# Applications of ICT in Libraries/Safe and Legal Use of ICT

This page is designed for the use of students undertaking the
**Diploma** (Diploma ICTL) or the **Advanced
Diploma** (Advanced Diploma ICTL) in
**Applications of ICT in Libraries**.

\-\-\--CHANGES TO THE
QUALIFICATION\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--
The Diploma and Advanced Diploma have been superceded by the
Professional Development Award in Applications of ICT in Libraries at
levels 7 and 8 (English and Welsh levels 4 and 5). They consist of much
the same content as the Diploma and Advanced Diploma but the PDAs
include two new Digital Culture units.

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These qualifications were developed by the **Scottish Library and
Information Council (SLIC)** and are
validated by the **Scottish Qualifications Authority
(SQA)**

**Supporting Clients in the Safe and Legal Use of ICT** is a Mandatory
unit in the level 7 programmes.

Information regarding the **background to the courses**, **content** and
**certification opportunities** can be obtained by following the
**Diploma** (Diploma ICTL) or the **Advanced
Diploma** (Advanced Diploma ICTL)
links.

## Safe practice relating to the use of ICT for communication

### Using ICT for communication

This section relates to supporting clients in **using ICT safely** for
communication purposes, within the constraints of current legislation.
Clients should already possess basic ICT skills, such as simple word
processing and the ability to navigate the Internet using a web browser.
You should also establish the client's communication needs, e.g. do they
need e-mail for personal or work-related correspondence, in order to
assist in the selection of a suitable e-mail service.

The use of e-mail exploded some years ago, encouraged by the fall in
prices of home PCs and the introduction of free Internet access in
libraries and schools. Since then despite the rise of social media email
use has continued to increase and is predicted to continue. Email is an
essential method of communication both socially, commercially and
professionally.

There are many advantages:

-   the speed of delivery
-   the ability to send to multiple recipients
-   the flexibility of using web-based e-mail accounts for sending
    e-mails for various locations
-   the ability to attach other types of files, such as images.
-   the low cost involved in sending mail in bulk.

#### Electronic mail

You should have an in-depth knowledge of electronic mail including:

-   local e-mail software, systems and protocols
-   the structure of e-mail addresses
-   tracking e-mail messages - delivered, read etc.
-   using importance flags
-   changing setting for preferred presentation

Yo may be asked to set up e-mail accounts for clients ...

#### Setting up e-mail accounts

A web-based e-mail account is one where the user accesses his or her
e-mail by means of a **web-browser**, such as **Internet Explorer** or
**Firefox**, rather than by using a specialist e-mail client program,
such as **Outlook, Outlook Express** or **Thunderbird**.

You should be able to **set up web based e-mail accounts** and to show
clients how to do this. This includes opening and closing the account.

#### Free e-mail services

Popular free e-mail services include the following:

-   **Gmail** <http://www.gmail.com>
-   **Hotmail** <http://www.hotmail.co.uk>
-   **Lycos** <http://mail.lycos.com/lycos/Index.lycos>
-   **Yahoo** <http://mail.yahoo.com/>
-   **Mail2web** <http://mail2web.com/>

For some tips on email providers and the pros and cons associated with
each one have a look at this link

<http://www.pcadvisor.co.uk/features/internet/3448241/whats-best-free-email-service/>

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![](A_Cap_Digital.svg "A_Cap_Digital.svg"){width="50"} **ACTIVITY 1.1**

If you are not already familiar with the process, log on to one of the
e-mail services above and follow the instructions to create an account
for yourself, e.g.: joe_bloggs@hotmail.co.uk. As you do this, note down
any points which you would wish to make to clients when demonstrating
how to set up an email account.

You will use this account or one of your own existing ones in subsequent
activities.

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#### Sending and receiving e-mails

Using e-mail is a big step for the uninitiated and assumptions should
not be made about how quickly clients can absorb technical details and
instructions.

If you are in any doubt, you can find out how to send and receive mail
from the help pages of the relevant e-mail services. You'll usually find
a link to this on the opening page of any web based e-mail service.

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![](A_Cap_Digital.svg "A_Cap_Digital.svg"){width="50"} **ACTIVITY 1.2**

Select one of the web-based e-mail services listed above and show a
client how to carry out the following tasks:

1\. create a new e-mail

2\. add content to an e-mail

3\. send an e-mail to a recipient

4\. check for new e-mails sent to them

5\. open received e-mails

6\. reply to e-mails received

7\. forward a received e-mail to another recipient.

If you send e-mails to one of the accounts you created earlier, you'll
be able to check that they've been received correctly and demonstrate
this to the client.

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Once your clients have mastered the basics of e-mail, they'll probably
want to move on to more complex tasks. Let's start by looking at
sending, receiving and saving attached files ...

#### Using attached files

One of the particularly useful things about e-mail is the ability to
**attach files** and thus send, say, copies of photographs to the
recipient. This is particularly useful for older clients staying in
touch with their family when they stay at a distance. Any sort of file
can be attached and sent with an e-mail. Another common file type
attached to e-mails is a word processed document

You should be able to show clients **how to attach files**. The client
may create the file in the library, e.g.: by typing a Word document or
scanning in a photograph. Clients may also wish to attach previously
created files brought to the library on floppy disks, CDs or USB flash
drives. Not all library authorities allow the use of removable data, so
you should check this for your own library service.

One area where clients may run into difficulties involves the size of
attached files

#### Size of attached files

You should make the clients aware of **possible limits to the size** of
files attached to e-mails. There are two points. Firstly some web-based
free e-mail services do not allow particularly large attachments. The
second point is that, if the recipient is on a dial-up connection, large
attachments may be almost impossible to download. This is a particular
problem with photographs which can often be several megabytes in size.

You should explain the idea of possibly **resizing** photographs and
definitely compressing them. A rough guide might be that unless there is
a special reason, attached photographs should be no more than say 100K
in size.

To resize a photograph, the client needs access to image processing
software. A free example may be found in Irfan
View On the other hand many e-mail programs
offer automatic compression of photographs.

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![](A_Cap_Digital.svg "A_Cap_Digital.svg"){width="50"} **ACTIVITY 1.3**

Using one of the e-mail programs listed above, demonstrate to a client
how to send both a word-processed document and a photograph as attached
files. If you send e-mails to one of the accounts you created earlier,
you'll be able to check that they've been received correctly and
demonstrate this to the client.

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#### Using zipped files

With e-mail attachments such as large graphics or word processed
documents a reduction in size is achieved by **compressing** or
"zipping" the file.

If you are using certain operating systems, for example most versions of
Linux and Windows ME/2000, file zipping is built in to the operating
system. If you are using an earlier version of your operating system,
you may need to install a third-party program such as WinZip. You can
download an evaluation copy from <http://www.winzip.com>

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![](A_Cap_Digital.svg "A_Cap_Digital.svg"){width="50"} **ACTIVITY 1.4**

Using one of the e-mail programs listed above, demonstrate to a client
how to compress or "zip" documents and attach them to an e-mail. If you
send e-mails to one of the accounts you created earlier, you'll be able
to check that they've been received correctly and demonstrate this to
the client. You should also show the client how to decompress or "unzip"
files and save or print them.

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Another area your clients will need to know about is virus checking

#### Virus checking

**Viruses in e-mail attachments** may cause serious problems for users.
Local authorities have anti-virus software in place but you should be
aware that this can be a serious problem for home users. Clients can
inadvertently pick up viruses and then transfer them between machines
when they use files on public access PCs. Automatic checking should be
in place but you should still advise clients not to open unrecognised
e-mail messages or attachments.

Anti virus facilities, and the degree to which they can be automated,
vary between e-mail service providers. You can find out how to configure
anti-virus facilities from the help pages of the relevant e-mail
services, which you can access from the opening pages.

It might be worth noting that several providers limit sending or
receiving of certain attachments (such as .exe, .bat or .com which are
all Windows executables) - this can be useful in preventing the spread
of viruses but it might hinder you should you wish to send such files
legitimately over the system.

#### Implementing virus checking

Now try some activities relating to implementing anti-virus software.

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![](A_Cap_Digital.svg "A_Cap_Digital.svg"){width="50"} **ACTIVITY 1.5**

Go to the Lycos web-mail site at
<http://mail.lycos.com/lycos/Index.lycos> and find out which type of
virus protection is implemented.

Alternatively, try searching for any email providers anti virus
protection. e.g. type gmail virus protection into Google.

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In order to show clients how to check that the virus checking is turned
on in their web-based e-mail service, you must be familiar with this
facility in the commonly used services.

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![](A_Cap_Digital.svg "A_Cap_Digital.svg"){width="50"} **ACTIVITY 1.6**

Log on to any of the new e-mail accounts you created in the first
exercise and make sure that automatic virus checking is turned on, as
far as permitted by the e-mail service provider.

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#### Anti-virus software

It is also worth informing clients about general antivirus software,
which will protect against viruses from any source not just e-mails e.g.
files brought in by a client on a floppy disk. AVG is a free anti-virus
program which can be downloaded from <http://www.grisoft.com>

Evaluation versions of subscription anti-virus programs can often be
found on computer magazine cover CDs or they can be downloaded from:

-   **McAfee** <http://download.mcafee.com/us/eval/evaluate2.asp>
-   **Norton** <http://www.symantecstore.com>
-   **Panda** <http://www.pandasoftware.com/download/>

Once clients start to build up a collection of sent and received
e-mails, they may need to learn how to manage them so that they can be
located easily when required, so let's have a look at Managing e-mails
...

#### Managing e-mails

The key to **effective management of e-mails** is always to have an
almost empty in-box. In other words, when you receive e-mails you should
be able to deal with them promptly and either delete them afterwards or
store them in other folders which you have prepared in your e-mail
program.

You have to show your clients how to do this with their web-based e-mail
account. We suggest that you spend a little time with the client,
getting an idea of the likely categories for their e-mails, setting up
one folder for them and then allowing the client to do this for
themselves for the other categories.

Google mail (Gmail) utilises Labels rather than folders. Labels work in
a similar way but can take some getting used to especially as emails can
be given more than one label.

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![](T_cap.gif "T_cap.gif"){width="50"} Before proceeding, think of a
typical client and jot down a list of folder names which might
accommodate the majority of their e-mails.

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#### E-mail folders

We can think of the following:

-   Family members
-   Friends
-   On-line shopping
-   Holidays

You may also have thought of others.

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![](A_Cap_Digital.svg "A_Cap_Digital.svg"){width="50"} **ACTIVITY 1.7**

Using one of your web-based e-mail accounts, set up folders for the four
categories we have listed above. Note down any specific points you would
want to alert a client to when demonstrating this procedure to them.

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As well as trying to prevent viruses, clients will also need to take
steps to protect themselves against other online threats and nuisances.
Let's take a look at Combating spam ...

#### Combating Spam

All e-mail accounts are bombarded to a greater or lesser extent by
**unsolicited e-mails** sent out by hoaxers or commercial interests.
These e-mails are known as "spam". In some cases clients will find the
spam e-mail subject as well as the content offensive. Most software
systems and web based providers offer processes which can block a large
percentage of unsolicited mail. You should make clients aware that
accessing some websites and responding to messages where they are
required to type in their e-mail address may aggravate the problem by
signing them up to more junk mail. This is a particular problem with
unsolicited e-mails which have a link purporting to remove you from the
mailing list but in fact confirms that the account is active and will
result in more spam.

The **spam filtering systems** used by web based e-mail providers suffer
from the same flaw that all spam filtering exhibits -- sometimes,
genuine wanted e-mail gets classified as spam and does not appear in the
in-box. You can find out how to manage combat spam from the help pages
of the relevant e-mail services. You'll usually find a link to this on
the opening page of the service.

A good suggestion is to have two email accounts, one for personal
emailing and another for use when purchasing online. Online shopping is
a common way for spammers to find email addresses to pester!

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![](A_Cap_Digital.svg "A_Cap_Digital.svg"){width="50"} **ACTIVITY 1.8**

Log on to each of the new e-mail accounts you created in the first
exercise and make sure that the spam filters are turned on.

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#### E-mail etiquette

The term "netiquette" is used to describe the rules that govern polite
use of the Internet when interacting with other users. Clearly, a large
part of this centres round the use of e-mails.

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![](T_cap.gif "T_cap.gif"){width="50"} Before proceeding, jot down any
points you can think of relating to courteous and effective use of
e-mail.

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#### Netiquette

Simple points of e-mail netiquette are:

-   properly describing the purpose of the e-mail in the subject field
-   using spell checking
-   avoid using solely capital letters. Using capital letters in an
    e-mail is seen as the equivalent of shouting at someone.

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![](A_Cap_Digital.svg "A_Cap_Digital.svg"){width="50"} **ACTIVITY 1.9**

Look at the exhaustive set of e-mail etiquette rules at
<http://www.emailreplies.com> and make a list of the most obvious ones
which you can then demonstrate to clients using e-mail in the library.

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Clients may also want so send e-mail to news groups, so we'll look
briefly at Using news groups

#### Using news groups

When using news groups there is a protocol in replying to the various
discussions/threads:

-   make sure that you are using the **correct news group**
-   make sure that you really mean to reply to the **whole group** and
    not just send a personal message to an individual member
-   always reply to the **correct thread**
-   sending the same message to several groups **(cross posting)** is
    frowned upon.

Clients should be warned that they should always think **very**
carefully before posting a message to a public newsgroup. There are
group archives (e.g.: <http://groups.google.com>) which store every
message ever posted, so a message can have a potential lifespan of many
years and could be seen by millions of people! Once a message is posted
there is no way of retracting it.

Sometimes clients will want to send an e-mail to several people at the
same time, so we'll look next at Sending e-mail to multiple
recipients...

#### E-mailing multiple recipients

One of the time-saving features of using e-mail is to be able to send
the same information to several people with little more effort that
sending to only one recipient. This, of course, is the reason for the
existence of spam.

You should be able to show clients how send e-mail to multiple
recipients, including replying to all, adding additional recipients and
forwarding files. They should know how to send e-mails to multiple
recipients without displaying the e-mail addresses of all recipients, a
facility often known as **blind carbon copies** (Bcc:). This last point
is important netiquette as it is very impolite to broadcast the e-mail
addresses of others without their permission.

You can find out how to send e-mail to multiple recipients from the help
pages of the relevant e-mail services. You'll find a link to this on the
opening page of the service.

A more efficient way of emailing multiple recipients is to create
groups. The benefit of using groups is that once created you just type
the group name and the email will go to everyone in the group AND you
will never miss anyone (as long as you created the group correctly in
the first plaace!)

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![](A_Cap_Digital.svg "A_Cap_Digital.svg"){width="50"} **ACTIVITY 1.10**

Log on to one of the new e-mail accounts you created in the first
exercise and send an e-mail message to multiple recipients, i.e.: send
the message to Account No 2, copy it to Account 3 and blind copy it to
Account 4. Log on to the three recipient accounts and check that the
messages have been received correctly.

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Sometimes clients will reach the stage where an e-mail account is no
longer required, so we'll take a look now at Closing an e-mail account

#### Closing an e-mail account

You should warn clients that most web-based free e-mail accounts
**expire** if not accessed by the user for a specified period of time,
sometimes as short as 30 days. In this way the e-mail account will close
itself. However, it is netiquette that e-mail accounts should be closed
when they are no longer required. This avoids the problem of people
sending e-mails to what appears to be a valid address, when no-one is
checking the account.

You can find out how to close an e-mail account from the help pages of
the relevant e-mail services. You'll find a link to this on the opening
page of the service.

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![](A_Cap_Digital.svg "A_Cap_Digital.svg"){width="50"} **ACTIVITY 1.11**

Log on to each of the four e-mail accounts you created in the first
exercise and close each of them. (Assuming you no longer want to use
them).

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Clients will often want to use Internet facilities other than e-mail, so
we'll look next at Using chat rooms

#### Using chat rooms

Chat rooms are **virtual social spaces** on the Internet, where users
can communicate with each other. Chat rooms are extremely popular
because of their unedited and instantaneous nature. Some chat rooms are
used simply for entertainment purposes, perhaps based around a topic
such as discussing a daily television soap opera. Others may be used for
more serious discussions.

As with most of the Internet, younger clients are often very savvy with
the technology and are keen on using chat rooms to communicate with
others of the same age and with similar interests. It is easy to see the
attraction for young people of being able to access this 'secret' world
of anonymous communication where their parents cannot see what they are
doing and in principle no holds are barred regarding 'bad' language.

You should be able to inform clients about Acceptable practice in chat
rooms

Chat rooms have largely been superceded by other social networking
services (Facebook, Twitter and Google hangouts etc) but they are still
a feature of many peoples online lives.

#### Acceptable practice in chat rooms

There has been increasing concern about the use of chat rooms for
"grooming". "Grooming" is the term given to interaction between an adult
and a child with an end view of sexualising that relationship.
"Grooming" is illegal. You need to advise **younger clients** as to how
they can keep themselves safe by keeping personal information to
themselves and never agreeing to meet alone in person anyone they have a
chat room-friendship with. They should report any unwanted attention to
their parents and / or the chatroom owners.

You must make adult users of chat rooms aware of what is acceptable when
they are using computers in the library -- this may be more restrictive
than when using home PCs.

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![](A_Cap_Digital.svg "A_Cap_Digital.svg"){width="50"} **ACTIVITY 1.12**

Find out your library authority's policy and procedures regarding
acceptable use of chat rooms and safeguarding young clients.

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#### More about chat rooms

You can find useful information on this, and other topics at:

<http://publib.boulder.ibm.com/infocenter/sametime/v8r0/index.jsp?topic=/com.ibm.collaboration.realtime.help_80/c_stadv_uim_whatis_chatrooms.html>

You can find Chat services at:

-   **Lycos Chat** <http://chat.lycos.co.uk/>
-   **Social networking websites**

Social networking websites and Chat rooms share similar concerns about
safety and vulnerable groups. Social networking websites are very
popular because they bring together friends and friends of friends who
share a common interest. The illusion that it is a community of friends
sometimes means that natural caution is abandoned and private details
are shared. In many local authorities and organizations access to social
networking websites are blocked by firewalls. These website can offer
valuable professional tools and there are some examples of these in Unit
4.

Examples of social networking websites include

-   **Bebo** www.bebo.com
-   **Facebook** www.facebook.com
-   **Flickr** www.flickr.com
-   **LinkedIn** www.linkedin.com
-   **MySpace** www.myspace.com
-   **Tumblr** www.tumblr.com
-   **Twitter** <http://twitter.com>
-   **WindowsLive** www.home.live.com

The ICTL units Digital Culture: Online Communication and Digital
Culture: Online Collaboration cover social networking in far greater
depth.

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![](A_Cap_Digital.svg "A_Cap_Digital.svg"){width="50"} **ACTIVITY 1.13**

Log on to the Lycos chat service listed above and see if you can find a
chat room where readers discuss books they have read. Check the Help
pages for full details of how to use the service. OR try using a search
engine and type \"book reading chat room\" one example is
<https://bookclubreading.com/chat-rooms/>

Clients may experience difficulties in carrying out certain tasks due to
security restrictions placed on servers, so let's take a look at Secure
servers

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#### Secure servers

Local authorities normally have **secure servers** to protect the local
authority and public from potentially hostile breaches. This means that
desktops are often "locked-down" and you cannot make changes to the
settings on PCs in your library. This can be frustrating -- especially
when simple changes to the resolution of display, for example, would be
useful for visually impaired clients.

Secure servers also have restrictions on adding new software or on
downloading executable files.

It may also be worth pointing out to library clients the importance of
checking the security of the sites they use when making purchases
online. Vendors should always use secure servers for the parts of their
systems where customers will be typing in personal and financial
details, such as credit card numbers. There are two ways a client can
check whether their details are secure:

⋅They should look for a closed padlock symbol, normally in the address
window of the web site.

⋅They should check that the web address starts HTTPS. The S is the bit
which tells them the server is secure.

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![](A_Cap_Digital.svg "A_Cap_Digital.svg"){width="50"} **ACTIVITY 1.14**

Check your authority's policy on secure servers and prepare a brief
explanatory note for clients.

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Clients may wish to convert paper-based materials, such as photographs,
to digital images so they can be sent as e-mail attachments, so let's
have a look at Scanning images and saving to disk...

#### Scanning and saving images

Scanning of images and saving these to disk has increased with the
proliferation of **inexpensive** scanning devices. Many clients will
wish to send copies of photographs to their family via e-mail.

You should be able to demonstrate to a client how to scan an image --
either of text or pictures - and save it to disk.

(Note that the scanned files will often be large and may need to be
reduced in size if they are to be attachments to e-mails.)

Since there is such a range of types of scanner and associated software,
we cannot realistically give instructions for use here.

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![](A_Cap_Digital.svg "A_Cap_Digital.svg"){width="50"} **ACTIVITY 1.15**

Practice using your locally-available scanner and software to scan and
save both text and images. Find out how to reduce the resulting file by
compressing it so that it will be acceptable as an e-mail attachment.
Note down any points which you will want to make your clients aware of.

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## Using ICT to support clients with special needs or specific language requirements

Bear in mind the Equality Act
<https://www.gov.uk/guidance/equality-act-2010-guidance> which
encompasses the Disability Discrimination Act (DDA
<https://www.nidirect.gov.uk/articles/disabled-peoples-rights-everyday-life>)

### Introduction

This section relates to the ways in which ICT can support clients with
special needs or those with specific language requirements. For example,
this client group might include those **visually impaired**, those whose
**first language is not English**, those **disabled**, those with
**literacy difficulties**, and those with **dyslexia** or **learning
disabilities**.

Many of the clients in this group will be **mature and capable** with
the same information needs as everyone else and could benefit from some
of the assistive technologies to enable them to access the wide range of
resources.

**Sensitivity** is required in assessing the ability and aptitude of the
client. It is important to remember that disabilities may not affect the
reading level of clients or their interests. It may be useful to use
pictograms instead of text in signage for some clients in this group.

#### Websites for those with special needs or specific language requirements

When dealing with clients having special needs or specific language
requirements, special care should be given to the **appropriateness** of
recommended websites. As well as the criteria applied to assessing the
appropriateness of websites in general, you should exercise care to
ensure that clients are directed towards accessible sites with
appropriate content and format. For example, visually impaired people
may be unable to access websites which are incompatible with software
which they rely on.

**Clients with Impaired Vision**

Clients with impaired vision may be able to use a normal monitor screen
if the settings are adjusted to give **large font size** and **high
contrast**. However, others will need to use a software package which
will read out the text on the web page -- a screen reader.

Some web sites will not work well with a screen reader.

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![](T_cap.gif "T_cap.gif"){width="50"} Before proceeding, can you think
of features on a website page which would cause difficulties for a
client with impaired vision using a screen reader?

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#### Problems for clients with impaired vision

The main problems are caused by screens which have no text. If it is not
possible to read meaningfully only the text on the website page, then
the screen reader will not be successful.

So the following are the problem areas:

-   Web pages which **overly rely** on graphics
-   Web pages which have graphics or photographs with **no alternative
    text** explanation
-   Web pages with text which is **presented within a graphic**
-   Web pages which use **explanatory animations**

The worst offenders can be sites that start in Flash with **no text
option**, so that the user gets no information from the screen reader
and doesn't know if the site is open or not.

#### Screen readers

Some problems have been reported in using screen readers with early
version of Adobe Acrobat, but these have been overcome in later
versions. You can find more information about this at:

<http://www.adobe.com> (type screen readers in the search window)

A good example of a screen reader which is well liked by users is JAWS
for Windows. You can find more information about it at:
<http://www.freedomscientific.com/fs_products/JAWS_HQ.asp>

Many libraries use **Supernova**, which incorporates a screen reader
called **HAL**. Supernova also incorporates a very good monitor screen
magnification element - so it can help partially sighted clients. You
can get further information (and download an evaluation copy) from:
<http://www.synapseadaptive.com/dolphin/>

The Royal National Institute for the Blind (RNIB) site gives a useful
list of access software at:
<http://www.rnib.org.uk/professionals/softwareandtechnology/softwareaccesscentre/Pages/software_access_centre.aspx>

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![](A_Cap_Digital.svg "A_Cap_Digital.svg"){width="50"} **ACTIVITY 2.1**

To get a better feel for screen reader software and especially to assist
those clients with visual impairment, visit the RNIB site mentioned
above and follow the links to some of the sites listed. Download
evaluation copies of a few of the software packages and try them out.

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#### Colour blindness

Colour blindness is another factor which can affect a client's ability
to use a website. There are software packages which:

a\) permit a person who is not colour blind to view a web page **as it
would appear to a colour blind person**. This can be a useful check for
library staff before recommending a website.

b\) Use **image processing techniques** to make web pages clearer for
those with colour blindness.

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![](A_Cap_Digital.svg "A_Cap_Digital.svg"){width="50"} **ACTIVITY 2.2**

Go to <http://colorfilter.wickline.org/> and try the procedure on some
webpages which you commonly use. How readable would they be to a client
with colour blindness?

An alternative colour blindness simulator just for images is
<http://www.color-blindness.com/coblis-color-blindness-simulator/>

The SLIC website
(https://scottishlibraries.org/advice-guidance/the-six-steps-promise/)
provides information on accessibility issues.

------------------------------------------------------------------------

#### Clients with specific language requirements

When assisting clients with specific language requirements, it is worth
turning to the Google search engine. This provides a useful set of
**language tools** for finding information and/or websites in specific
languages and for translating between a range of languages.

------------------------------------------------------------------------

![](A_Cap_Digital.svg "A_Cap_Digital.svg"){width="50"} **ACTIVITY 2.3**

Use the Google language tools to:

a\) translate a favourite web page into another language;

b\) translate a foreign-language web page into English.

Another site which offers translation facilities for text and web pages
is: <http://www.babelfish.com/>

c\) Try the two tasks above using Babelfish as well. Which site do you
think gives the best translations?

d\) It\'s important to note that the translation might be a little rough
around the edges. Try translating a simple phrase to another language,
and then back into English. You might notice quite a change in the
meaning of the phrase!

------------------------------------------------------------------------

### Evaluating websites against best practice guidance

Websites which can help assess the suitability of website material
include:

-   **Introduction to web accessibility**
    <https://www.w3.org/WAI/intro/accessibility.php>
-   **BBC Best Practice Guidance**
    <http://www.bbc.co.uk/accessibility/best_practice/what_is.shtml>
-   **World Wide Web 3 Consortium** <http://www.w3.org/WAI/>
-   **WAVE Web Accessibility Evaluation Tool** <http://wave.webaim.org/>
-   **SLIC** <http://www.slainte.org.uk/accessandequity/equityindex.htm>

Look at the World Wide Web 3 Consortium pages and find out exactly what
Best Practice in terms of web accessibility means.

------------------------------------------------------------------------

![](A_Cap_Digital.svg "A_Cap_Digital.svg"){width="50"} **ACTIVITY 2.4**

Follow the link to WAVE given above and use the tool to check the
accessibility of a few of your favourite websites.

------------------------------------------------------------------------

### Assistive technologies

Technology can help to balance the difficulties encountered by some
client groups. For example, those with motor impairment can access PCs
with the aid of a large t**rack ball mouse, touch screens, adapted
keyboards** and **special software**.

You can find a number of companies which specialise in supplying
assistive technology equipment. An example is Inclusive Technology at:
<http://www.inclusive.co.uk/>. They have an online catalogue which
groups the various items in broad headings.

------------------------------------------------------------------------

![](A_Cap_Digital.svg "A_Cap_Digital.svg"){width="50"} **ACTIVITY 2.5**

Browse the Inclusive Technology catalogue. This will give you a good
overview of what is available in hardware assistance.

------------------------------------------------------------------------

![](A_Cap_Digital.svg "A_Cap_Digital.svg"){width="50"} **ACTIVITY 2.6**

Find out what is available within your own library and library service
which would support clients requiring assistive technology. Make a note
on each item for future use.

------------------------------------------------------------------------

#### Assistive technologies for clients whose first language is not English

You should also be able to use software or keyboard adaptations for
people whose first language is not English. It is important for you to
know about both what is available locally and organisations to whom
clients can be referred.

**Adaptive furniture** can be of great use to help clients. You can see
an on-line catalogue on the website of Synapse Adaptive here:
<http://www.synapseadaptive.com/>

They cover many adaptive technologies but if you look for hardware and
then ergonomics, you will find a number of desk and chair items.

### Changing software and keyboard settings

Although assistive technologies are widely available, sometimes all that
is required to improve access for a client is to change the keyboard or
software settings. This can allow the enlargement of text, icons and the
speed of a mouse click to the client's comfort.

**Windows** offers a huge range of **accessibility features**, including
adjusting Display Options, adjusting Mouse Options, adjusting Keyboard
Options, adjusting Internet Options, adjusting Sounds and Audio Options,
adjusting Taskbar and Menu Options, adjusting User Accounts Options,
adjusting Speech Options, Utility Manager, On-Screen Keyboard, Narrator
and Magnifier.

The Microsoft website has details of these at:
<http://www.microsoft.com/enable/>

Windows has an accessibility wizard which can take the client through
the various PC settings.

------------------------------------------------------------------------

![](A_Cap_Digital.svg "A_Cap_Digital.svg"){width="50"} **ACTIVITY 2.7**

If you are using Windows 8 visit
<http://www.microsoft.com/enable/products/windows8/> for help. Try the
features.

If you have access to Windows XP you can use the **Accessibility
Wizard** to explore the Accessibility features. You can start it by
clicking on: **Start \> All Programs \> Accessories \> Accessibility \>
Accessibility Wizard** OR **Start \> Run** type accwiz in the Open
window.

If you are using an earlier version of Windows, or another Operating
System, check your local help files to find out what options are
available.

------------------------------------------------------------------------

![](A_Cap_Digital.svg "A_Cap_Digital.svg"){width="50"} **ACTIVITY 2.8**

From the information sources above, or additionally from the
**AbilityNet MyWay** site at:
<http://www.abilitynet.org.uk/search/node/myway> make a note of the
accessibility features you are likely to require to show to clients. Jot
down the steps you have to carry out to implement them.

------------------------------------------------------------------------

### Voice synthesis and voice recognition

Voice synthesis software can be used as an alternative to keying in and
outputting in text format. There are two types of software required for
this.

**Voice recognition software** allows a client via microphone to give
spoken commands to the computer, to allow PC use without a keyboard.

**Voice output** from the PC is achieved by software which reads out
what is displayed on the screen. This is of great use to clients with
vision problems.

------------------------------------------------------------------------

![](A_Cap_Digital.svg "A_Cap_Digital.svg"){width="50"} **ACTIVITY 2.9**

Find out which of these types of systems are available in your own
library service.

------------------------------------------------------------------------

#### Voice synthesis and voice recognition products

There are a number of products available for both voice synthesis and
voice recognition, including **Dragon Naturally Speaking**,
**CoolSpeach** and **Microsoft Speech Server**. You can find further
information about one of the best known products at the following web
site:

-   **Dragon Naturally Speaking:**
    <http://www.scansoft.com/naturallyspeaking/>

There are of course many others

Some operating system versions have voice synthesis built in. Again the
AbilityNet MyWay site at:
<http://www.abilitynet.org.uk/search/node/myway> has information on this
topic

Of course many people now use mobile devices to access information and
people using iPods or devices running on the Android operating system
have a built in Voice Commands (iPod voice Control, Android Voice
Actions) functionality.

------------------------------------------------------------------------

![](A_Cap_Digital.svg "A_Cap_Digital.svg"){width="50"} **ACTIVITY 2.10**

Select a voice recognition package and a voice synthesis package
available to your library service. In each case set up the package and
get practice at using it. Jot down sufficient notes so that you can
demonstrate it to a client in the future.

------------------------------------------------------------------------

## Legislation relating to the use of ICT for storage, manipulation and access of information

### Introduction

This section relates to legislation concerning the use of ICT for
**storage, manipulation** and **access** of information. Government
legislation has a significant impact on ICT in libraries and staff
require a sound working knowledge to ensure that clients can use ICT
safely and legally.

### General Data Protection Regulation

#### Visit the Moodle section on GDPR for up to date information

### Data Protection Act

**This section has been superseded by the General Data Protection
Regulation (GDPR). The Freedom Of Information section below is still
valid though**

`<s>`{=html}The **Data Protection Act 1998** applies across the UK and
gives legal rights to individuals in respect of their **personal data**
held by others. Libraries must ensure that the ways they process
personal data of clients and staff, whether manually recorded or
computerised, comply with the provisions of the Act. This is
particularly relevant to client data stored in an automatic library
management system. Such ICT based systems facilitate analysis of client
data which would not be possible with manual systems.`</s>`{=html}

The following information is extracted from the **Data Protection Act
Fact Sheet**, which can be downloaded from the Information
Commissioner's website at: <http://www.informationcommissioner.gov.uk/>.

The Data Protection Act 1998 seeks to strike a balance between the
rights of individuals and the sometimes competing interests of those
with legitimate reasons for using personal information. We will look at
the following useful sections:

-   The eight principles of good practice
-   The six conditions for fair data processing
-   Sensitive data
-   Rights under the Act
-   Criminal offences created by the Act
-   Unsolicited electronic communications
-   The role of the Information Commissioner's Office

#### The eight principles of good practice

Anyone processing personal information must comply with eight
**enforceable principles** of good information handling practice. These
say that data must be:

-   -   1\. fairly and lawfully processed
    -   2\. processed for limited purposes
    -   3\. adequate, relevant and not excessive
    -   4\. accurate and up to date
    -   5\. not kept longer than necessary
    -   6\. processed in accordance with the individual's rights
    -   7\. secure
    -   8\. not transferred to countries outside European Economic area
        unless country has adequate protection for the individual

#### The six conditions for fair data processing

At least one of the following conditions must be met for personal
information to be considered fairly processed:

-   -   1\. the individual has consented to the processing
    -   2\. processing is necessary for the performance of a contract
        with the individual
    -   3\. processing is required under a legal obligation (other than
        one imposed by the contract)
    -   4\. processing is necessary to protect the vital interests of
        the individual
    -   5\. processing is necessary to carry out public functions, e.g.
        administration of justice
    -   6\. processing is necessary in order to pursue the legitimate
        interests of the data controller or third parties (unless it
        could unjustifiably prejudice the interests of the individual)

#### Sensitive data

Specific provision is made under the Act for processing **sensitive
personal information**. This includes racial or ethnic origin, political
opinions, religious or other beliefs, trade union membership, physical
or mental health condition, sex life, criminal proceedings or
convictions.

For personal information to be considered fairly processed, at least one
of several extra conditions must be met. These include:

-   Having the explicit consent of the individual
-   Being required by law to process the information for employment
    purposes
-   Needing to process the information in order to protect the vital
    interests of the individual or another person
-   Dealing with the administration of justice or legal proceedings

#### Rights under the Act

There are seven rights under the Data Protection Act.

-   1\. **The right to subject access:** This allows people to find out
    what information is held about them on computer and within some
    manual records.
-   2\. **The right to prevent processing:** Anyone can ask a data
    controller not to process information relating to him or her that
    causes substantial unwarranted damage or distress to them or anyone
    else.
-   3\. **The right to prevent processing for direct marketing:** Anyone
    can ask a data controller not to process information relating to him
    or her for direct marketing purposes.
-   4\. **Rights in relation to automated decision-taking:** Individuals
    have a right to object to decisions made only by automatic means
    e.g. there is no human involvement.
-   5\. **The right to compensation:** An individual can claim
    compensation from a data controller for damage and distress caused
    by any breach of the act. Compensation for distress alone can only
    be claimed in limited circumstances.
-   6\. **The right to rectification, blocking, erasure and
    destruction:** Individuals can apply to the court to order a data
    controller to rectify, block or destroy personal details if they are
    inaccurate or contain expressions of opinion based on inaccurate
    information.
-   7\. **The right to ask the Commissioner to assess whether the Act
    has been contravened:** If someone believes their personal
    information has not been processed in accordance with the DPA, they
    can ask the Commissioner to make an assessment. If the Act is found
    to have been breached and the matter cannot be settled informally,
    then an enforcement notice may be served on the data controller in
    question.

#### Criminal offences created by the Act

A number of **criminal offences** are created by the Act and include:

**Notification offences:** This is where processing is being undertaken
by a data controller who has not notified the Commissioner either of the
processing being undertaken or of any changes that have been made to
that processing.

**Procuring and selling offences:** It is an offence to knowingly or
recklessly obtain, disclose or procure the disclosure of personal
information without the consent of the data controller. There are some
exceptions to this -- for example, where such obtaining or disclosure
was necessary for crime prevention/detection. If a person has obtained
personal information illegally it is an offence to offer or to sell
personal information.

#### Unsolicited electronic communications

The **Privacy and Electronic Communications (EC Directive) Regulations
2003** cover, amongst other things, unsolicited electronic marketing
communications.

-   **Unsolicited marketing calls** should not be made to individual
    subscribers who have opted out either directly or by registering
    with the central stoplist, the **Telephone Preference Service**
    (TPS), or to corporate subscribers (e.g. companies) who have
    objected either directly or by registering on the Corporate TPS.

```{=html}
<!-- -->
```
-   **Unsolicited marketing faxes** should not be sent to individuals
    without their prior consent or to any subscriber who has objected,
    either directly or by registering on the Fax Preference Service
    (FPS).

```{=html}
<!-- -->
```
-   **Unsolicited marketing emails or SMS** should not be sent to any
    individual subscriber who has not consented unless the email address
    or phone number was collected in the context of a commercial
    relationship.

```{=html}
<!-- -->
```
-   **Wholly automated marketing calls**, i.e. where a recorded message
    is played and the recipient does not speak to a human being, can
    only be made where the subscriber concerned (whether individual or
    corporate) has consented.

#### The role of the Information Commissioner's Office

The ICO has specific responsibilities for the promotion and enforcement
of the DPA. Under the Data Protection Act, the Information Commissioner
may:

-   serve information notices requiring data controllers to supply him
    with the information he needs to assess compliance.
-   where there has been a breach, serve an enforcement notice (which
    requires data controllers to take specified steps or to stop taking
    steps in order to comply with the law). Appeals to these notices may
    be made to the Information Tribunal.

#### Other Useful DPA websites

There are several websites which give more details and explanations. We
have listed some below:

-   The **Data Protection Act** itself can be found at:
    <http://www.hmso.gov.uk/acts/acts1998/19980029.htm>

```{=html}
<!-- -->
```
-   The website of the **Information Commissioner** is at:
    <http://www.informationcommissioner.gov.uk/>

```{=html}
<!-- -->
```
-   The website of the **Scottish Information Commissioner** is at:
    <http://www.itspublicknowledge.info>

Useful information on this topic can also be found on the CILIP website.

------------------------------------------------------------------------

![](A_Cap_Digital.svg "A_Cap_Digital.svg"){width="50"} **ACTIVITY 3.1**

Search the CILIP website at: <http://www.cilip.org.uk> for 'data
protection act'. Make a note of any aspects of data protection which are
particularly relevant to your own work.

------------------------------------------------------------------------

Another aspect of data protection is that related to **Government
initiatives** on privacy and data sharing led by the Ministry of
Justice, which aim to increase the data which can be shared by public
bodies. You can find information on the website of the Ministry of
Justice at:
<http://www.justice.gov.uk/information-access-rights/>`</s>`{=html}

### Copyright legislation

Copyright legislation is UK-wide and a number of Statutory Instruments
have been put in place to ensure that **European Copyright Directives**
are enacted in the UK. The key Act is the **Copyright, Designs and
Patents Act 1988** which determines what is illegal and what is
permissible. \'

The purpose of copyright is to ensure that the creator (person who holds
the intellectual property right) or owner of the copyright can:

-   derive any financial benefit relating to their material
-   have control over the way in which their material is used.

Regular revisions of copyright legislation take place so information
professionals must keep their knowledge up to date.

Copyright law is very complex but it is important that you have a sound
knowledge of what is permissible and the role of library staff in
enforcing copyright.

The **Intellectual Property Office** website at:
<http://www.ipo.gov.uk/> has a good summary of copyright issues. The
information on the following pages is extracted from there and
summarises the principal points.

#### Ownership and duration of copyright

The author is the first owner of copyright in a **literary, dramatic,
musical or artistic work**. In the case of films, the principal director
and the film producer are joint authors and first owners of copyright.
The main exception is where a work or film is made in the **course of
employment**, in which case the employer owns the copyright. The
copyright in sound recordings, broadcasts and published editions
generally belongs to the record producer, broadcaster or publisher.

Copyright protection in the UK is **automatic** and there is **no
registration system** - so there are no forms to fill in and no fees to
pay.

Copyright is a form of **intellectual property** and, like physical
property, can be **bought and sold, inherited** or **otherwise
transferred**. A transfer of ownership may cover all or only some of the
rights to which a copyright owner is entitled. First or subsequent
copyright owners can choose to **license** others to use their works
whilst retaining ownership themselves.

Copyright in a literary, dramatic, musical or artistic work (including a
photograph) lasts until **70 years after the death of the author**. The
duration of copyright in a film is 70 years after the death of the last
to survive of the principal director, the authors of the screenplay and
dialogue, and the composer of any music specially created for the film.
**Sound recordings** are generally protected for **50 years from the
year of publication. Broadcasts** are protected for **50 years and
published editions** are protected for **25 years**.

The following are useful websites providing information on copyright:

-   **Intellectual Property Office** <http://www.ipo.gov.uk/>
-   **Copyright Licensing Agency** <http://www.cla.co.uk/>
-   **Copyright, Designs and Patents Act 1988**
    <http://www.hmso.gov.uk/acts/acts1988/Ukpga_19880048_en_1.htm>

#### Copyright and the Internet

With the proliferation of electronic communications via the Internet,
there has been a massive opportunity created for the **infringement** of
copyright.

The Internet provides text and illustrations in electronic format,
making it easy for the unscrupulous user to **cut and paste** web
material into their own documents. You will already be familiar with
copyright law restrictions on copying material from books and journals.
Similar provisions apply to material from the Internet. It is important
to make clients aware that they should check the legality of making
multiple copies of textual material from Internet sites.

The greatest areas of commercial concern have been copyright
infringements involving **music files** and **still and moving images**.
It is clear to see that a digital file can be very easily and at
virtually no cost copied and distributed anywhere in the World via the
Internet. The creator of the original work is excluded from the process
and thus receives no financial reward. Not surprisingly the media
companies have been in the vanguard of creating means of prevention. A
number of **defensive methods** have been created to counter copyright
infringement in the digital domain.

#### Digital Rights Management (DRM)

This is a large area but the greatest and most visible use is (and will
be even more so in the future) the **prevention of copying of films**
(movies) from DVDs. This requires mechanisms to be active in one or both
of the DVD disk itself and the DVD player or computer used. Examples
are:

-   the need to keep a Satellite Television receiver box connected to
    the public telephone network
-   certain high definition film disks can only be played back on a
    computer which is connected to the Internet
-   the very latest large screen television displays will need a special
    module to display the coming high definition DVD films. Absence of
    the module disables the output from the DVD player. The existence of
    the module guarantees that the incoming digital signal is not being
    copied.
-   the regional coding of DVDs which does not allow a DVD disk
    purchased in the USA to be played on a European region DVD player.

You can find additional information at:
<http://en.wikipedia.org/wiki/Digital_rights_management> and at:
<http://www.ipo.gov.uk/types/copy/c-other/c-protect.htm>

#### Digital watermarking

This is a computer encryption which is inserted into the image. It is of
particular use with images which are placed on websites and thus easily
copied. It is invisible to the casual user but provides a **tracking
mechanism** for owners. It is a digital code, which can be unique to the
image or shared across the owner's other images. You can find additional
information at: <http://en.wikipedia.org/wiki/Digital_watermarking> and
<http://www.webopedia.com/TERM/D/digital_watermark.html>

**Digital fingerprints** are unique labels inserted into different
copies of the same content (e.g.: an e-book, video or music file) prior
to distribution. Each digital fingerprint is assigned to a specific
recipient, and thus provides the capability to trace the culprits who
use their content for unintended purposes. Fingerprints should be
closely associated with the content and difficult to remove.

------------------------------------------------------------------------

![](A_Cap_Digital.svg "A_Cap_Digital.svg"){width="50"} **ACTIVITY 3.2**

Visit <http://www.steganos.com> and download the test version of
Steganos Security Suite. Install the program and try using it to hide
watermarks (or other messages) in GIF pictures.

------------------------------------------------------------------------

### Intellectual Property Rights (IPR)

The growth of Internet use and ease with which files and ideas can be
transferred across continents has led to tighter regulation of and
concern for **intellectual property rights**. Intellectual property
refers to the rights of the thought process and intellectual creativity
which developed the work. Information professionals should be aware of
the Intellectual Property Rights issues. You should be aware that
intellectual property is the **legally enforceable** right of the owner.

Most countries have laws regulating the copying of inventions,
identifying symbols and creative expressions. The UK laws cover four
main types of intangible property: **patents, trademarks, copyrights**
and **trade secrets**, referred to collectively as "intellectual
property."

Intellectual property has many of the same characteristics as tangible
property. It is an asset which can be bought, sold, licensed, exchanged
or given away. The intellectual property owner has the right to prevent
unauthorised **use** or **sale** of the property.

Clients should be aware that they should not use library computers (or
any others) to do anything which infringes someone else's intellectual
property rights, e.g.: by copying content from someone else's website
into their own document, or illegally copying music files.

You can find lots of additional information at The Intellectual Property
Office <http://www.ipo.gov.uk/>

## Freedom of Information legislation and information access issues

### Freedom of Information legislation

Freedom of Information legislation was introduced across the United
Kingdom at the beginning of 2005. The Freedom of Information (FOI)
legislation is different for **Scotland** from that in the rest of the
UK, but the information given here is generally applicable throughout
the UK. However you should always check the precise details against the
relevant website for your own country.

You can find a comprehensive description of the act and its implications
at the website of the Information Commissioner at:
<http://www.ico.org.uk/for_organisations/freedom_of_information> and for
Scotland at the websites of the Scottish Information Commissioner at:
www.itspublicknowledge.info

The FOI legislation provides a right of access to the information of
public bodies by individuals. Information can be in print, electronic,
video or audio format.

Working in a library you need to be aware of the procedures so that you
can assist a client to make an information request on the basis of FOI
legislation. You should also be aware of the position regarding your own
local authority and its requirements to disclose information.

------------------------------------------------------------------------

![](A_Cap_Digital.svg "A_Cap_Digital.svg"){width="50"} **ACTIVITY 4.1**

A client approaches you with a request involving the FOI legislation. He
wishes to find out how much money is spent by the local authority on
traffic calming measures.Go to the website appropriate to your
geographical location and make notes on the process of requesting
information which will be useful for clients in the future.

------------------------------------------------------------------------

#### Freedom of Information Act

The following details on the FOI legislation is based on information
from the **Information Commissioner's** website:

The **Freedom of Information Act** enables people to gain access to
information held by public authorities in two ways:

**Publication Schemes**

Every public authority must make some information available as a matter
routine through a **publication scheme**. Information that is included
in such a scheme must be made available to the public. A publication
scheme is both a public commitment to make certain information available
and a guide to how that information can be obtained.

**General right of access**

Any person has the right to make a request for **information held by a
public authority**. The authority must usually respond to this request
within 20 working days. This right came into force on the 1 January
2005.

**Exemptions**

The Act recognises that there are grounds for **withholding
information** and provides a number of **exemptions** from the right to
know, some of which are subject to a public interest test. The Act also
sets out procedures for dealing with requests, such as **time limits**
for compliance and **fees** that must be charged.

**Making complaints**

The Information Commissioner is the **independent regulator** of the
Act, with responsibilities to promote the legislation and enforce
compliance with its provisions. This includes making decisions as to
whether a public authority has dealt with requests properly.

### Acceptable Use Policies

For legal reasons each library must have an **Acceptable Use Policy
(AUP)** covering client access to ICT equipment and the Internet. Each
authority will have an individual AUP policy reflecting the local
circumstances. Each client using the library facilities is required to
indicate acceptance of the policy. It is important that the AUP is
reviewed on a regular basis to ensure that it complies with current
legislation.

The AUP must state that Internet access is monitored using **manual and
electronic resources** and that **records of Internet access** are kept.
The AUP should also specify the actions and **penalties** which could
result from contravention of the AUP. This includes providing the police
with information where it is suspected that a criminal act has taken
place.

If you select the People\'s Network Internet Acceptable Use Toolkit
there are several examples of local authority AUPs.

------------------------------------------------------------------------

![](A_Cap_Digital.svg "A_Cap_Digital.svg"){width="50"} **ACTIVITY 4.2**

Search the internet to find examples of local authority AUPs.

------------------------------------------------------------------------

![](A_Cap_Digital.svg "A_Cap_Digital.svg"){width="50"} **ACTIVITY 4.3**

Obtain a copy of the AUP for your own library. Read it over and make a
set of notes to enable you to explain the various points to a client new
to the library computer facilities.

------------------------------------------------------------------------

### Content filtering

Internet filtering systems used in libraries are designed to **prevent
clients accessing unsuitable material**. When the filtering system is
turned on, users cannot open or link to web sites that the filtering
system recognises as unsuitable.

The filtering system is a software package which can be installed on a
PC or a server (to regulate multiple machines). The software can use one
or both of two principles.

-   1\. When a site is requested, it will check the URL of the site
    against a list of **proscribed sites**. If the site is on the list,
    the software will block access. The list is updated at periodic
    intervals by the software supplier.
-   2\. When a site is requested, the software will check over the site
    and attempt to recognise **key words** which would indicate an
    unsuitable site and then block access.

------------------------------------------------------------------------

![](T_cap.gif "T_cap.gif"){width="50"} Before proceeding, think of a
disadvantage for each of the above methods.

------------------------------------------------------------------------

#### Approaches to content filtering

Although a useful tool, Internet filtering systems are not foolproof.

The first method depends on the list of proscribed sites being complete.
It would be impossibly expensive for every website on the Internet to be
rated using a human observer. There will also be a **delay** in a new
unsuitable site appearing and being added to the list.

The second method suffers from the difficulty of **placing keywords into
context**. An example being, it has difficulty in distinguishing between
the names of body parts used in a pornographical or medical context.
Another example is that access may be blocked to sites containing
innocuous words, one component of which may be of a sexual or profane
nature e.g. Essex (though more complex filters are now sometimes able to
recognise such cases). Also, this method checks only for unaccepatble
text, not unacceptable images or speech.

Any blocking system can be potentially over-ridden by users with
technical knowledge, or by using one of the many proxy sites which allow
you to circumnavigate blocks by browsing through a proxy server.

reporting websites is another way of controlling what is available, see
<http://www.iwf.org.uk/>

#### The Family Online Safety Institute (formerly The Internet Content Rating Association (ICRA))

FOSI provide a set of categories and levels within each category:

-   The presence or absence of nudity
-   The presence or absence of sexual content
-   The depiction of violence
-   The language used
-   The presence or absence of user-generated content and whether this
    is moderated
-   The depiction of other potentially harmful content such as gambling,
    drugs and alcohol

The user's browser has to be configured to use the system. Clearly there
are obvious weaknesses here in that website developers are not required
to use the ratings, and they may be misused. However, similar to the
\'\'\'age ratings\' associated with films and computer games, this may
in the long run be the best possibility for filtering.

Since there are weaknesses in each approach, filtering can not replace
vigilance or simple common sense from library staff.

For more information visit <http://www.fosi.org/icra/>

------------------------------------------------------------------------

![](A_Cap_Digital.svg "A_Cap_Digital.svg"){width="50"} **ACTIVITY 4.4**

Find out the filtering policies in place in your local authority and
what your own responsibility is.

------------------------------------------------------------------------

#### Walled Gardens

The walled garden approach is often used for young clients. Here,
instead of trying to block access to possible unsuitable sites and
allowing access to all other sites, the "walled garden" only offers
access to **pre-selected websites**. This is a much simpler approach.
Instead of trying to cope with rating or searching through the
25,270,000,000 websites catalogued by Google today, a small number of
hand picked sites are allowed to be browsed. Of course the quality of
this service relies upon the nature of the vetting before access is
allowed.

The disadvantage is of course the **exclusion of many potentially
useful** sites. There have also been issues with e-mail and search
engines allowing a hole to be made in the wall.

Social networking websites, such as <http://www.facebook.com> and
<http://www.flickr.com>, can also be regarded as walled gardens. This is
because the owner can control the range of people who view their
messages and updates. Another aspect of walled gardens is the barriers
which prevent the free flow of information and this is also true of
social networking sites with their custom language and proprietary
nature. This means that information can't be transferred or access from
one platform to another.

#### Suppliers of filtering software

The following sites are suppliers of **filtering software**, mainly
aimed at young clients, which also provide lots of useful information on
internet safety:

-   **SafeSurf** <http://www.safesurf.com>
-   **CyberPatrol** <http://www.cyberpatrol.com>
-   **NetNanny** <http://www.netnanny.com>

Trial versions of several of these can be downloaded from the relevant
website.

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![](A_Cap_Digital.svg "A_Cap_Digital.svg"){width="50"} **ACTIVITY 4.5**

Download an evaluation copy of CyberPatrol and try it out.

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### Internet safety with younger clients

Clearly the previous section covering content filtering is particularly
applicable to young clients. It may be appropriate to **reserve
particular machines** for particular user groups with regard to the type
of material which may be accessed. This can also be managed by user ID
login procedures.

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![](A_Cap_Digital.svg "A_Cap_Digital.svg"){width="50"} **ACTIVITY 4.7**

Find out what is the situation in your own library with regard to the
reserving of particular PC's for restricted access to Internet
materials.

Undoubtedly, the younger clients will have the most restricted access.
There are serious risks to younger clients with the possibility of
someone being hurt, exploited or abused as a result of personal
information being posted online or falling victim to "grooming" (covered
in Outcome One of this unit).

There are many useful websites which promote safe use of the Internet to
younger clients, their parents and teachers. Here are three we would
recommend you look at:

-   **ClickThinking** at
    <http://www.scotland.gov.uk/Publications/2010/02/09154928/1>
-   **Kidsmart** at <http://www.kidsmart.org.uk/>
-   **UK Government Internet Safety Advice** at
    <https://www.gov.uk/search?q=internet+safety>
-   **DirectGov Internet Safety** at
    <http://webarchive.nationalarchives.gov.uk/20121015000000/http://www.direct.gov.uk/en/Parents/Yourchildshealthandsafety/Internetsafety/index.htm>

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#### Illegal material

Much material exists on the Internet which it is a criminal offence to
access. The catchphrase is 'If it is illegal off-line - it is illegal
on-line'. Three types of Internet content are generally regarded as
illegal in the UK:

-   images of child abuse hosted anywhere in the world
-   criminally obscene images hosted in the UK
-   criminally racist content hosted in the UK

Even though **filtering** and **acceptable use policies** are in place
in local authorities, breaches can very easily happen. It is important
that you are aware of the local procedures for dealing with such
situations.

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![](A_Cap_Digital.svg "A_Cap_Digital.svg"){width="50"} **ACTIVITY 4.8**

Here are two scenarios involving a client accessing illegal materials.
Consult your library service's Acceptable Use Policy and/or staff manual
and make notes of what action you would take in each case.

1\. An adult client is observed systematically accessing criminally
racist content on a public access PC.

2\. An adult client accidentally accesses images of child abuse whilst
carrying out a genuine information search on another topic.

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#### Sources of further information

Go to **Children Exploitation and Online Protection**
<http://www.ceop.gov.uk/>

This website points to helpful websites for young people and parents
containing information about staying safe online at:
<http://www.thinkuknow.co.uk/> .

The **Internet Watch Foundation** at: <http://www.iwf.org.uk/> is a site
allowing the reporting of websites which host illegal content. It is
widely supported and has lots of links and information on the subject of
illegal content.

