A working knowledge of copyright is essential for academic library staff at all levels if they are to effectively support their users. However, it is an area that causes anxiety amongst staff who often feel underprepared to deal with the questions they receive. The Covid-19 pandemic and the corresponding online shift has highlighted the need for embedded copyright expertise but how do academic libraries equip their staff with the copyright knowledge they need and (perhaps crucially) give them the confidence to use it? Although formal training is available, copyright is a changeable area requiring ongoing education which is no longer practical in the age of limited training budgets. This case study of the approach at Cambridge University Libraries explores some of the potential reasons for staff apprehension around copyright, the range of copyright knowledge and skills needed in an academic library and how a collaborative approach has helped to increase the copyright confidence of staff across the institution. This article has been written by Claire Sewell, Research Support Librarian at the University of Cambridge.

In this article Sue Shreeve and Julie Hamley give an overview of how the subject support librarian role at UWE Bristol has evolved over the last five years, broadening from subject information specialist to encompass academic skills support and English language/communication skills support. They outline how they have implemented this change in role profile by evolving the skills set of the subject librarians and share some of the student online learning materials that have been created during this evolution in role.

This article, written by Helen Garner, reviews the progress of the Moys Reclassification Project at the Bodleian Law Library and covers the issues relating to the lessons learnt and the benefits of changing to a different classification scheme. The Bodleian Law Library started work on the Moys Reclassification Project in 2006 and work is still on-going to complete the project.

In this article Terry McDonald provides an introduction to the Library of Trinity College Dublin (TCD) with particular emphasis on the legal resources available to students and visiting readers. She outlines the history and the current nature of the library and the University's School of Law before turn attention to the law collections, the legal deposit status, the role of library and its law subject specialists, particularly in the context of supporting the teaching objectives of the Law School.

This paper is adapted from a presentation given by Sara Roberts at the 2015 BIALL Annual Conference. On September 4th 2010 Christchurch suffered the first of a series of catastrophic earthquakes which continued over the next two years and damaged much of the city. During this time the University of Canterbury suffered greatly, both through physical damage to the campus and from a loss of students willing to come and study in Christchurch. Subsequently, the dedicated Law Library on campus was closed and it was necessary to reassess the service in the light of severely reduced resources. More than four years on from that first earthquake, the law collection is situated in the central library on campus, and the number of professional law librarians supporting the service has reduced from four to two. Yet despite the changes the service has not diminished and, indeed, is stronger in some areas.

In a previous article for LIM, Raj Kumar Bhardwaj wrote about online legal information services and their uses at the Faculty of Law, University of Delhi.1 This new article looks at Institutional Repositories (IRs) which in the academic world, help to re-define the production, dissemination and the use of the intellectual output from an institution. A project to develop an IR offers numerous opportunities to become engaged with information and scholarly material beyond the nature of traditional library services. In this paper, Raj Kumar Bhardwaj and Shikha Kaushik jointly discuss some of the issues, experiences and theories around the institutional repository that has been developed at St Stephen's College.

Victoria Jannetta describes her experiences at the AALL annual meeting in Philadelphia focusing on various particular sessions given in relation to free speech, Delaware corporation law, company mergers, academic library issues and ebooks.

Malcolm Kendall offers guidance on how to establish whether a work is in fact an orphan work and examines efforts being made here and overseas in devising systems to make the search easier.

This article by Jane Secker and Maria Bell presents an overview of the challenges of providing copyright training for staff at LSE. The institution does not employ a dedicated copyright officer, but uses a range of tactics to ensure academic, administrative and Library staff are made aware of copyright issues. Several training sessions are run throughout the year. LSE have also developed an online course and produce a range of online and printed guides to brief staff. Advice and queries are also dealt with by a number of individuals who have specialist knowledge in areas such as copyright and the internet and copying archival materials.

Tony Simmonds explains the six types of Open Access licences which are available to academic users to preserve rights in their publications.

John Eaton from the University of Manitoba at Winnipeg, describes an important Canadian knowledge initiative within the academic library community relating to acquisition of digital resources.

In his paper given at the 38th BIALL Annual Study Conference, Derek Law considers the role of libraries and teaching, in particular academic libraries, in the new Web 2.0 world. He considers the needs of the new generation of “digital natives” in terms of the traditional library and questions whether it still has a role to fulfil. He concludes that academic librarians must become fully involved in the digital revolution and embrace new methods of developing their collections.

Angela Carritt of the Bodleian Law Library gave a paper at the 38th Annual BIALL Study Conference in Sheffield in June 2007. She discusses Oxford University's Legal Research Skills Programme (LRSP), looking at its content, methodology and effectiveness. She also looks at the programme as an example of a stand-alone skills course and asks whether such courses can be effective. Additionally, she discusses students' use of online resources and suggests that they have developed computer based study strategies which make the use of print resources inconvenient. The paper draws on research by Sandra Meredith into students' expectations and experiences of the LRSP and how they use their learning after the classes.

This article by Maria Mawson, Natasha Semmens and Mark Taylor, is based on a paper given at the 38th BIALL Annual Study Conference held in Sheffield in June 2007 and describes a new partnership between colleagues from the Library and the School of Law at the University of Sheffield, which has led to the development of an innovative new undergraduate foundation module in law. It begins by describing the situation which existed before the project. Next, two key changes which provided the impetus for the new collaboration are described. Finally, key elements of the new foundation module are discussed.