search.noResults

search.searching

saml.title
dataCollection.invalidEmail
note.createNoteMessage

search.noResults

search.searching

orderForm.title

orderForm.productCode
orderForm.description
orderForm.quantity
orderForm.itemPrice
orderForm.price
orderForm.totalPrice
orderForm.deliveryDetails.billingAddress
orderForm.deliveryDetails.deliveryAddress
orderForm.noItems
for yourself and supplier. Or talk to specialists for assistance setting up such a framework – such as HEFESTIS (www. hefestis.ac.uk).


Due diligence requirements are much more important and are far more detailed than many people expect. The session is designed to give specific, actionable advice on what a good due diligence process should include. We’ll use the Ticketmaster case to explore how the ICO has com- mented on the specific of what good due diligence looks like. We’ll also explore


Charlotte Smith


SCHOOL librarians have always dealt with a wider range of types of data than most areas of our profession, I think. Alongside the usual cataloguing data and loans infor- mation, school librarians are also routinely dealing with pupil attendance information, sensitive data about pupil records, safeguarding information where required, and other types of personal data.


As schools pivot more into using online systems for pupil learning (such as Teams and OneNote), we are increasingly being asked to manage data protection processes including resources moving to single sign-on (SSO) models compatible with SharePoint and implementing new integrated tools such as anti-plagiarism checkers. This makes sense as school librarians are already deal- ing with e-resources, supplier liaison, and login issues. However, it requires a much deeper knowledge of data protection laws and processes to be able to deal efficiently and effectively with these new areas of responsibility.


We are already dealing with huge amounts of personal data as part of our day-to-day role; it is important to recognise this to know how to deal with this data ethically and avoid any legal or reputational repercussions. Examples include registration data for lessons, pupil records in the pupil information database containing personal data, safeguarding systems and reporting procedures, and sign-in information.


Basic data protection training is usually mandatory. However, what we are talking about now is moving beyond this level of data processing into data management. If you are dealing with electronic resources or systems, which most school librarians are, it is highly likely that you will be asked to take over and manage a process which involves a higher level of data protection knowl- edge. For example, if an online database is moving to a single sign- on model (SSO) and your IT department are keen to implement


Summer 2025


the contract that must be in place with controllers and processors and the risks that can come from accepting a proces- sor’s standard contractual terms without reading them in detail – spoiler alert; they’re often written to suit the supplier, leave you shouldering even more risk, and signing you up for very large, unexpected bills. We’ll look at some key points to look out for in these contracts so you’re armed to find the risks and protect yourself in future.


As an ex-Librarian I know a lot of librar-


ies are subject to FOI law. This increases the risk of being embarrassed when a person asks to see a risk assessment or due diligence check for a new service that they, perhaps, don’t like. Even if you can’t provide the exact checks under FOI, being able to demonstrate a robust due diligence process can be a great protection from harm to data subjects (from breaches), financial harm to your organisation (from fines and/or compensation), and repu- tational harm (if you can’t demonstrate robust processes).


this, the person already managing those resources (the librarian) is most likely going to be asked to lead this change. If you are already prepared, you will be able to have confi- dence in your knowledge and ability to follow the correct legal and ethical processes. Your organisation will also avoid any reputational damage or sanctions for non-compliance with data protection legislation. Otherwise, you won’t necessarily know when a situation requires a Data Protection Impact Assessment (DPIA) and your IT team might be moving resources to deeper levels of integration in your systems without the necessary con- siderations taking place concerning the personal data involved. Most importantly, it is really interesting to learn about data pro- tection and take a more active role in school. It upskills school librarians and can often change the way that colleagues see us. Moving into data protection at higher levels helps us to connect and build relationships with senior administrative staff and our IT colleagues in new and exciting ways.


My session is all about the changing and developing role of the school librarian as we are being asked to take a higher level and more active role within data protection across school. I have two case studies that are specifically about implementing new inte- grated resources and the data protection concerns I raised earlier. I will talk about the steps I took, the issues I had to consider, the advice I sought, the training I was provided with, the liaison that took place during the integration processes, and some of the challenges that occurred along the way as well as the benefits. I would encourage all school librarians to come along; we are underrepresented in data protection circles and yet we are dealing with personal data daily while also increasingly being asked to take higher level roles within data protection across our schools. Come along to hear about how I managed that transition into becoming a data protection practitioner. Pick up hints and tips that will help you to navigate your way through your own data protection journeys. IP


INFORMATION PROFESSIONAL 37


Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36  |  Page 37  |  Page 38  |  Page 39  |  Page 40  |  Page 41  |  Page 42  |  Page 43  |  Page 44  |  Page 45  |  Page 46  |  Page 47  |  Page 48  |  Page 49  |  Page 50  |  Page 51  |  Page 52  |  Page 53  |  Page 54  |  Page 55  |  Page 56  |  Page 57  |  Page 58  |  Page 59  |  Page 60  |  Page 61  |  Page 62  |  Page 63  |  Page 64  |  Page 65  |  Page 66  |  Page 67  |  Page 68