Graham, Rumi

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https://opus.uleth.ca/handle/10133/3550

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    50 shades of access: equalizing student access to media for coursework
    (University of Lethbridge, 2021) Graham, Rumi Y.; Taylor, Aaron
    Contribution to a roundtable on Strategies and Struggles in On-line Teaching During the Pandemic held on June 1, 2021 as part of the Film Studies Association of Canada-Association Canadienne d’Études Cinématographiques (FSAC-ACÉC) Annual Conference. Following on FSAC’s recent Statement on Copyright and Online Screenings, this contribution identifies practical, legal and philosophical challenges involving appropriate access to media required for film studies courses that affect both instructors and students alike. It also proposes two avenues for remediating access problems: pursuing reforms for unnecessarily restrictive aspects of Canada’s copyright law and developing guidelines for good practices that facilitate appropriate access to film studies content.
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    Before, during & after the pandemic: challenges in accessing & using media in academic settings
    (2022) Blankenship, Janelle; Graham, Rumi Y.; Innerd, Charlotte; Langrell, Kate
    An online panel presentation at the 2022 ABC Copyright Conference hosted by Western University. Teaching online using copyrighted films and other media has posed significant challenges for educational institutions for many years. Those challenges continued, if not intensified, during the COVID-19 pandemic, and will certainly persist into at least the near future. This session outlines recent initiatives undertaken collaboratively by film studies faculty, copyright practitioners, and academic librarians to find ways to alleviate or remedy obstacles to equitable use of media in educational settings.
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    Before, during & after the pandemic: challenges in accessing & using media in academic settings
    (2022) Aufderheide, Patricia; Graham, Rumi Y.; Nair, Meera; Taylor, Aaron
    An online workshop presented by the Media Access and Copyright Working Group, Film Studies Association of Canada (FSAC) during the 2022 FSAC Annual Conference. This workshop will provide an overview of the group's work and gather feedback from attendees. Before the conference the group will release a report that outlines three focal areas for the Association to pursue: advocacy for amending the Copyright Act to better support online teaching and learning; opportunities for accessing and exhibiting content using exceptions such as fair dealing; and best practices for repurposing and creating new videographic work using exceptions such as fair dealing. The workshop goals are to hear from a wide range of stakeholders on these issues and to prepare for the next stage of proposed Association working groups.
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    Comment le droit d'auteur entrave à la créativité et à l'apprentissage, et comment les communautés canadiennes d'études sur les médias peuvent agir
    (Association canadienne d'études cinématographiques, 2022) Taylor, Aaron; Christensen, Alec; Selman, Brianne; Tepperman, Charles; Innerd, Charlotte; Baron, Jaimie; Blankenship, Janelle; Stidwill, Jenna; Langrell, Kate; Nair, Meera; Lyons, Owen; Graham, Rumi Y.; Rouleau, Thomas; Rioux, Valérie
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    Copyright practices & approaches at Canadian post-secondaries: a follow-up survey
    (2021) Graham, Rumi Y.; Winter, Christina
    This session will share results of a Spring 2020 survey that follows up on our 2015 survey of copyright practices at Canadian universities. The new survey expanded the scope of participants to include a somewhat broader range of post-secondary institutions. The aim is to provide an update on how Canadian post-secondary institutions address copyright education, management, and policy matters. We hope to shed light on some gaps in what is known about educational copying in the Canadian post-secondary education sector. These may include gaps identified in the 2019 INDU report on the statutory review of the Copyright Act.
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    Copyright practices and approaches at Canadian universities
    (2016) Graham, Rumi Y.; Winter, Christina
    This session [jointly presented by R. Graham and C. Winters] describes findings of a 2015 national survey of copyright practices and approaches at Canadian universities. It takes a look at what appears to have changed in the areas of copyright education, permissions management and policy development since 2008 when a similar survey was conducted by a different research team.
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    Copyright practices and approaches at Canadian universities: a preliminary update
    (2015) Graham, Rumi Y.
    Much has changed in the copyright sphere since a 2008 survey found that Canadian universities delegated responsibility for copyright in widely variant ways, and that frustration regarding a lack of guidance on how to interpret aspects of copyright legislation was common. A study is underway to update the 2008 survey.
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    COPYRIGHT the card game (Canadian version): copyright literacy through game-based learning
    (2018) Winter, Christina; Brunet, M.; Graham, Rumi Y.; Spong, S.
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    An evidence-informed picture of course-related copyright
    (Association of College & Research Libraries, 2016) Graham, Rumi Y.
    Recent changes in Canadian copyright law have prompted Canada’s educational institutions to reexamine their need for a blanket copying license. Users’ rights under the amended Copyright Act now include fair dealing for purposes of education, and the Supreme Court has established that copying short excerpts for classroom use can qualify as fair dealing. This study looks at one university’s examination of copied course materials made available via library reserve, coursepacks and its learning management system, and likely sources for copyright permissions, when needed. Results suggest that fair dealing is the most important and the institution’s blanket license is the least important basis for permissions clearance over a semester’s worth of copying.
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    How copyright impedes creativity and learning, and how Canadian Media Studies communities can take action
    (Film Studies Association of Canada, 2022) Taylor, Aaron; Christensen, Alec; Selman, Brianne; Tepperman, Charles; Innerd, Charlotte; Baron, Jaimie; Blankenship, Janelle; Stidwell, Jenna; Langrell, Kate; Nair, Meera; Lyons, Owen; Graham, Rumi Y.; Rouleau, Thomas; Rioux, Valérie
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    How information literate are they? : a SAILS study of (mostly) first-year students at the U of L
    (University of Lethbridge, Teaching Centre, 2016) Cowan, Sandra A.; Graham, Rumi Y.; Eva, Nicole
    [No abstract available]
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    Interns in action: exploring an LIS internship program at a Canadian university library
    (Association of College and Research Libraries, 2022) Graham, Rumi Y.; Scott, Emma; Rocca, Marissa
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    "Let's start a journal!": the multidisciplinary graduate student journal as educational opportunity
    (Michigan Publishing, 2018) Esau, Paul; Viejou, Carey; Chow, Sylvia S. T.; Dohms, Kimberly M.; Firth, Steven J.; McKinnon, Jarret; Morrison, Dorothea; Parsons, Reed; Rieger, Courtney; Spiric, Vanja; Toth, Elaine; Ueland, Kayla; Graham, Rumi Y.; O'Donnell, Daniel Paul
    The University of Lethbridge is a medium-sized, primarily undergraduate, comprehensive research university on the Canadian Prairies in Alberta. It has a small but growing graduate school, within which most students are studying at the masters level. For many years, the graduate student elected representative body, the Graduate Students Association (GSA), has sponsored an annual refereed conference, Meeting of the Minds. In 2015 the GSA decided to supplement this conference with an accompanying journal, also called Meeting of the Minds. This article discusses the lessons learned in establishing this journal and overseeing its first two years of operations (and first year of publication). The article concentrates on two sets of problems: 1) philosophical, economic, and sociological issues that arose at the conceptual level while establishing a multidisciplinary, institution-focused graduate journal; and 2) technical, bibliographic, organizational, and economic issues encountered in attempting to address these conceptual concerns and ensure the long-term viability of the research accepted and published. Although the journal was not able to solve all the problems that arose during the first two years of operation, several solutions on the organizational, technological, economic, and bibliographic levels were developed that might be used by others establishing similar scholar- or student-led journals.
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    Library online catalog: an exploration of two potential ameliorations
    (American Library Association, 2004-01) Graham, Rumi Y.
    This paper describes a study that explored ways in which users’ subject-searching problems in a local online catalog might be reduced. On a weekly basis, the author reviewed catalog transaction logs to identify topics of subject searches retrieving no records for which appropriate information resources may actually be represented in the catalog. For topics thus identified, the author explored two potential ameliorations of the no-hits search results through the use of authority record cross-references and "pathfinder” records providing brief instructions on search refinement. This paper describes the study findings, discusses possible concerns regard­ing the amelioration methods used, outlines additional steps needed to determine whether the potential ameliorations make a difference to users’ searching experiences, and suggests related areas for further research.
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    Media access & use in teaching: does copyright pose obstacles to your instructional mission?
    (University of Lethbridge. Teaching Centre, 2023) Langrell, Kate; Novakowski, Ebony; Hanstke, Tamar; Graham, Rumi Y.; Singh, Cyrus Sundar; Taylor, Aaron
    Have you ever selected a film for online viewing by your class, only to find it is no longer available when students need to access it for an assignment? Has a student ever reported that your Moodle link to a film on a free Canadian streaming platform is geo-blocked in the student's home country where they are taking the course? Do your students have trouble figuring out what they may lawfully borrow or adapt from media sources when they create new media content as part of assigned coursework? This roundtable spotlights a multi-institutional initiative that is probing possible ameliorations to conundrums such as these. The Media Access and Copyright Group (MAC) was created by the roundtable convenors under the sponsorship of the Film and Media Studies Association of Canada. Comprising about 45 communication and media studies scholars, academic librarians, copyright advisors, filmmakers, and legal experts, MAC is pursuing the development of best practice codes to help faculty understand when unlicensed educational access to and use of media content may be permissable. Chairs and coordinators of MAC's three working groups will briefly outline the focus and progress of their groups to date and touch on why media access and use issues remain pressing ones--especially as we move away from physical media and further into the streaming age. Following a Q&A to address any questions about MAC, we will invite you to share your stories, experiences, and perhaps uncertainties regarding teaching and researching using media content while trying to remain copyright-compliant.
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    A multiple case study exploration of undergraduate subject searching
    (Toronto, ON : University of Toronto, Faculty of Information, c2011., 2011) Graham, Rumi Y.
    Subject searching—seeking information with a subject or topic in mind—is often involved in carrying out undergraduate assignments such as term papers and research reports. It is also an important component of information literacy—the abilities and experiences of effectively finding and evaluating, and appropriately using, needed information—which universities hope to cultivate in undergraduates by the time they complete their degree programs. By exploring the subject searching of a small group of upper-level, academically successful undergraduates over a school year I sought to acquire a deeper understanding of the contexts and characteristics of their subject searching, and of the extent to which it was similar in quality to that of search and domain experts. Primary data sources for this study comprised subject searching diaries maintained by participants, and three online subject searches they demonstrated at the beginning, middle, and end of the study during which they talked aloud while I observed, followed by focused interviews. To explore the quality of study participants’ subject searching I looked for indications of advanced thinking in thoughts they spoke aloud during demonstration sessions relating to using strategy, evaluating, and creating personal understanding, which represent three of the most challenging and complex aspects of information literacy. Applying a layered interpretive process, I identified themes within several hundred instances of participants’ advanced thinking relating to these three information literacy elements, with evaluative themes occurring most often. I also noted three factors influencing the extent of similarity iii between the quality of participants’ advanced thinking and that of search and domain experts which reflected matters that tended to be i) pragmatic or principled, , ii) technical or conceptual, and iii) externally or internally focused. Filtered through these factors, participants’ instances of advanced thinking brought to mind three levels of subject searching abilities: the competent student, the search expert, and the domain expert. Although relatively few in number, I identified at least some advanced thinking evincing domain expert qualities in voiced thoughts of all but one participant, suggesting the gap between higher order thinking abilities of upper-level undergraduates and information literate individuals is not always dauntingly large.
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    A multiple case study exploration of undergraduate subject searching: preliminary report
    (Canadian Library Association, 2007-08-16) Graham, Rumi Y.
    A common goal of undergraduate degree programs is to foster students’ critical and creative thinking skills within a liberal education framework, the desired result being graduates who habitually make positive contributions to society through sound independent thought and action. Academic libraries advance this endeavour through instruction, programs, services, resources, and research tools that promote the development of information literacy competencies (Association of College and Research Libraries, 2000) underpinning the ability to think critically. A multiple case study was undertaken to probe one such information literacy competency – the ability to access “needed information effectively and efficiently” – by examining undergraduates’ processes of subject searching for information in order to understand better the factors associated with successful subject searching.