national, and EU mandates' by Ibrahim Farah. What are the | 378 | national, and EU mandates' by Ibrahim Farah. What are the | ||
379 | disadvantages of the traditional publication system? What is the open | 379 | disadvantages of the traditional publication system? What is the open | ||
380 | access publication model? What are institutional repositories? How | 380 | access publication model? What are institutional repositories? How | ||
381 | does the EU support open access? The lecturer: Ibrahim Farah is a | 381 | does the EU support open access? The lecturer: Ibrahim Farah is a | ||
382 | teacher of Library and Information Science and a librarian at Balamand | 382 | teacher of Library and Information Science and a librarian at Balamand | ||
383 | University Libraries (Lebanon).\r\n\r\nFurther readings | 383 | University Libraries (Lebanon).\r\n\r\nFurther readings | ||
384 | \r\nCourtney, K. (2020, May 18). Libraries do not need permission to | 384 | \r\nCourtney, K. (2020, May 18). Libraries do not need permission to | ||
385 | lend books: Fair use, first sale, and the fallacy of licensing | 385 | lend books: Fair use, first sale, and the fallacy of licensing | ||
386 | culture. | 386 | culture. | ||
387 | -permission-fair-use-first-sale-and-the-fallacy-of-permission-culture/ | 387 | -permission-fair-use-first-sale-and-the-fallacy-of-permission-culture/ | ||
388 | \r\nElectronic information for libraries. (2006). Relationship between | 388 | \r\nElectronic information for libraries. (2006). Relationship between | ||
389 | copyright and contract law: Electronic resources and library | 389 | copyright and contract law: Electronic resources and library | ||
390 | consortia. EIFL Handbook on Copyright and Related Issues for | 390 | consortia. EIFL Handbook on Copyright and Related Issues for | ||
391 | Libraries. | 391 | Libraries. | ||
392 | resources/eifl-handbook-copyright-and-related-issues-libraries-english | 392 | resources/eifl-handbook-copyright-and-related-issues-libraries-english | ||
393 | \r\nGardner, C. C., & Gardner, G. J. (2015). Bypassing interlibrary | 393 | \r\nGardner, C. C., & Gardner, G. J. (2015). Bypassing interlibrary | ||
394 | loan via twitter: An exploration of #icanhazpdf requests. ACRL 2015. | 394 | loan via twitter: An exploration of #icanhazpdf requests. ACRL 2015. | ||
395 | a.org.acrl/files/content/conferences/confsandpreconfs/2015/Gardner.pdf | 395 | a.org.acrl/files/content/conferences/confsandpreconfs/2015/Gardner.pdf | ||
396 | \r\nJoseph, H. (2013). The open access movement grows up: Taking stock | 396 | \r\nJoseph, H. (2013). The open access movement grows up: Taking stock | ||
397 | of a revolution. PLoS Biology 11(10). | 397 | of a revolution. PLoS Biology 11(10). | ||
398 | https://doi.org/10.1371/journal.pbio.1001686 \r\nTran, D. (2017). | 398 | https://doi.org/10.1371/journal.pbio.1001686 \r\nTran, D. (2017). | ||
399 | Elsevier v. Sci-Hub: Piracy of knowledge and the jurisdictional reach | 399 | Elsevier v. Sci-Hub: Piracy of knowledge and the jurisdictional reach | ||
400 | of U.S. copyright law. Wake Forest Journal of Business and | 400 | of U.S. copyright law. Wake Forest Journal of Business and | ||
401 | Intellectual Property Law, 17(2). 198-225. | 401 | Intellectual Property Law, 17(2). 198-225. | ||
402 | http://ipjournal.law.wfu.edu/files/2017/04/Tran.Article.pdf", | 402 | http://ipjournal.law.wfu.edu/files/2017/04/Tran.Article.pdf", | ||
403 | "format": "PDF", | 403 | "format": "PDF", | ||
404 | "hash": "", | 404 | "hash": "", | ||
405 | "id": "dfd49986-2118-40bb-98f6-e8b33a4db240", | 405 | "id": "dfd49986-2118-40bb-98f6-e8b33a4db240", | ||
406 | "last_modified": "2023-06-21T09:23:38.484243", | 406 | "last_modified": "2023-06-21T09:23:38.484243", | ||
407 | "metadata_modified": "2023-06-21T09:36:43.919528", | 407 | "metadata_modified": "2023-06-21T09:36:43.919528", | ||
408 | "mimetype": "application/pdf", | 408 | "mimetype": "application/pdf", | ||
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411 | EU mandates", | 411 | EU mandates", | ||
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418 | db240/download/open-access-ethics-legal-national-and-eu-mandates.pdf", | 418 | db240/download/open-access-ethics-legal-national-and-eu-mandates.pdf", | ||
419 | "url_type": "upload" | 419 | "url_type": "upload" | ||
420 | }, | 420 | }, | ||
421 | { | 421 | { | ||
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427 | national, and EU mandates' by Ibrahim Farah. What are the | 427 | national, and EU mandates' by Ibrahim Farah. What are the | ||
428 | disadvantages of the traditional publication system? What is the open | 428 | disadvantages of the traditional publication system? What is the open | ||
429 | access publication model? What are institutional repositories? How | 429 | access publication model? What are institutional repositories? How | ||
430 | does the EU support open access? The lecturer: Ibrahim Farah is a | 430 | does the EU support open access? The lecturer: Ibrahim Farah is a | ||
431 | teacher of Library and Information Science and a librarian at Balamand | 431 | teacher of Library and Information Science and a librarian at Balamand | ||
432 | University Libraries (Lebanon).", | 432 | University Libraries (Lebanon).", | ||
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449 | "url_type": "upload" | 449 | "url_type": "upload" | ||
450 | }, | 450 | }, | ||
451 | { | 451 | { | ||
452 | "cache_last_updated": null, | 452 | "cache_last_updated": null, | ||
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454 | "created": "2023-06-14T08:48:15.759026", | 454 | "created": "2023-06-14T08:48:15.759026", | ||
455 | "datastore_active": false, | 455 | "datastore_active": false, | ||
456 | "description": "VIDEO: \"Copyright and licenses?\" by Donald | 456 | "description": "VIDEO: \"Copyright and licenses?\" by Donald | ||
457 | Taylor. A detailed overview of copyright and licenses: historical | 457 | Taylor. A detailed overview of copyright and licenses: historical | ||
458 | origins and different functions, why copyright and licenses are | 458 | origins and different functions, why copyright and licenses are | ||
459 | important for sharing resources, how they interact with interlibrary | 459 | important for sharing resources, how they interact with interlibrary | ||
460 | loan. What makes a work copyrightable? Lecturer: Donald Taylor is Head | 460 | loan. What makes a work copyrightable? Lecturer: Donald Taylor is Head | ||
461 | of Interlibrary Loans at Simon Fraser University Library (Canada) and | 461 | of Interlibrary Loans at Simon Fraser University Library (Canada) and | ||
462 | the university's Copyright Officer.\r\n\r\nLearning Outcomes: | 462 | the university's Copyright Officer.\r\n\r\nLearning Outcomes: | ||
463 | \r\n\u2022 Understand the purpose of copyright\r\n\u2022 Apply | 463 | \r\n\u2022 Understand the purpose of copyright\r\n\u2022 Apply | ||
464 | copyright principles to resource sharing\r\n\u2022 Understand | 464 | copyright principles to resource sharing\r\n\u2022 Understand | ||
465 | copyright exceptions and apply them \r\n\u2022 Understand the basics | 465 | copyright exceptions and apply them \r\n\u2022 Understand the basics | ||
466 | of licensing and apply them\r\n\u2022 Understand how licensing | 466 | of licensing and apply them\r\n\u2022 Understand how licensing | ||
467 | differs from copyright\r\n\u2022 Gain a basic understanding of | 467 | differs from copyright\r\n\u2022 Gain a basic understanding of | ||
468 | controlled digital lending (CDL)\r\n\r\nCourse Description: Provides | 468 | controlled digital lending (CDL)\r\n\r\nCourse Description: Provides | ||
469 | a basis for understanding how national and comparative international | 469 | a basis for understanding how national and comparative international | ||
470 | copyright laws, licensing agreements, and their interaction with each | 470 | copyright laws, licensing agreements, and their interaction with each | ||
471 | other impacts the operation of resource-sharing systems. Will discuss | 471 | other impacts the operation of resource-sharing systems. Will discuss | ||
472 | the changing role of interlibrary loan services during and after the | 472 | the changing role of interlibrary loan services during and after the | ||
473 | COVID 19 pandemic crisis in terms of copyright, licensing, and | 473 | COVID 19 pandemic crisis in terms of copyright, licensing, and | ||
474 | international agreements.\r\n\r\n \r\nUpon successful completion of | 474 | international agreements.\r\n\r\n \r\nUpon successful completion of | ||
475 | this course, each trainee will be able to:\r\n\u2022 provide a basic | 475 | this course, each trainee will be able to:\r\n\u2022 provide a basic | ||
476 | explanation of copyright and licensing;\r\n\u2022 distinguish between | 476 | explanation of copyright and licensing;\r\n\u2022 distinguish between | ||
477 | what is copyrighted and what is not;\r\n\u2022 examine resource | 477 | what is copyrighted and what is not;\r\n\u2022 examine resource | ||
478 | sharing practices to determine if they comply with copyright or comply | 478 | sharing practices to determine if they comply with copyright or comply | ||
479 | with digital resource licenses;\r\n\u2022 explain how licensing | 479 | with digital resource licenses;\r\n\u2022 explain how licensing | ||
480 | differs from copyright;\r\n\u2022 Trainees will be able to define | 480 | differs from copyright;\r\n\u2022 Trainees will be able to define | ||
481 | controlled digital lending (CDL). ", | 481 | controlled digital lending (CDL). ", | ||
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504 | Donald Taylor. A detailed overview of copyright and licenses: | 504 | Donald Taylor. A detailed overview of copyright and licenses: | ||
505 | historical origins and different functions, why copyright and licenses | 505 | historical origins and different functions, why copyright and licenses | ||
506 | are important for sharing resources, how they interact with | 506 | are important for sharing resources, how they interact with | ||
507 | interlibrary loan. What makes a work copyrightable? Lecturer: Donald | 507 | interlibrary loan. What makes a work copyrightable? Lecturer: Donald | ||
508 | Taylor is Head of Interlibrary Loans at Simon Fraser University | 508 | Taylor is Head of Interlibrary Loans at Simon Fraser University | ||
509 | Library (Canada) and the university's Copyright | 509 | Library (Canada) and the university's Copyright | ||
510 | Officer.\r\n\r\nFurther readings: \r\nProtecting Exceptions | 510 | Officer.\r\n\r\nFurther readings: \r\nProtecting Exceptions | ||
511 | Against Contract Override | 511 | Against Contract Override | ||
512 | opics/exceptions-limitations/documents/contract_override_article.pdf", | 512 | opics/exceptions-limitations/documents/contract_override_article.pdf", | ||
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536 | Donald Taylor. A detailed overview of copyright and licenses: | 536 | Donald Taylor. A detailed overview of copyright and licenses: | ||
537 | historical origins and different functions, why copyright and licenses | 537 | historical origins and different functions, why copyright and licenses | ||
538 | are important for sharing resources, how they interact with | 538 | are important for sharing resources, how they interact with | ||
539 | interlibrary loan. What makes a work copyrightable? Lecturer: Donald | 539 | interlibrary loan. What makes a work copyrightable? Lecturer: Donald | ||
540 | Taylor is Head of Interlibrary Loans at Simon Fraser University | 540 | Taylor is Head of Interlibrary Loans at Simon Fraser University | ||
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569 | Advisory Committee on \"Freedom of Access to Information and Freedom | 569 | Advisory Committee on \"Freedom of Access to Information and Freedom | ||
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597 | is the director of the MEF University Library and coordinator of the | 597 | is the director of the MEF University Library and coordinator of the | ||
598 | IFLA Advisory Committee on \"Freedom of Access to Information and | 598 | IFLA Advisory Committee on \"Freedom of Access to Information and | ||
599 | Freedom of Expression\". TARGET GROUP: students, researchers and | 599 | Freedom of Expression\". TARGET GROUP: students, researchers and | ||
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629 | IFLA Advisory Committee on \"Freedom of Access to Information and | 629 | IFLA Advisory Committee on \"Freedom of Access to Information and | ||
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654 | "description": "VIDEO: FAIR management of research | 654 | "description": "VIDEO: FAIR management of research | ||
655 | data\r\nInstructor: Paola Masuzzo, independent researcher, Open | 655 | data\r\nInstructor: Paola Masuzzo, independent researcher, Open | ||
656 | Science activist and Open Data expert.\r\n\r\nThe workshop has the aim | 656 | Science activist and Open Data expert.\r\n\r\nThe workshop has the aim | ||
657 | of introducing researchers to Open Science (one of the pillars of the | 657 | of introducing researchers to Open Science (one of the pillars of the | ||
658 | HERMES project) and in particular to the concepts of Open and FAIR | 658 | HERMES project) and in particular to the concepts of Open and FAIR | ||
659 | Data. \r\nLooking at digital resource sharing from the point of view | 659 | Data. \r\nLooking at digital resource sharing from the point of view | ||
660 | of researchers, the key concepts to be explored were those related to | 660 | of researchers, the key concepts to be explored were those related to | ||
661 | the writing of a Data Management Plan or to the deposit and | 661 | the writing of a Data Management Plan or to the deposit and | ||
662 | preservation of their research project data in order to meet the | 662 | preservation of their research project data in order to meet the | ||
663 | requirements of the funding bodies. Since Horizon Europe and other | 663 | requirements of the funding bodies. Since Horizon Europe and other | ||
664 | funding programs require a Data Management Plan for the data that will | 664 | funding programs require a Data Management Plan for the data that will | ||
665 | be produced or used within a research project, researchers are | 665 | be produced or used within a research project, researchers are | ||
666 | particularly interested in the topic.\r\n\r\nThe presentation explores | 666 | particularly interested in the topic.\r\n\r\nThe presentation explores | ||
667 | challenges and opportunities around research data and their FAIR | 667 | challenges and opportunities around research data and their FAIR | ||
668 | management. Specifically:\r\n\u2022 a definition of research data, | 668 | management. Specifically:\r\n\u2022 a definition of research data, | ||
669 | and their provenance\r\n\u2022 an overview of FAIR principles, and | 669 | and their provenance\r\n\u2022 an overview of FAIR principles, and | ||
670 | how these help in data management\r\n\u2022 the relationship between | 670 | how these help in data management\r\n\u2022 the relationship between | ||
671 | FAIR and open data\r\n\u2022 an introduction to the Data Management | 671 | FAIR and open data\r\n\u2022 an introduction to the Data Management | ||
672 | Plan\r\nThe ppt presentation is open and available on Zenodo with the | 672 | Plan\r\nThe ppt presentation is open and available on Zenodo with the | ||
673 | license Creative Commons Attribution 4.0 International: | 673 | license Creative Commons Attribution 4.0 International: | ||
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1192 | "description": "You are welcome to test, learn and practice | 1192 | "description": "You are welcome to test, learn and practice | ||
1193 | TALARIA software connected to our test environment available at | 1193 | TALARIA software connected to our test environment available at | ||
1194 | https://devrscvd.bo.cnr.it/\r\n\r\n\u2022 BEFORE starting to use it, | 1194 | https://devrscvd.bo.cnr.it/\r\n\r\n\u2022 BEFORE starting to use it, | ||
1195 | please send us an email to talaria-help@area.bo.cnr.it with Subject: | 1195 | please send us an email to talaria-help@area.bo.cnr.it with Subject: | ||
1196 | \u201dJoin TALARIA test\u201d and message: \u201dI would like to use | 1196 | \u201dJoin TALARIA test\u201d and message: \u201dI would like to use | ||
1197 | the TALARIA test environment exclusively for learning and training | 1197 | the TALARIA test environment exclusively for learning and training | ||
1198 | purposes\u201d\r\n\r\n\u2022 IMPORTANT NOTICE:\r\nThe first time you | 1198 | purposes\u201d\r\n\r\n\u2022 IMPORTANT NOTICE:\r\nThe first time you | ||
1199 | connect to the test website, you will get an HTTPS Privacy | 1199 | connect to the test website, you will get an HTTPS Privacy | ||
1200 | Error.\r\nTo bypass it, follow these steps:\r\n1. Open the link | 1200 | Error.\r\nTo bypass it, follow these steps:\r\n1. Open the link | ||
1201 | https://devrscvd.bo.cnr.it/. It returns a certificate error, | 1201 | https://devrscvd.bo.cnr.it/. It returns a certificate error, | ||
1202 | mentioning that the following actions need to be done: click on | 1202 | mentioning that the following actions need to be done: click on | ||
1203 | advanced and proceed to open the website.\r\n2. Open the link | 1203 | advanced and proceed to open the website.\r\n2. Open the link | ||
1204 | https://devrscvd-api.bo.cnr.it/. Do the same actions: click on | 1204 | https://devrscvd-api.bo.cnr.it/. Do the same actions: click on | ||
1205 | advanced and proceed to open the website.\r\n\r\nNow, you are ready to | 1205 | advanced and proceed to open the website.\r\n\r\nNow, you are ready to | ||
1206 | practice with TALARIA. We propose 8 simple tasks. It should take to | 1206 | practice with TALARIA. We propose 8 simple tasks. It should take to | ||
1207 | you max 5 minutes each.\r\nWe suggest to take for each task your notes | 1207 | you max 5 minutes each.\r\nWe suggest to take for each task your notes | ||
1208 | about the problems you have encountered during the task execution, or | 1208 | about the problems you have encountered during the task execution, or | ||
1209 | any other comment that you feel during the task.\r\n\r\nIf you wish to | 1209 | any other comment that you feel during the task.\r\n\r\nIf you wish to | ||
1210 | stay connected with the software\u2019s developer team or send us your | 1210 | stay connected with the software\u2019s developer team or send us your | ||
1211 | feedback, please contact us at talaria-help@area.bo.cnr.it", | 1211 | feedback, please contact us at talaria-help@area.bo.cnr.it", | ||
1212 | "format": "", | 1212 | "format": "", | ||
1213 | "hash": "", | 1213 | "hash": "", | ||
1214 | "id": "3ff8a869-da7a-4131-854b-7d4bb7a3241b", | 1214 | "id": "3ff8a869-da7a-4131-854b-7d4bb7a3241b", | ||
1215 | "last_modified": null, | 1215 | "last_modified": null, | ||
1216 | "metadata_modified": "2023-06-28T13:09:00.726858", | 1216 | "metadata_modified": "2023-06-28T13:09:00.726858", | ||
1217 | "mimetype": null, | 1217 | "mimetype": null, | ||
1218 | "mimetype_inner": null, | 1218 | "mimetype_inner": null, | ||
1219 | "name": "22c - TALARIA Test environment", | 1219 | "name": "22c - TALARIA Test environment", | ||
1220 | "package_id": "41d60b09-b09a-4b35-b99f-221ddf588abd", | 1220 | "package_id": "41d60b09-b09a-4b35-b99f-221ddf588abd", | ||
1221 | "position": 36, | 1221 | "position": 36, | ||
1222 | "resource_type": null, | 1222 | "resource_type": null, | ||
1223 | "size": null, | 1223 | "size": null, | ||
1224 | "state": "active", | 1224 | "state": "active", | ||
1225 | "url": "https://devrscvd.bo.cnr.it/", | 1225 | "url": "https://devrscvd.bo.cnr.it/", | ||
1226 | "url_type": null | 1226 | "url_type": null | ||
1227 | } | 1227 | } | ||
1228 | ], | 1228 | ], | ||
1229 | "state": "active", | 1229 | "state": "active", | ||
1230 | "tags": [ | 1230 | "tags": [ | ||
1231 | { | 1231 | { | ||
1232 | "display_name": "resource sharing management software", | 1232 | "display_name": "resource sharing management software", | ||
1233 | "id": "f13684ef-27a8-4e31-8a60-708414aa1c4c", | 1233 | "id": "f13684ef-27a8-4e31-8a60-708414aa1c4c", | ||
1234 | "name": "resource sharing management software", | 1234 | "name": "resource sharing management software", | ||
1235 | "state": "active", | 1235 | "state": "active", | ||
1236 | "vocabulary_id": null | 1236 | "vocabulary_id": null | ||
1237 | } | 1237 | } | ||
1238 | ], | 1238 | ], | ||
1239 | "title": "HERMES Training Kit (Output 3)", | 1239 | "title": "HERMES Training Kit (Output 3)", | ||
1240 | "type": "dataset", | 1240 | "type": "dataset", | ||
1241 | "url": "", | 1241 | "url": "", | ||
1242 | "version": "" | 1242 | "version": "" | ||
1243 | } | 1243 | } |