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This is the final study in a series of six emanating from the UK JISC‐funded RoMEO Project (rights metadata for open‐archiving), which investigated the intellectual property rights issues relating to academic author self‐archiving of research papers. It reports the results of a survey of 542 academic authors, showing the level of protection required for their open access research papers. It then describes the selection of an appropriate means of expressing those rights through metadata and the resulting choice of Creative Commons licences. Finally, it outlines proposals for communicating rights metadata via the Open Archives Initiative’s Protocol for Metadata Harvesting (OAI‐PMH).

This column looks at which rights matter, how to retain them, and which journal publishers already cooperate.

It uses the requirements of the Berlin Declaration on Open Access, and examines the Creative Commons licences, the SPARC addendum, the project RoMEO list publishers' copyright policies, and the Emerald Journal Article Record form.

If retaining rights to works in order to provide open access is a key part of the solution to the crisis in scholarly publishing, then significant progress has taken place.

It remains to be seen whether having authors retain the right to provide open access will, over time, bring down journal costs. Enough publishers have cooperated that an opportunity now exists for repositories to begin to show what they can (or cannot) accomplish.

It remains to be seen whether having authors retain the right to provide open access will, over time, bring down journal costs.

This bibliography aims to give citations and annotations for a core selection of sources on the information and learning commons trend in academic libraries.

Articles, books, and web sites relevant to this topic were found in the Library, Information Science & Technology Abstracts database; Library Literature Index; WorldCat; and on the internet. Sources were chosen that contribute to an overview of the concepts or cover practical considerations in implementation.

Libraries are developing best practices as they experiment with learner‐centered service models, but they apply these best practices differently according to their unique needs. Early implementations focus on technology and access, while later implementations focus on more collaborations surrounding learner‐centered pedagogies.

This bibliography selects from English language books, web sites, and peer reviewed journals about US, British, Canadian, and Oceania academic libraries, large and small.

This survey of the literature will help librarians and administrators understand the theoretical trends and collaboration that influence how libraries can change service, space, and technology to meet emerging needs.

The purpose of this paper is to provide awareness of various copyright concerns that may arise by the usage of web 2.0 technology and some answers to possible concerns.

The paper looks at web 2.0 technology which is currently used in libraries against a backdrop of the US Copyright statute, CONTU guidelines, and copyright concerns mentioned in library literature and law reviews.

For libraries to build a community of users, they will need to make their services more interactive. Interactive services increase the chance of patrons violating copyright law. Copyright guidelines need to be developed to assist the patron in avoiding copyright infringement.

This paper looks at library services, such as RSS feeds, wikis, social networking, tagging, and patron reviews, and explores the legal ramifications to making these services more interactive.

Guided by the collective action theory, signaling theory and social identity approach, this study examines backing behavior by individuals who have created projects under CC licenses. Two motivational mechanisms were examined: (1) identification via common interests in the CC space; (2) resource signaling by other users via their diverse project creation experience, funding or commenting activity.

Data were collected from Kickstarter.com. Exponential random graph modeling was used to examine how the two reviewed mechanisms influence the tie formation probability between Creative Commons (CC) project creators and other creators. The analysis was conducted on two subnetworks: one with ties between CC creators; and one with ties from CC creators to non-CC creators.

The study found that CC creators exhibit distinct backing patterns when considering funding other CC creators compared to non-CC users. When considering funding their peer CC creators, CC identity can help them allocate and support perceived in-group members; when considering funding non-CC creators, shared common interests in competitive project categories potentially triggers a competition mindset and makes them hold back when they see potential rivals.

This study makes three contributions. First, it draws from multiple theoretical frameworks to investigate unique motivations when crowdfunders take on dual roles of creators and funders and offered implications on how to manage competition and collaboration simultaneously. Second, with network analysis our study not only identifies multiple motivators at work for collective action, but also demonstrates their differential effects in crowdfunding. Third, the integration of multiple theoretical frameworks allows opportunities for theory building.

The peer review history for this article is available at: https://publons.com/publon/10.1108/OIR-05-2020-0166.

Having considered various types of pedagogy as well as technology affordances and multimedia learning principles, this chapter focuses on issues surrounding the representation and sharing of content using technology. Anderson & Krathwohl’s (2001) Taxonomy of Learning, Teaching and Assessing is examined as a means of conceptualizing different types of thinking processes in a way that can be applied across discipline areas. The representational requirements of different subject areas (English, mathematics, science, history, geography, and computing) are explored by means of examples, with reference to the role of technology and the range of possible tasks that may be utilized. Assessment issues as they relate to the representation of content are also considered. The broader contextual shift toward open education and sharing is discussed, including key drivers such as learning object repositories, open educational resources, Creative Commons licensing, and massive open online courses.

This paper aims to provide an update to the last major review by Burrull and Oppenheim of legal aspects of information management in relation to the web.

The paper reports developments in the primary areas of law in relation to the internet since 2004. Topics covered include: copyright, domain names and trademarks, linking, framing, caching and spamdexing (the use of artificial means to enhance one's position in search engines' outputs), patents, censorship, defamation, liability, conflict of laws and jurisdiction and legal deposit.

The paper shows that legal issues surrounding the internet are likely to become increasingly difficult and that either a new system is needed to resolve disputes, or that a new body of law is needed. It also suggests that information professionals need to contribute more to the ongoing legal debate.

The paper systematically describes legal issues associated with the management of electronic information.

This article introduces the concept of a industry phase change. Phase-changes are historical transitions, ones that create a new industry and consumer ecosystem. They are not merely disruptive technologies.

A phase-change is marked by a complex transformation in human behavior produced by a new way to satisfy consumption needs. The Kodak case is described.

A current phase-change sweeping many business sectors is driven by the growing search for competitive advantage through connected ecosystems of stakeholders that co-create value – customers, innovators, partners and communities.

Co-creative ecosystems are a phase-change that requires a new set of executive and management skills, a different culture, a new approach to information, as well as new forms of leadership.

Explains the success factors of the four major types of modern ecosystems: scale ecosystems; creative commons/open source ecosystems; customer ecosystems; and systemic ecosystems. Shows how Kodak was disrupted by its lack of understanding of ecosystems management.

Aims to present a background to the use of electronic resources, especially e‐books, in public libraries, which appears to threaten some basic activities that define a reading culture dependent on the print book.

There are initiatives afoot which are working to integrate e‐books into the culture and process of resource‐sharing. This paper reviews some of the issues with e‐books, and specifically how the Co‐East partnership proposes to contribute to the initiatives concerned with improving accessibility.

It is important that public libraries do take that first step in implementing an e‐books service and take care in its promotion. Their traditional role, after all, is providing the bridge between rights holders and the public and, with the advent of “disruptive technology”, this role is more crucial than ever.

An important precedent for this project has been the findings from the Essex e‐books project, and especially user feedback. Although no one was asking about e‐books, users from all age groups were curious enough to participate in the project, and forthcoming in offering their opinion, much of it positive, about the reading experience and the mobile technology.