Our second award is the award for intellectual property, and the intellectual property award goes to Lila Bailey at the Internet Archive. Lila serves as the policy council for the Internet Archive, but that humble title does not really portray the outsize impact that her work is having on the world of intellectual property policy. If I can try a metaphor here, I believe at the Internet Archive, Lila Bailey is like the teller to Brewster Cale's Penn Gillette. The audience may hear Brewster talk more, but Lila is a full partner in making the magic happen. Every day, it takes the mission of the Internet Archive and networks with the broader policy world of public interest groups, libraries, policy makers to remind the world of the importance of preserving the creative works of the world and the history of the Internet for posterity. She and the Archive have led the annual celebration of public domain day when creative works become available to the public for all to use. And without Lila, we may lose equitable access to the world of information and knowledge spread through a beloved institution, the institution called the Public Library. While others in the library community may be cautious at times, Lila and the Archive have boldly organized librarians around the cause of controlled digital lending or CDL, which is a safe way to loan digital publications owned by libraries while avoiding pirated copies. She has led in promoting its legal case and leading efforts to educate policy makers about its importance to researchers and to local communities and their most vulnerable populations, especially during the pandemic. So we were proud to support Lila and the Archive when they brought librarians from around the country for an introductory lobby day on CDL last year and ready to do it again when you want to, Lila. We're always willing to share and collaborate. She's always willing to share and collaborate because Lila knows that policy success is a team effort. And so today I am proud that this team player gets a moment in the spotlight to herself. Please welcome our IP3 award winner in the category of intellectual property, Lila Bailey. Lila, where are you? There she is. Hi. Wow. So thank you so much, public knowledge and everybody for this tremendous honor. And for continuing to care about obscure copyright policy issues, whatever Tim will may think. Thought leaders in the library community have been working on this idea of control digital lending for over a decade. So I really feel like I'm a relative newcomer. And I want to make sure that I acknowledge the work of the whole community that I just feel so grateful to be a part of. So thank you so much to Michelle Wu, Kyle Courtney, Dave Hansen, Mary Minow, Jason Schultz, Pam Samuelson, and all the librarians and scholars who have been contributing over the years. Thanks also to Brewster Kale and all of my amazing colleagues at the Internet Archive for your hard work and passion for building the library of the future. You inspire me every day. For me as a kid, books were really a lifeline. I didn't have a lot of friends and we didn't have a lot of money. During the seemingly endless summers of my childhood, my mother would take me to the library. I would come home with a stack of books. In this babysitter's clubbook or some young romance novel, I devour classics like Little Women, Jane Eyre, The Lord of the Rings. Stories became my play dates and characters were my dear friends. Books really got me through the rough waters of my early adolescence and the library was my gateway to books. It wasn't until law school and that I really began to understand the fundamental role of libraries in our democratic society. It was my first year of law school and like all first years I took legal research and writing. And in the very first month of that class, my first month of law school, my instructor gave my class a dire warning. He said, do not get addicted to expensive databases. While you're here in law school, representatives of these companies are going to sell you on the idea that you need them. That unless you do the most comprehensive, expansive, and by the way, expensive searches might as well be committing malpractice. If you want to go to work for a nonprofit, if you want to do impact litigation on issues of social justice or defend injured people on death row, you're not going to be able to afford those databases. You're going to have to learn to use the books. And she took us to the library and showed us how to do legal research the old fashioned way. Really, and there were a lot of idealists in my class. We've come to law school to make the world a better place to fight for social justice and make positive change. So that warning really hit home. Access to books and access to justice, go hand in hand. And that to me is why this idea of control digital lending matters. This is what we call control lending or CDL for short is about preserving the rights that libraries and readers have in the physical world when we go online with print materials, a library's ability to buy and blend copies and preserve them for future generations is protected by law. Equal access to information is foundational to our democratic society, and it's why libraries exist. The internet is that our libraries can be even better than they are today through the internet, a kid in rural Alabama can have access to the same world class library as someone who lives in a major urban center. The elderly and those with print or physical disabilities can have the same equal access as the able body. Equal access should make our libraries more equal, more democratic, more fair. Unfortunately, that promise has not yet been fulfilled. Why, because today libraries can't buy digital content. Most publishers make libraries license ebooks, like the way you might rent a car or a tuxedo. For instance, publishers are trying to change what it means to own a book. They're trying to change what it means to be a library. Through these license agreements, we've seen publishers charging many times more for digital access than for print books. This is why those legal databases my teacher warned me about are so expensive. In many cases, all in the public domain, yet getting access to them, being able to search through them to find that one case that might save your client's life or their freedom. Somehow this can cost thousands of dollars. A cost of course is a major concern, especially for our public libraries. But importantly, these licenses also strip away a library's right to preserve books for future generations. More profit publishers simply don't do the kind of work required to preserve our cultural heritage. Publishers are not archivists. They make decisions based on market considerations, not cultural ones. Archiving is not in the interests of big publishers whose license agreements expire every couple of years. Perhaps, worst of all, in the digital world, publishers can refuse to license e-books to libraries at all. We've already seen McMillan impose an eight-week embargo on library access to bestsellers, and Amazon refuses to license its own imprints, its own exclusive e-books to libraries at any cost. This is the trend we're seeing in our digital world. Charging libraries, ever-increasing prices for the same stuff over and over, stripping them of the rights they have in their print collections, and perhaps eventually forcing libraries out of the market for some books altogether. This trend should trouble anyone who cares about libraries. It should trouble all readers and everyone who believes that access to knowledge and access to justice should be for everyone. It troubles me, and that is why I am fighting for control digital lending. CDL says we get to keep our rights. We get to take them online with us. We must preserve the power of print so that our libraries will be more equal, more democratic, and more fair. That's what's at stake in the lawsuit that four major commercial publishers have brought against the Internet Archive during this global pandemic. This is what I'm fighting for, what the Internet Archive and all of our library partners are working towards, and I hope all of you will join us. Thanks again to Public Knowledge for recognizing the value of this work and for standing with us in this fight. Let's win this one. Thank you. Yes, thank you. Thank you, Lila. And congratulations to you as well. We're so glad to have you here today.


Hello! This talk will be about the new E-Pub export filter in Ebrofisriter. Just shortly about myself, I have been involved with this codebase for a number of years now. My pet area is writer, so I was happy to hear that there is an opportunity to implement a new export filter in the form of the E-Pub export. I keep mentioning that in Ebrofisriter, but that's a writer export filter, so far this is only limited to writer. So why do we need one more export filter, making the Ebrofisriter codebase even more bloated? The motivation is that if you have some mobile phone or tablet or ear reader or something like that, your use case E-Pub is kind of the new PDF. PDF is not going away, it's still a very nice format when you have some larger screen, but it's not very good at reflowable text handling. So instead what we have is E-Pub, which is designed exactly for this use case. So as you probably know, Ebrofisriter has pretty good PDF export feature. So wouldn't it be nice if it would support exporting to E-Pub as well directly as a native feature. Previously you could export to some other format and then use some second tool to convert from that format to E-Pub. The problem is that all of these are loosey conversions, so the more items you have in your pipeline at the end and perhaps the end result is not even something you can recognize. So it's good to limit the number of build blocks you use, so directly exporting from Ebrofisriter itself has its own benefit. Regarding the state of this work, the recently released Ebrofis 6.0 has basic support and the 6.1 will have much improved support. The good thing is that ebooks are kind of books and I was told that a good book does not have much formatting, so the formatting does not distract from the actual content, which means that basic support should work for good books already. And if you need some more improved support then maybe you should refine your book. In any case, for the rest of this talk I will talk about features which are not just basic tech support with just a minimal set of character formatting like bold and italics and the minimal set of paragraph formatting like adjusting it to be centered or some paragraph spacing and something easy like this, but more complicated features. So from now on all of these will be shipped in 6.1. One frequently used feature in ebooks is hyperlinks. So this was the first non-basic tech feature I was focusing on, but to be able to fully handle hyperlinks you need to have support for all these paragraph and character styles and all the inheritance of that and so on. But at the end we have some hyperlink support and hopefully at the end it will end up in your EPUB result the way you saw it in writer. There comes table support where you can have a set of properties on the table itself at least from the writer perspective then it would be just rows and inside the rows you have the size and so you have the table properties, row properties and cell properties but from a high level point of view you also have column properties and then you can have the row spans, column spans and various properties on this. With the current master Libreface these examples are working nicely. These are screenshots from EPUB readers and it's not hard to construct something similar in a writer. The other new feature is much better image support. 6.0 has support for simple inline images which I mostly added because I wanted to test the part of the exporter that assembles the EPUB package and for that I wanted to have a use case for the binary content so I added the minimal image support where the inline images or ask character encode images are a good fit because they don't have special positioning which can be complex. But now in 6.1 you can have much better support for this the various image borders, image wrap types and image encode types that's all supported or at least considerable amount of combination of this and again from a user's point of view a caption on an image is just one more property of the image and this is something that EPUB use a lot. Technically that's a tax frame and the tax frame contains an image and with some additional tax and that tax contains tax fields so all of these building blocks are implemented too at the end you will just see a working caption support for images. Then the next one is font embedding which is pretty frequently used for ebooks the nice thing is that for the font binary format what we have in ODF can be transferred to EPUB as is so no manipulation of the font data itself is necessary and here is some very tiny screenshot of some special font that was not available on my system and that's again a screenshot from some EPUB reader. Then we come to features where the writer document itself does not really have a concept for but the EPUB specification has the first example is cover images the writer don't really set the cover image on a document if we generate thumbnails done we just paint the first page of the document to a metafile and we work with that so as part of the export options you can specify a cover image the export options is a dialogue that used to be very simple and as I added more and more features now it's relatively complex but you can set there is the version of the EPUB EPUB 3 and EPUB 2 are two major versions which are interesting EPUB 3 is what we default to then you can define how do you want to split your document into EPUB sections we default to just splitting by having one styles but if you have some plaintext import with a document then perhaps splitting on page breaks explicit page breaks is a better setting also there is support for the reflowable layout which is the default and there is also an EPUB fixed layout which is a bit odd like if we want fixed layout then why don't you use PDF but I will come back to that later and you have an explicit user interface to specify a custom cover image and various metadata for the custom metadata as part of the EPUB export is interesting because you may want to export to EPUB some classic book where you are not the author of the book but if you look at that writer document then for that document you are the author so it makes sense to be able to specify a custom author just as part of the EPUB export then one more new feature is support for food notes and image popups for both of these the point is that you click on an image or some text and some popup appears that displays some additional content and your original position is not lost so you can close this and get back to continue reading the document one form is that which is perhaps more regular for the regular writer user is the food notes but this also works that you have some low resolution image inside the document and if you click on that or tap on your device then some high resolution popup as a full screen object appears so this fixed layout is basically to you as a user it's quite the same as PDF just build on top of XHTML and SVG probably the primary use case is when you are working with a publisher that only accepts EPUB and you have some format like a comic book where the fixed layout is important because some reflowable text would modify the meaning of your content then fixed layout is still wanted and the publisher refuses to work with you if you provide a PDF of them this is something you can work with and the nice thing is that at the end it was not too complex to add support for this so even if you don't need it it's not a complexity that adds much overhead to the code so far this is what you get as a user and for the remaining time I will talk about how this is developed so the basic architecture is like this we have the writer document model and then the EPUB exporter works with that document document model and writes out an EPUB file inside the EPUB export I tried hard to re-invent anything so I tried to reuse what building blocks we already have the most interesting part is the EPUB generator library which is part of the document liberation project and it was not part of Libreface but now it's bundled with that and it was a good starting point I had to extend it variously but at least as an initial stop it was already working we start with invoking the ODT export and we consume the ODF XML markup this is nice because the EPUB-gen is working with the Librevenge API and that closely ties to the ODF format so this means that we don't have to do much transferring manually there is no explicit code to transfer the italic or boldness of characters this is just working out of the box we just transfer the character properties and so on so we have the ODF export, I explained Librevenge the Librevenge export that was the main part of the work to be able to use Librevenge based export filters inside Libreface but because the EPUB generator was the first one this building was necessary for the next Librevenge based export filter it will be much easier and at the very end Librebox just generates the various streams in this EPUB package but it has no support for compressing Z files and so on and that's great because we don't really want to have any front zip compression code so we get the callbacks and then the Libreface encode does the usual packaging just as it happens for OXML or ODF so this is a long list of features that I had to add to EPUB-gen and this means that by the time of the 6.0 release also a Libreepubgen release was made which is basically the file out of all the mentioned features then one concept I would like to explain is the media directory the media directory is the directory that sits next to the document that it contains files which are not part of the writer document model this means that it can contain an XMP file this metadata specification from Adobe to automatically override the metadata during export which is something you can specify manually on the user interface but this way you can convert thousands of documents automatically with some custom metadata override then I already mentioned this image pop-up use case where you have some multi megapixel photo and not only a small number of them but something large there are benefits of keeping that outside of the document model in writer also the core images are sitting here by default this is nothing complex if you have some foobar.odt then a directory next to the file called foobar is the default media directory and again you can customize this for the fixed layout initially I was a bit scared it sounded we will have to reinvent lots of features that the PDF export already has and why do this application there is little benefit to the end user and so on but eventually we already have the support for exporting writer pages to metafiles we already have an SVG export which can take a metafile which means that the fixed layout EPUB export result is really just a series of these SVG images and that be as the fixed layout EPUB document one problem with this was that the resulting document does not know much about characters and paragraphs anymore so how to provide some pretty navigation document or index for the file and for this I separated the responsible code for this from the PDF export which has a similar problem and now that building block can work without an actual PDF export but it can also work with an EPUB export and with that for each page we know which chapters are starting there I did not skip testing in real life but here I will skip testing and I just wanted to say that for everything we do at Collabora somebody has to pay for that because it's work and in this case Corey is sitting there known and office is small company and he and in collaboration with the partner was sponsoring this work so thanks a lot for them under the rise thanks for listening any questions great I use my time so thanks again for listening


All right. Thank you everyone for coming. I am Chris Shaw. I'm the director of products at hypothesis If you haven't heard from hypothesis yet today, I it's a social learning tool We allow students to have conversations about the content That they're you know that they're learning Directly in context on top of that context on top that content. I have with us today We have Alex Humphreys. We've got Nick Brown and Dan Whaley some various team guests I'll let them more properly introduce themselves here in a second Right after a few points of order and then we'll kind of get into it so Briefly if you look into the lower left, you probably have a panel and in that panel there is a chat button It's got the ones with the little Two speech bubbles on it feel free to use that to chat with each other and And you know leave your thoughts and Reactions throughout the the panel. In fact, I will prompt you to do so in a couple of times to get your your own input And in fact, why don't we go ahead and practice now? And I would love to kind of hear who's in the room and you know, where are you based? So go ahead and say hi to everybody in the meantime, there's also a Q&A tab at the top of that panel and so as you have questions and You know potential things that you love the panelists to address Feel free to bring those up and actually realize now. I'm going to show this point of order into a quick file here Yeah, this one right here Feel free to drop those questions at any time You can in fact vote on those questions if you see someone else has already added a question that you would love to have Answered and when it comes to the audience Q&A, we will pull from those and allow that the Our panelists here to take on your questions and then lastly I did mention that We'll have questions that you can kind of add those anytime if there's things we don't get to I Will go ahead and collect those and if you want happy to kind of reach out to the panelists afterwards They're nice people. I'm sure they'd be happy to answer those So without further ado, I'll kind of get into the heart of this conversation. This is our social learning across content session Oh, you know digital content and instructional technologies have enabled New ways for social learning and education in general to take place The problem is that that you'll find today is that a lot of these times these conversations that are happening are happening on in closed walled gardens, if you will where Students conversations are limited to only the content in one place and are able to take that conversation with them somewhere else there's ways to solve this and there is a coalition of of Publishers digital content providers and instructors and Technology vendors are looking at ways that we can bring a new vision of how social learning can work where you can have this Have the conversation across all content in the same way and so with that without further ado, I'd like to introduce you to our Lovely panelists. We've got Alex Humphries from Ithaca Ventures and J store labs Nick Brown that vital source and then Someone that I am paid to say great things about Dan Whaley here at hypothesis and so I'm gonna pull down our slides here and Allow our panelists to kind of Shine so why don't you guys introduce yourself? You know tell us a little bit about yourself what you do and why don't we go ahead and start with Dan? Hey, thanks Chris. Yeah, yeah, my I'm Dan Whaley. I'm the CEO founder here at hypothesis and incredibly passionate about Bringing this new open paradigm to kind of the world at at large but Also really focused on How we can transform education using these tools in the short term and So just thrilled to be here. Thank you. I think I'm on I'm next on the list. So hi. My name is Alex Humphries I'm thrilled to be here. So thank you Dan and then Chris for for having me so I'm the vice president for Ithaca Ventures and J store labs Ithaca for those who aren't familiar with it is a Mission-driven not-for-profit. Its mission is to expand access to education and knowledge and it does so through a variety of Brands and services One of the most popular of which is J store which supports Ithaca's mission With one of the most used research database digital libraries On campus at college campuses in the world J store J store labs and Ithaca ventures are ways in which that we Explore and develop the next generation of how we fulfill our mission. So those are new products and and services that fulfill our mission and One thing we've been doing over the past a few years that we can talk about more is exploring a partnership with Hypothesis where J store materials can be viewed through the hypothesis LMS app To as sort of a tunnel into J store so that it can increase the impact and Availability of J store content within the teaching enterprise Hand it over to Nick All right. Thanks Alex. Hi everyone. I'm Nick Brown at vital source I'm a VP product here overseeing our learning platforms And if you aren't familiar with vital source We do a number of things but one of the biggest things we do is we run bookshelf Which is the largest digital textbook platform in the world where we work with thousands of publishers to Aggregate over a million titles into a catalog of digital textbooks, and then we work with thousands of different institutions Both in the United States and then Increasingly abroad we have users in almost every country around the world to deliver those textbooks and other course materials to students And with a real focus on access to those materials You know topics like accessibility or near and dear to our heart as well as affordability One of the biggest things that we try and do is is save students a lot of money as we all know those textbooks can get really really expensive And we were very happy to save students over 60 million dollars on their textbooks just in this last semester alone So access and affordability is core to what we do And then we're always looking for ways to once students do have the course materials that they need once they are able to Read them once they're able to afford them What can we do to help them get the most out of those learning materials? It's another huge part of what we do Some of those things are features and tools that we develop ourselves But there's also great opportunities to collaborate with partners like hypothesis And you know bring tools to students and teachers together that we really just couldn't do alone So you know much like Alex was talking about a pilot that they're working on with JSTOR We we did pilot with some real-life teachers and students this last semester The ability to highlight and annotate content inside of our bookshelf e-reader using the hypothesis tools To some really interesting data and some some great outcomes from that first live course so certainly look forward to talking more about that and Excited for the conversation Chris. I think you're muted. Oh, that was amazing. I don't even know how that happened Thank you Alex Let's hop into the the Q&A here with you I think we have to start off with some of a special question around You know what drew you in to this This world of open social learning. Why is this something that you're looking to pursue? I'd love to potentially start off here with Dan because I think you even have a Small set of slides to talk through the slack coalition So why don't we go ahead and start with you and I'll kind of pull that up Great So the You know cut the way that this Got started for us you know, we we launched, you know, we Hypothesis story in in two sentences is you know, we Along with a lot of people has understood there to be the you know this opportunity to bring a kind of universal collaboration conversation layer to the web and what's in it and launched Built some open-source software brought it through the W3C standards process and then launched a service Using it and the first so the first users That we had were We're in the classroom students teachers that were introducing this To their to their students to be able to collaborate over text Just using the Chrome plugin and You know, so as that usage grew they started telling us What they wanted in order to for it to be better for them one of the first things that they asked for were to build this into the learning management system to have Plugins in a sense for you know, Moodle and Canvas and and Blackboard And so we we built those Then they asked for Additional things which we built but there was a Over time there was a consistent ask That they had which was more a more difficult one For us to solve for and that was it. This is great When it we're using it on a PDF that's been uploaded into Canvas or On a file in Google Drive But we also use You know platforms like vital source to deliver digital textbooks Or you know, we have publisher material that we use in a native reader from Cengage or Pearson Or, you know, we're using, you know, library materials like those from JSTOR And you know, but our teachers, you know, usually they would just point the student to the page and in JSTOR Now they've got to, you know, download that JSTOR article as a PDF and maybe re-upload it which, you know, may not even be supported by the terms of service That are negotiated and and when platforms like vital source, it may not really even be possible or easy at all to kind of download the thing as a PDF. So So why can't you know, what's your building just work there too. And these were simple asks But there's a really complex complex problem behind that. So how can you have something as this app that's authenticated inside the LMS but can also Extend over these native content platforms. And within and, you know, seamlessly without, you know, the student even realizing kind of what's happening in the background or the teacher So we started to have some discussions. And if you go to the next slide. And with a kind of a wide range of Folks in the market, Nick here at VitalSource, Alex at JSTOR, and many others like them. And realized that there was a shared interest in solving this problem collectively and that it was a shared problem that That needed to be, you know, kind of thought of in those terms. And so the idea to form a coalition to bring those shared interests together was born. We launched that last year. It's called social learning and cross content. There's a website there called select coalition.org. And it's a very simple website. But the powerful thing is that all of the members have shared a short video of them saying kind of in their own words, why this kind of shared mission is powerful for them. And I think the powerful thing for us at Hypothesis and the others have been pulling this together is that, you know, that they have shared a short video of them saying kind of in their own words, why this kind of shared mission is powerful for them. And the voices, you know, are so clear and that the reasons are ultimately the same, but the perspectives that the power is in the diversity of perspectives behind them. Next slide. So at this point we have, I think, about 22ish, 24 partners and something like that. There's probably another 10 that are in discussions in addition to this that are coming soon. And they form a pretty wide range of some of the players in this space across a wide range of different categories. Obviously, major folks that are, you know, major players in the commercial part of this space, VitalSource, Epsco, ProQuest, Cengage, etc., some of the not, you know, kind of powerful nonprofits like JSTOR, the Internet Archive, HathiTrust. And also kind of stakeholder coalitions, a daisy consortium that focuses on accessibility and institutions, UC Davis, University of Illinois and others that have people and perspectives that have really brought some value to the coalition. Go ahead. So, kind of giving you the context, basically the, we want to bring more interactivity to the classroom experience. The goal is to keep the students engaged. And that interactivity is focused on learning materials and content that is supplied by, you know, these major providers that in the space that we all know. Go ahead. And the problem is that it's, you know, when you have a kind of a, in LMS terms, a third-party application or a third-party tool that is authenticated, it really till now can only exert its influence within the narrow world of the learning management system and maybe a PDF that happens to be uploaded there. But it can't extend, kind of, outside the platform. And, you know, the, you know, so those different platforms may have their own tools, but those tools are different. And so the experience for teachers and students is different. And so we wondered, you know, can we, could we, can we solve this problem? And, you know, the answer is we think so. Just in terms of a bit of, kind of, context about who are these content providers that are out there. There's, we separate them into some, kind of, some common categories. And, you know, we think of this problem as if we can tackle the major providers in each of the primary categories and focus on them first and bringing them into the coalition and kind of engaging them in this shared mission, then we think we can solve, fundamentally solve the problem. So learning management providers like Canvas and Blackboard, EBSCO and ProQuest and the aggregators, OER providers, publishers, archives like JSTOR, e-text distributors like VitalSource, and then journals and other kinds of scholarly sources. Go ahead. So the end product of this is a coalition that will work together. The goal is to first, you know, kind of come together and agree on what we think the obstacles are, work on ways of eliminating those obstacles, and then do some POC, some proof of concept in terms of doing this multi-party or cross-party integration. Obviously, we at hypothesis are doing some, but this is not limited to us. There are other tool providers and others that we want to see, you know, many integrations flourish. The problem doesn't get solved if it's only a single vendor solution. And our kind of mantra here is to work in the open, show our work, publish our findings, and make this kind of a free to participate, no barriers, no tolls. Go ahead. We have a really simple set of asks for the coalition participants that we've put forward, and that is number one, if you agree that you agree with the vision and enabling this, focusing on the end user, enabling consistent experiences, explore to invest in kind of exploring what that would mean for yourself and the work that you would have to do to undertake this kind of vision within your own platform and prioritize some of that to collaborate openly with others and agree to be public about your involvement. Great. Cool. Thank you so much. Thanks, Dan, and I think that's a great segue into the other folks on the panel here are people who have made those commitments to this open vision. And so why don't I turn it over to Alex to hear from you. What drew you to social learning, open social learning? Thanks, Chris, and thanks, Dan. I think I'll do a similar thing to what Dan did, which is sort of tell a story over time. So just thinking about very broadly Ithaca's mission and our mission, it is very deeply important to us to increase the impact and usage and engagement with the scholarship and content that we have because we believe education and informed population are the bedrock of democracy. It's absolutely vital and we think encouraging that is deeply important to our mission. We started off two and a half decades ago showing that content that many people didn't look at or see, which was the back issues of journals and was so that there was value in it if we could make it easily accessible and digital and available for everybody. And we've been successful enough that there have been a number of studies that open access content on JSTOR drives significantly more usage when it's on JSTOR than when the same content is available on other platforms. And we want to continue to take advantage of that and continue to increase the kinds of engagement that students and learners have when they're dealing with academic content, when they're learning new ways of looking at the world. I believe strongly and we believe strongly that annotation and social learning is one really exciting tool as you're doing that because it creates a community around the actual content. Acknowledging that learning is not a solo activity that you do alone, but it's a social one. It's one that you do in a classroom. It's one you do standing on the shoulders of a long lines of other scholars or researchers learning on things. You could even say scholarship itself is a form of annotation and that every scholar is commenting on the work of the scholar researcher that came before him or her. So we first partnered with Hypothesis like five or seven and a half years ago in 2015. I remember sitting in a room at the UT Austin. The dog's name is Betty. Thanks, Chris. In UT Austin with Jeremy Dean and we built an interesting tool that combined the ability to use Hypothesis to annotate canonical poems from the Poetry Magazine with scholarship that was about it. It was a way to demonstrate that students and learners weren't just consuming the scholarly discourse but could be a part of it and could orient that around the primary text. The scholarly discourse doesn't happen over there. You as a learner are part of it. We think libraries which both house and preserve scholarship and the scholarly discourse and all of the knowledge that we have. And they also act as a tour guide to that discourse to any student who comes to their campus. We think because of that twin role, libraries are an ideal partner in exploring how to use digital methods like online social learning to help students in today's world. Thank you, Alex. Nick, anything resonating so far? Yeah, absolutely. I think one of the ways that Dan kind of framed the challenge was around how do we drive that degree of interactivity and engagement with the content. Hypothesis is a really great way to do that. I'd say that mission is what drove us to social learning absolutely. We're always looking for more and different and better ways to drive that interactivity. If you go back in time in vital sources history, one of the things that we've seen jump out through the data, I'd say loud and clear, is that if all you're able to do is give the student what I call a print under glass textbook experience, right? They're not going to use it very heavily. They might not even buy it. They might opt out of it. They're not going to get a lot of learning impact out of it. And you're not really taking advantage of all the, you know, affordances that being in a digital world gives you to help those students learn better. So, you know, we're always working on what we can do to further that student experience. A nice example that's in a different part of what we do is we recently spent a lot of time and energy building out a new tool that allows us to automatically generate with AI some formative practice questions and layer them into the text study experience, right? That's one way to drive interactivity. You read a little bit of content, you reflect and see did you understand what I just read or do I need to go back and reread? Hypothesis is another great way to trigger that same kind of moment of reflection, that little moment of learn by doing that we know, you know, is proven by learning science is going to have a positive impact on the student learner experience. But instead of doing that with formative practice, we're able to do that with your peers and with your instructor and fostering that kind of social interaction. So that's absolutely what drove us to wanted to do a partnership there together. And then, you know, the other interesting thing that I think is worth sharing is we've had the ability inside of our bookshelf platform to share your notes and highlights with a peer, or if you're an instructor to share your notes and highlights with the students in your course since 2007. No one uses it. It's not, it's not, you know, built with the same kind of intentionality around the user experience and, you know, around the kind of clarity of what this is for right that the hypothesis has. It's kind of attack on it's a bit of an add on in terms of the feature set. It doesn't have the same kind of capability of horizontally delivering the same user experience across a lot of different kinds of content modalities. You know, it doesn't have the usage and I'm not surprised it doesn't have the usage right it doesn't have the smooth LMS integration where an instructor can create kind of rich and robust assignments around participating in that engagement. And, you know, this is one of those places where, sure, we could go spend a whole bunch of time and energy and engineering time and work, trying to build that, or we can figure out how to do a partnership with someone that solved a lot of those problems together. Solve some problems for teachers in that kind of horizontal way across content that we might not be motivated to do and deliver a better user experience for teachers and learners by integrating rather than trying to reinvent the wheel. You know, so there's there's a lot that kind of draws us to this, you know, feature area in general. And then also it's just a really nice way to plug some specific gaps that we had in terms of our own capabilities where let's let the experts build that part and then and layer it into our products to get the right thing out to our students. If it's okay, I want to just like chime in or shout Hallelujah to some of what Nick Nick was just saying. I love the metaphor of you know annotation, you know, we're looking at the document under glass. You know, when you look at, you know, we've done user studies where you're looking at researchers or students engaging with their material, and it is not under glass it is it is a physical act to grapple with the thing and to gender terror and to make physical comments and to really move between books and all of that. There is a really roll up your sleeves and kind of get messy engagement that happens in the analog world. And I think too many of the, you know, first forays at annotation and and and all of this tried to make it too clean and too neat and I think one of the things that social learning and the the classroom annotation that is being done now is it allows for some dynamism and messiness and and and operating in a variety of different ways that I think is really exciting and that that stands on that benefits from the fact that is cross platform and doesn't, you know, I have this set of tools for J store and I have to learn this, you know, where it's like jumping between WebEx and zoom and go to meeting and all of that. There's a little bit of friction there that causes difficulty every time so a common standard is a benefit for all. Speaking of messiness that seems like a good segue to talk about the classroom and pedagogy and things in practice so, you know, Nick, a vital source you have the luxury of working with, you know, hundreds of thousands of institutions and thousands more instructors. I'm curious to know what are some of the best practices that you've seen that are taking advantage of this ability to conduct social learning across content. Yeah, that's a great question. So, you know, one of the things that I think is a bad habit we can fall into you know when when you work with textbooks is starting to think of them as you know, it's just this single monolithic packaged up thing and you're going to deploy it in a different course or to a particular institution they're going to teach that textbook just the way that it's laid out just the way that it's structured and it's this kind of monolithic block and a blob. And it's always a mistake when you think that way right, sure that the textbook publishers went through a lot of work to kind of craft what they believe is a nice view of the curriculum and craft a helpful and useful flow through that material. But when you get out there and you actually talk to faculty, they're breaking it apart and they're slicing it together and they don't think of it as I'm just teaching this textbook right, they're teaching their course and that may have an assigned textbook. They may even use most of it in the order of how they go through it in the published work, but they still think of it as their course right and they have a lot of intentionality around how they use that as an effective teaching tool. And I thought that the instructor that we worked with for our pilot with the bookshelf and hypothesis integration this last semester. She had a really, really great view. Sorry, I've got a three year old here with a police car doing a quick interruption. Henry, I've got to be talking on this. Okay, can you hand downstairs. Hi Henry. It's okay we'll be here when you get back. Hey can someone come grab Henry. Oh, my two and a half year old. Sorry, one second. Thanks to granny. Okay, so sorry, I was saying the faculty member we work with Dr. Alison Bernays at University of Minnesota. I thought she had a really great kind of point of view and mindset around how to use our tools together to effectively teach around the textbook right she wasn't just saying. Hey, thanks for this tool I'm going to drop my students into this user experience like have fun or go make for annotations or go you know do this. She really thought a lot about how it fit well into our course how it fit well with her teaching and learning goals. She had a really just thoughtful approach right she she even was challenged this last semester with teaching the same course with the same textbook in both fully remote asynchronous modality and asynchronous modality where she had her students kind of coming in for remote zoom lectures. And she kind of crafted the hypothesis and annotation experience a little bit differently for each of those courses right with some really discrete goals and kind of discrete types of assignments and types of how she wanted that social annotation to play into the course right. So I just thought it was a really nice example you know we're talking to her I just learned a lot about the pedagogy of her course right about what she wanted to do, but how she saw these tools fitting into her teaching and learning. And you know what she did was able to choose able to take some in class exercises that in her in person courses had been really really successful for her in the past. Move them into the textbook right facilitated by the hypothesis layer, and have that be a really effective activity for her students, while also kind of reclaiming some of that class time and using that for some other purposes as well. So it was just a really nice example of, you know, someone who didn't just kind of hear about some technology and blindly adopt it, but had a really kind of mindful thoughtful approach to like, how do I implement this in practice with my students in my courses with the way I want them to learn. And I think the data showed that she did a really effective job that the students really got a lot out of it, and we're really deeply engaged with both tools. And Alex, I think you have an interesting perspective because the library serves as an educational resource as well as a resource for numerous other stakeholders. How do you see these things working together. I almost pulled the Chris. Whatever we're going to call it now. I mean, universally, I think. So first of all, just say I'm not a trained librarian. So I can't or speak for speak for librarianship but I can, you know, I can share what we, you know, what we've learned is we're working with librarians and, you know, my experience is that libraries are very bustling places they're not quiet reflection in a carol they're bustling places to gather and their their places to gather their particular kind of place to gather on a campus, either virtually or in person, you know, way back when I was a student the groups that met in the library were were the study groups and the book groups I'd I'd meet with my Russian studies group. We'd meet in the library there were social gatherings, but they weren't frivolous they were centered around books or knowledge. You can almost call them a form of analog social learning. And so it only makes sense that as those affordances turned to digital that libraries are play a central role and, and are a supporter of that and I think there are two aspects of libraries that are and librarianship now that are particularly relevant here. And the first is just many libraries are libraries are one of the places on a campus that are inherently cross disciplinary. They, they provide support across the different disciplines and so if you're interested in learning, you know how a historian does a particular thing or how a chemist does a particular thing that's within the discipline but as you there are many skills. It's very important to have that cross disciplinary pollination and many skills that span across those disciplines, whether that's a research skill or writing skills, or, or, or in introductory digital skills like text analysis or data literacy and libraries are increasingly providing those skills and I think there's an opportunity for them to both use social social learning to provide those skills and have that be one of the sets of skills that can be provided. Yeah, I hadn't thought of it that way that's really quite. Yeah, illuminating to see it as a horizontal skill developer. Yeah, and using and leveraging and increasing the value of the content that they already have they care a lot about the adoption rates and the usage and the of their materials it's not only about, you know, the shelves are fine but they want to disseminate that information and so, you know social learning is a way to increase the impact of the collections that they they they license and buy. If we, if Betty has anything else to say, or if Nick or anything else to add to that. The next few questions I have are really open to anyone. I'll potentially pick a couple people but please feel free to jump on those and respond to your peers. And just a quick reminder from the from our audience. We also have the Q&A panel and so if you also have your own questions or your own thoughts to jump in feel free to drop those too. So let's move into this concept of the open part of social learning. Why, why go open why pursue a standard for this. And Dan you spoke at length about the slack coalition so you're probably the king of this. I'd love to kind of get your thought.  Think that the only way we can win is by doing something and then building a wall around it and protecting it be so that nobody else can take advantage of the thing that we built. Because we put so much time and energy into it and maybe some money and and, you know, that's that's the kind of the mentality, build and protect and only share, you know, when you know there's a there's a toll paid. But I think, you know, the the open source movement is a, you know, increasingly a thing that is showing all of us that there is a kind of a new kind of thinking that there's a way to build shared things standards and to push for kind of shared values around interoperability and inclusiveness and and still be successful almost, you know, by leveraging that openness as, you know, a form of commercial value and and, you know, kind of community value. So, you know, where we start, you know, first from our perspective as kind of lovers of the web. And, you know, the web as that thing that came from a bunch of commercial implementations of online service providers, like a well copy serve.  And I think we, you know, our goal was to try to, you know, see, could we, could we bring that same thing to to thinking about on the social side. And because we want to see that that big outcome to, you know, we're citizens and humans that, you know, on the planet just like everybody else, where else. So that's that's kind of the thinking behind it is pretty simple. And, you know, just delighted to that some people seem to agree and we're making a little progress.  Yeah, sure. I mean, you know, I think, you know, Dan talked a little bit about, you know, the, the value of open and the value of standards and things, you know, one of the things that we've, I'd say just had a long history of success with and it's going to be the right kind of strategic choice for us every time we've approached it is going going open and going towards standards right so we helped write the spec for the EPUB three book format and you know, we're really big champions for for driving adoption of that across publishers which is a win for students in terms of accessibility a win for students in terms of the the flexibility and interactivity that content. It's been a great, a great win for us. We've been huge huge huge proponents of the standards coming out of formerly IMS now now one ed tech, you know, things like learning tools interoperability we have millions of students that have products using LTI every single month.  If that standard hadn't taken off and if that that hadn't really reached the adoption it has. I'm one of our founders, Rick Johnson is actually the sitting board chairman of one at tech. We leverage those same kinds of standards to pump caliper data feeds with near real time data about what students are doing in our platform back to the institution so that they have that data for analysis and potentially early intervention. Again, like riding on that standard, you know, help solve problems across the ecosystem in a way where, you know, we, we can aggregate that data and try and say, Hey, the only way that you can see this data is if you come into a vital source dashboard or like download our data visualization or something that's just not as powerful as if we can get you the data, the way that you want it where you want it using open standards so that you can kind of color in that whole picture of the student journey, all in one place as the institution kind of I'd say where that data belongs specifically. So, you know, that's been a like a, you know, a few different ways we're kind of riding on those standards and building in the open has been really helpful to us. And like I said, you know, every time we go there. It's been a helpful, helpful, helpful tool for us. You know, one other thing that I think is kind of worth, worth mentioning.  So it can be really, really hard to manage an effective program, or be an instructor trying to decide like, which of these thousands of tools do I want to actually use in my course to achieve my goals in the course that I'm teaching this term. And, you know, I think when you end up with all of the small kind of walled gardens and silos that talking about, you're just making the job really really really hard for the instructor and really really hard for the institution to teach the courses effectively and manage their platform effectively. So, you know, if driving towards things like, you know, one coherent way to do something like social annotation, it's just going to simplify the picture. People are going to know where to go. They're going to know how to use it. They're going to know how it adds value to their content. They're going to know how it adds value to their student experience. And I think that's trying to simplify that maze and that complexity is definitely something that we work hard on at VitalSource, and I think standards has been a really nice way for us to do that. There's definitely still room for us to improve them. Can I chime in on that because, I mean, I think hypothesis standards-based openness, the openness there is just one of the key reasons why we want to work with them. JSTOR and Ithaca have been working really hard over the past maybe half decade to provide open and available infrastructure for libraries and institutions. For instance, we have a program called Open Community Collections that offers libraries the ability to host and provide access to their library's special collections freely right on the JSTOR platform, embedding it where people are already doing research so their special collections can reach more people and have a bigger impact and we're providing that infrastructure. We have another program to expand access to the content that we have that we started during the pandemic called expanded access where libraries and institutions get access to all of JSTOR's content, regardless of the number of individual collections you might own, just because of how difficult it is to get content digitally. We're looking to extend that permanently beyond because the pandemic is not receding. For social learning and annotation, I couldn't agree more with Nick's statement about all these walled gardens and individual programs just carrying a huge burden for the individual learner and teacher, creating a lot of friction. You're having students having to learn five different auth systems and ways of logging in and navigating when what they should be learning is the course materials. And so if there's open standards that allow it to interoperate while JSTOR's publishers can get the usage and traction that they need so that there's some credit there. So I think there's real opportunities and so I'd love to see this growing into a full archipelago of mission and community minded open standards based platforms with hypothesis being really central to that. Can we change the name of the coalition to the social learning archipelago? I think you should. I think that was a missed opportunity and I'm really disappointed. Yeah, I mean, because the alternative is all of these individual programs are going to create, you know, we'll be sort of fighting against each other and that leaves room for much larger organizations who might not share our community standards to essentially become de facto standards. And that can hurt all of us. Any thoughts, Dan? I think we've, I mean, I obviously resonate with what they've said. I think we've covered this one. I want to take us into a slightly different direction that is somewhat adjacent to having an interoperable social learning layer, which is a concept that's many are probably familiar with as OER open educational resources. It's almost kind of like an interoperability later for the digital content itself. I'm curious to hear from, you know, you folks, how does OER fit into the broader publishing landscape and how do you see it working here within the classroom? Alex, what are your thoughts?  And I think OER is an amazing framework that sort of reifies that creativity and an active teaching, making the teaching, all the work that goes into putting into a class, turning that into materials that you can then use, but then other people can also, you know, dive in and reshape themselves. And I think that's incredibly valuable and really, really important. And I think there's opportunity for a lot more infrastructure supporting that right now because there are some challenges because inherent to it because if the inherent goal is remixability and not taking the cookie cutter, then helping people find all the ones that are most helpful to them and navigate all of that can be really challenging. I think there's opportunity for, you know, annotation and some sort of discovery tools that make it possible to navigate that and reuse and reshare that could be really interesting. And I'll also say, well, maybe I'll stop there. I'll stop there before I get distracted. Nick, what do you think? I think that's well said. You know, I think the, you know, OER is one of those topics where I feel like the pros and the cons are quite clear, right? You know, the pros when it's implemented well, when it has the kind of properties of remixability and modularity and reuse and low cost for students certainly resonates with us, right? There's a bunch of wonderful things about OER, but the challenges around discovery and knowing what to adopt and understanding if it's high quality, understanding if it's out of date, is it well maintained? Is it easy to implement in my course? Are there all of the kind of ancillary components that go along with a textbook or a publisher courseware product that helped me teach my course effectively? Being able to kind of put together the OER jigsaw puzzle with content that's really high quality and aligned with what you want to teach can be really hard. In the cases where you can do that or where you have the time and energy to kind of sift through and find what you need or where you work with a, you know, a partner maybe like an open stacks who kind of puts a lot of that together for you. You know, it can be a really, really great win for teachers and for students. It's, you know, we don't do a ton with OER at VitalSource. I should say we do distribute some OER textbooks and materials through our platform. It's more a trend that we keep tabs on and try and understand is there a place where we can really come in and help here. You know, if someone is able to solve those problems around discoverability, around powering that kind of remix and reuse around helping instructors understand the quality bar, I can certainly see it having an enormous impact. Great. One thing that I heard that you had mentioned, Alex, is how it kind of having some of this standardized allows the instructors to essentially focus on the creative part of that process. I actually think that was something that I'm excited about when it comes to the Slack coalition for social learning and annotation is the same thing is that, you know, all the guts are taken care of. Now we can actually see more innovation in the area, not less. Yeah, what you want. I mean, you want the instructors to be able to create their own, you know, Spotify lists of syllabi, where they're essentially piecing together the materials. This is how I go about creating, you know, talking about introducing this particular material and then letting people listen to each other's mix lists. And, you know, much of that content could be open, but it doesn't necessarily have to be if I'm teaching, you know, American literature, I'm not going to stop in 1925 or whatever. So I think it's important to be able to that remix ability, and that that those standards would allow for that kind of common discovery and sharing of, you know, the T as with the teachers. The tour guide of the subject material. Well, and the shared capabilities and feature set matters to right, you know, one of the things that we've heard from folks when we talk to them about how they're using OER how they might use OER and some of their courses is they'll point out, you know, often, hey, here's a phenomenal resource, but the only way I can give it to my students is it's over here it's hosted on this website and that's it and that's all that it works. And they're asked and they'll ask us questions like how can they use that through your bookshelf iOS app so they can download it and read it offline while they're on the train. And our answer is, well, they kind of can't do that right now right it's such it's a very fragmented landscape. But they would love to have the same those same kinds of capabilities they would love to have the same kinds of capabilities. We've been talking about today in terms of social learning, and you know that that kind of join of the fragmented content landscape with the fragmented tools landscape. That's really the thing that if you solve that you're doing something really powerful. Well, we're getting closer to time here and I'd love to, you know, leave some time at the end for the audience to leave some questions as well. So I am going to move on to everyone's favorite question, which is, what is your favorite social read? What's the best piece of content that you like to read together? So someone's going to have to jump in here and talk but if no one does then Dan, you're going to have to jump in here. And what do you think, Alex? What do you think, Nick? I nominate Dan. Go ahead, Alex. Well, I don't know if this is a social read. So, you know, I just a couple of things that I don't I don't know that I would call something a social read. That's why the one reason why the question question is hard. But I'll give two sorts of examples that that might spark some things. So one, I remember last year it just happened that like a dozen people in my office were all reading virtual office nobody was in person. And The Sun by Ishiguro, which amazing new novel. Everybody should read it and just the act of everybody reading and discovering and sharing just rose and learning that together just changed our my relationship with the book. And we were doing a project at the time or having some discussions with, I don't know how many people here know, but if you don't you should. It's a Freedom Reads project, which is funded by Mellon led by a gentleman named Dwayne Betts, who is a genius. And it is a project to provide a library of printed materials inside of US prisons. So he's creating a library of materials and it's based on Dwayne's time on the inside where he was in solitary and somebody passed him a poetry book and it changed his life. And he's now a published poet and a lawyer and an amazing, amazing man. And they did a series of roundtables. As they were trying to decide the 500 books to include in this library where they would bring together authors and writers and I got to join one of them for some reason, where we would talk about the book that mattered most to you in your life. And what is the book that you care about that you think everybody in the world should read and it was just an amazing way to get to know people and to see the diversity of those books and think about then sharing them with people who had very little access to books. It was a tremendous project and I'd encourage Ender's game that was on the list. All right, that was my, I don't know if that's a social read or not but it seemed relevant. Well, I'm just going to go with an old favorite, which is it kind of related, you know, the one of the first articles that came out. It's actually 1945 called, as we may think, talking kind of imagining both the web and Wikipedia and in a kind of collaborative annotation way before it was obviously ever invented. Which is a bit of, you know, a canonical text in our world. It's still available on the Atlantic, you know, as a public document and now has been annotated by lots of people with some really super insights and so that's definitely one of my favorite kind of meta reads. Yeah, but my other favorite one is just, you know, kind of the one that's in front of me, you know, on more of a daily basis like the thing that people are talking about today. Or, you know, seeing some of the fascinating annotations on on class text and just seeing how how the conversations are unfolding so yeah. I love that. Great. I have one more question for you all. This is a question for everyone so we'll kind of go around the table. So what's next? So what is the, you know, what's the next move that you're making in the open social learning? And how can we help? How can the audience get involved and yeah, take it away, Alex. So as I mentioned at the very beginning, we are currently working towards a pilot project similar to the one we're following in Nick's illustrative footsteps. We will be doing that pilot at a handful of institutions, universities in the fall. We're selecting universities now. So if you are at one and you want to strongly advocate for your school, then, you know, I strike a forcefully written eloquently written note may sway us. But we're selecting those now and that's really where we're putting our effort and then we hope to expand that beyond the pilot assuming that all goes well. And I'd encourage anybody to shoot me an email or reach out to me on social media with any questions or suggestions for how we move forward and do this. I'll just echo that on my side. As I mentioned earlier, we do have the integration between our tools up and running now. We did have that live in some some courses that ran this previous semester, and we are looking for more. So we're we're planning to have more courses live with the integration integrated set of tools this fall. And if you want that to be a course at your institution or a course that you're teaching, you know, feel free to reach out to me. You know, especially folks who are familiar with both hypothesis and bookshelf, which I think is probably quite a lot of folks right there's a lot of folks who have used both of our tools already. You know, that's just a perfect candidate to say, What can I do with these tools together? And I'm sure you'll come up with some some great ideas about how you could use that effectively in your course. So don't be shy. I think Chris is going to flash up my email and Twitter in a couple of minutes here. Feel free to reach out. We'd love to hear from you. How about you, Dan? What's next for the coalition? How can people help? Well, mostly there's a lot of kind of the hard work of now that there's some maybe some examples. And the partners have come together and we've done some of that kind of initial advocacy and outreach. Now we need to come together and say what are what are some of the things we've learned from these early POC's and how can we start to generalize these towards some kind of recommendations and best practices so that there is a bit of a playbook here for for others to follow suggestions for people building content platforms in terms of how to make them more kind of social ready so that this kind of capabilities can hang on them and be incorporated into them a bit easier.  Great. So that's all from my questions I am as it mentioned going to pull up. Quick slide. As As we mentioned, there's a lot going on. There's ways to get involved and Nick and Dan and Dan by me forcing him and that's not true. Like normal. Alex and Nick and Dan have graciously offered their contact info. So if you've heard something today that's really resonated with me, hey, I have an idea there, or I think you're missing something, or you want to be involved in one of these pilots. We'd love your feedback and love your ideas. Please reach out. And then as I mentioned, if there's, you know, things if maybe you don't get these down my bills there I'm happy to kind of pass a pass a similar requests along as well. But with that, I'd love to turn it over to the audience. If there are any questions that haven't come in yet. This is would be a great time. I think that by, like, at the very minimum, we need someone to ask what my kid's name is. What's your kid's name. My name, her, her name is Howie. Anna Howard Shaw. And she's the best thing that has ever happened. Not that Henry's not great. I can get back in here to ask some questions if the audience doesn't have any.  We can take this question would be 95% sure his question would be about fire trucks. So it would be a bit of a non sequitur. Yeah, I just want to say thanks Chris for leading us through the, you know, through this exploration and to everybody for attending. Yeah, thank you so much Alex. Thank you so much Nick. Thank you so much Dan. It's been super insightful and a lot of fun. So, feel free to reach out contact information's on the screen there. And we'll look forward to hear from you. Thanks everybody.


The WIP arbitration and mediation centre is the principal furniture of dispute resolution services for owners of brands in respect of, in particular, cyber squatting or the abuse of registration of those brands by third parties who don't have any authority to use the brand. And last year we saw once again, unfortunately it's not a great statistic, an increase in the number of cyber squatting cases that were dealt with by the WIP arbitration and mediation centre, an increase of some 4.6% so that we now deal with on an annual basis about 2,700, 2,800 internet domain name cases every year. One of the developments of interest in that area is that we as a principal internet domain name dispute resolution service provider provide that service not only in the so-called generic top level domains like .com, those that are not attached to particular countries but also for some 71 countries or country code top level domains like .ch, Switzerland.fr for France. The other development I think that which I would signal is that this space of course is changing. ICANN, the Internet Corporation for Assigned Names and Numbers is in the process of rolling out some 1,400 new top level domains. So like .com to the right of the com, new 1,400. We've seen the first 970 odd of those already rolled out and already in operation and this will contribute to for brand owners increasingly complex task of surveillance with respect to the misuse of their brands across the world and in all markets whether physical markets or virtual markets such as those established on the internet and for which domain names are particularly important.


You can really tailor it to your needs as a teacher, use the components you want to use, leave the others behind or use all of them. So teachers can take activities and copy them, replace names, replace items. They're completely free to do that with our materials and it only makes them better if they're adapted.


it's Missy, welcome back to my channel. For today's video I thought it would be fun to do a bunch of different hairstyles using a scrunchie. I recently opened an online store, missysushop.com, and all of the scrunchies that I'm using in today's video can be found there. I'll leave a link down below in my description box in case you want to check it out. There's a lot of really cute things. If you're new to my channel, make sure to like and subscribe. Click that notification bell so you never miss any future uploads, and let's get started! For the first hairstyle, I'm going to divide off a section from my right ear up to my crown, and then just clip this out of the way for now. Then I'm going to divide off a similar section on the left side of my head. So starting on my ear and going up to my crown, I'm going to spray this with hairspray and brush through it to remove tangles. And now I'm going to take both sections and twist each one inwards towards the back of my head. Then I'm going to tie the two sections together with a clear elastic band. And now I'm going to flip the ends up and around the elastic so the two sides are more twisted. And then I'm going to make the twists bigger by going back over them and pulling on the edges. And then I'm just going to grab my scrunchie and wrap it over the elastic band to finish off the style. The next style is a low bun. So for this style, I'm going to begin by leaving out some hair to frame my face. And then I'm going to spray the hair with a medium-hold hair spray and brush down the top of the hair to smooth down any flyways and help combine the hair together. Then I'm going to gather all of the hair together at the nape of my neck. And using a hair band, I'm going to begin tying the hair into a low ponytail. On the last wrap of the elastic, though, I'm going to pull the hair only partway through so the hair forms a loop. And this is going to be the base of the bun. Then with the ends left sticky now, I'm going to divide these in half and twist them slightly. And I'm going to wrap them across the top of the bun in opposite directions. So the left side goes over to the right and the right side goes across towards the left. And then I'm going to tuck the ends back into the hair band underneath the bun to hold them in place. Now I'm going to go back over the crown of my head and detail the hair a little bit. So I'm going to gently pull on small sections of hair just to create some volume and texture. And then I'm going to grab a super silky scrunchie from my store and wrap it over the bun so it sits at the top of the bun. And then I'm just going to spray the style with hairspray and smooth down the hair at my crown. For the half up double buns, I'm going to have my hair parted towards the left side. And I'm going to divide out some hair to frame my face. Then I'm going to divide off a section of hair on the right side, starting at my right temple and going back to the crown of my head. Then using an elastic, I'm going to wrap this once over the hair.  And then I'm going to take the ends from the section and wrap them around the elastic band a couple times and then tuck the ends back into the elastic underneath the bun to hold them in place. So now I'm going to divide up a section of hair on the left side of my head, starting at about my temple and going back towards my crown.  So I'm wrapping an elastic twice over the section. And on the second wrap, I'm pulling the hair part way through to create a loop. Then I'm going to wrap the tail around the elastic band and tuck the ends into the elastic to hold it in place. And then I'm going to grab two scrunchies from my mini scrunchie set and wrap them over each of the buns. The next style is a high bun.  I'm also spraying it with hair spray just to smooth down any flyaways and remove any tangles. So then I'm going to use a hair band and tie the hair up into a high ponytail. Then I'm just going to combine all of the hair from the ponytail, twist it together and wrap it clockwise around the hair band to form a bun. Then I'm just going to tuck the ends of the hair back into the hair band at the back of the bun to hold them in place. And then lastly, I'm going to grab my scrunchie and wrap it over the bun so it sits against my head at the base of the bun. For the third hairstyle, I'm going to start by dividing out two sections of hair on both sides of my head. So I'm going to start the section at about my temples so there's hair to cover my ears. And I'm also leaving out some hair to frame my face.  Then using a clear elastic band, I'm going to tie the two sections together. And now I'm going to create a gap in the hair right above the elastic band. And I'm going to flip the ends of the section around the elastic band so the two sides are twisted. Then I'm going to gently pull on sections of the twists to add some texture and to also make them fuller. And then I'm going to divide off a small section of hair on the right side of the twist and a small section on the left side and combine these together above the elastic band. I'm going to tie them together with another elastic band. But on the last wrap of the elastic, I'm going to pull the hair about a third of the way through to create a loop. Then I'm going to wrap the tail around the elastic band and tuck the ends into the elastic to hold it in place. And now I'm going to grab my scrunchie and place it over the bun so it sits underneath the twisted section and right above the little bun. For the sixth hairstyle, I need to divide off the middle section of my hair since I'll be using this for my braid. So starting at the right corner of my forehead, I'm going to create a zigzag part line down the right side of my head down towards the nape of my neck. So I'm going to divide off the hair at the bottom to use later on. And then I'm going to do the same thing on the left side of my head. So I'm creating a zigzag part line to separate the top hair from the side. And then I'm just going to use a clear elastic to tie off the bottom section to use later. So now with the top section of hair, I'm going to braid this into a Dutch braid. So I'm going to pick up a section near the hairline and divide it into three pieces. With a Dutch braid, I'm going to be crossing the side strands underneath the middle strand. So after the first stitch, I'm going to cross one side under the middle, pick up a new section of hair and cross it under the middle strand as well. And then I'm crossing the other side under the middle, picking up a new section of hair and crossing it under adding it into the middle strand. And I'm just going to repeat those steps crossing the side strands under the middle strand while adding new sections of hair into the braid. Alternating between the left and right side strands, working my way down my head, bringing in all of the hair from this middle section. As you're braiding, make sure to pull the hair tight against the head so that when you finish, it's not too loose and bumpy in places. It'll be easier to loosen the hair afterwards than to finish the braid and try and make it tighter if it's too loose. So once the braid reaches the nape of my neck, I'm just going to clip off the end of the braid so it doesn't unravel. And now I'm going to gather all of my hair together at the nape of my neck, leaving out the braid for now. And I'm going to brush through the hair to remove any tangles. And then once it's all smooth, I'm going to add in the braid and remove the clip. And then I'm just going to tie it all together at the nape of my neck using a hair band. And then once it's all tied off, I'm going to go back over the braid and carefully pull on the outer edges to make the braid wider so it'll look more full. And then I'm just going to grab my scrunchie and wrap it over the hair band at the base of the braid. Going off the last hairstyle, I'm going to convert my ponytail into a bun. So to do this, I'm going to take one piece of the hair band and pull it down over the ponytail partway to create a loop with the hair. Then, as you guessed it, I'm going to take the ends and split them into two sections. I'm going to wrap these two sections over the top of the bun, one from the left side and one from the right. And then tuck the ends back into the hair band underneath the bun to hold them in place. And then I'm just going to take my velvet pearl scrunchie and wrap it over the bun so it sits at the base of the braid. The next style is another half up. So I'm going to divide up a section of hair at the corners of my forehead and bring it together at the crown of my head. Then using a clear elastic band, I'm going to tie off the hair. But on the last wrap of the elastic, I'm going to pull the hair about a third of the way through to create a loop. Then I'm going to pull on sections of the loop in opposite directions to make it kind of disheveled and messy. And now I'm going to take the ends from the bun, twist them together and wrap them around the elastic band about three times. And you can do this more or less depending on the length of your hair. But then I'm just going to tuck the ends into the elastic band to hold it in place. And now I'm going to grab my scrunchie and wrap it over the bun so it's sitting around the bottom of the bun. And then I'm going to grab some bobby pins and pin down any sections of the bun that are sticking out over the scrunchie. The next hairstyle is a quick bubble ponytail. So for this, I'm going to start by dividing off a section of hair at the top of my head and tie it off with a scrunchie. Then I'm going to divide off another section of hair. This one will be from my temples downwards towards the nape of my neck. And I'm going to grab another scrunchie and tie off this section a couple inches below the first scrunchie. Then I'm going to carefully pull on the hair that is in between the two scrunchies to kind of fluff it up so the bubble in the hair shows up better. And now I'm going to take the remaining hair below the other two scrunchies and I'm going to combine it all together a few inches below the second scrunchie and then grabbing a third scrunchie. I'm going to tie the hair together like before. Then I'm going to go back over the hair between the bottom two scrunchies and just pull on small pieces to add some texture and volume and to make the little bubble in the hair show up better. For the 10th hairstyle, I'm going to leave out some hair to free my face and then pick up a section on the left side of the part for my braid. I'm dividing this section into three smaller pieces and I'm going to be crossing the side strands over the middle strand to begin a fringe braid. So after the first stitch of the braid, I'm going to incorporate a new section of hair on both sides of the braid. And then I'm going to stop adding in hair to the top side of the braid and only bring in new pieces from along the hairline. So this will switch it to a lace style braid. So I'm crossing the side strands over the middle strand and incorporating new sections of hair along the bottom side of the braid. And I'm going to be bringing in about five sections just until the braid reaches my left ear. And then once the braid reaches my ear, I'm going to go back over the braid and gently loosen the edges so it's wider. And then I'm just going to continue braiding the section a little bit further down without adding in any additional pieces. And then I'm going to go back over the braid and pull on the edges to make it wider. Now I'm going to divide off a section of hair on the right side of my head. So just starting at my ear and going up towards my crown, I'm going to combine this section of hair together with my braid and tie it together using a clear elastic band.  And then I'm just going to grab my scrunchie and tie it over the elastic band to finish off the style. For the twisted ponytail, I'm going to start by dividing off a section of hair to use for my twists. I'm not going to use all of my hair because I've noticed that when I do that it makes it hard to balance the shape of the hairstyle. So I'm just going to divide off two sections of hair about where my ears are and bring this to the back of my head. Then using a hair band, I'm going to tie the two sections together and then create a gap in the hair right above the hair band. I'm going to flip the ponytail up and around the hair band so the two sides are twisted. And then I'm going to detail the hair a little bit by pulling on the sides of the twists, smoothing down the hair at my crown and spraying the style with some hairspray to smooth down any flyaways and combine the hair together. And now I'm going to gather the remaining hair along with the ponytail and tie this all together using a scrunchie. This will form the ponytail but still maintain the shape of the style without using all of the hair in the twist. It'll also create a smoother finish with the hair on the sides of my neck and it's a super quick style and a fun way to upgrade a basic pony. For the last hairstyle, I'm going to start by splitting my hair into two sections since I'll be doing two buns. I'm going to tie off the hair on the left side to work with the hair on the right side first. So I'm going to gather all of the hair from the right side and brush it up to the crown of my head placing it where I want my bun to sit. Then I'm going to grab a hair band and wrap it over the section of hair. On the last wrap of the elastic band, I'm going to pull the hair part way through to create a little loop. Then I'm going to take the ends from the ponytail and wrap them around the hair band a couple times and then I'm going to tuck the ends back into the hair band to hold it in place.  Now I'm going to take the hair from the left and repeat the same steps as the right side. So I'm going to brush all of the hair up to the crown of my head next to the first bun. And with a hair band I'm going to wrap this over the section and then on the last wrap of the elastic I'm going to pull the hair part way through to create a loop again. Then I'm going to take the ends and wrap them around the hair band a couple times and then tuck the ends back into the hair band underneath the bun to hold it in place. And then as a last step I'm just going to grab my scrunchie and wrap it over the bun. Thank you so much for watching. I hope you enjoyed today's video. Let me know in the comment section which of the hairstyles was your favorite and whether you plan on recreating any of them. I had a lot of fun making this video.  Make sure to like and subscribe. Click that notification bell so you never miss any future uploads. And I will see you next time!