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Copyright literacy and the role of librarians as educators and advocates: an international symposium


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Copyright literacy and the role of librarians as educators and advocates: an international symposium

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Panel discussion presented at the IFLA off-site meeting on 23rd August on Models for Copyright Education in Information Literacy Programs in Wroclaw, Poland. The panel reflected on the international copyright literacy survey and was presented by Jane Secker, Chris Morrison, Inga-Lill Nilsson, Ane Landoy and Serap Kerbanoglu.

Panel discussion presented at the IFLA off-site meeting on 23rd August on Models for Copyright Education in Information Literacy Programs in Wroclaw, Poland. The panel reflected on the international copyright literacy survey and was presented by Jane Secker, Chris Morrison, Inga-Lill Nilsson, Ane Landoy and Serap Kerbanoglu.


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Copyright literacy and the role of librarians as educators and advocates: an international symposium

  1. 1. Copyright Literacy and the role of librarians as educators and advocates: an international symposium Jane Secker (Chair) City, University of London, Chris Morrison University of Kent, UK, Inga-Lill Nilsson, Karlstad University Library, Sweden, Ane Landøy, University of Bergen, Norway, Tania Todorova, University of Library Studies and Information Technologies, Sofia, Bulgaria, Serap Kurbanoglu, Hacettepe University, Ankara, Turkey, Angela Repanovici, Transilvania University, Brasov, Romania and Alicia Arias Coello, Universidad Complutense de Madrid, Spain. IFLA Copyright Education 23rd August 2017, Wroclaw, Poland
  2. 2. Copyright education: why the time is now Technology International copyright reform Information/ misinformation about copyright Professional identity
  3. 3. Copyright literacy is…. “acquiring and demonstrating the appropriate knowledge, skills and behaviours to enable the ethical creation and use of copyright material.” Secker and Morrison, 2016, p.211
  4. 4. Philosophical Social and cultural PoliticalCommercial Practical Copyright literacy: in context
  5. 5. Critical Copyright Literacy 1. History and philosophy 2. Boundaries and balance 3. Licensing 4. Communication and sharing 5. Consequences and risk
  6. 6. Key findings from the Multi-national CL Survey • The level of CL is far from being satisfactory • Improvements are needed • There are differences across the countries • Highest scores are from countries with institutional copyright policies and training programs (such as the UK, USA, France, Finland and Norway) • Majority (92.9 percent, n=1790) thinks that CL should be included in LIS curriculum 0 20 40 60 80 100 Turkey Bulgaria France Croatia Finland Hungary LithuaniaMexico Norway Portugal Romania UK USA Appropriate level for CL training Bachelor Masters PhD
  7. 7. How to conduct multi- national surveys • Preparation • Establishing a core team, formulating research questions, working on the methodology and the survey instrument • Process • Recruitment of the research team, revision of the survey instrument from international perspective, re-formulatin of questions based on general needs, translations, establishing guidelines (setting up rules, making the rights and responsibilities clear, developing a time frame), providing institutional approvals, setting up a communication platform • Execution • Uploading questionnaire to the platform, opening separate accounts, collecting data, amalgamating data from country surveys, data cleaning, data analysis, sharing the findings through publications and presentations
  8. 8. Key question for our panel Since the Copyright Literacy Survey what practical tools and strategies to embed copyright literacy are working in your country?
  9. 9. Our Panel Ane Landøy University of Bergen, Norway Inga-Lill Nilsson Karlstad University Library, Sweden Serap Kurbanoglu Hacettepe University, Ankara, Turkey Chris Morrison University of Kent, United Kingdom Angela Repanovici Transilvania University, Brasov, Romania Alicia Arias Coello Universidad Complutense de Madrid, Spain Tania Todorova University of Library Studies and Information Technologies, Sofia, Bulgaria
  10. 10. Copyright Literacy in the United Kingdom EngagementResearch Education Community
  11. 11.  From preserving to sharing  Informing, educating and collaborating  Strategic and proactive networking  Librarians as educators Copyright Literacy Copyright Education in Sweden
  12. 12. Copyright Literacy and LIS Professionals in Turkey General knowledge Awareness & interest 0 10 20 30 40 50 Copyright law – national Copyright law –… Copyright institutions –… Copyright institutions –… Collective Rights… Clearing Rights Licensing for information… Licensing conditions in… Copyright - institutional… Copyright - virtual… Creative Commons… Copyleft Open Access, Open Data,… Fair Use Copyright - digitization Copyright - materials… Copyright - out-of-print… Copyright - orphan works No answer Extremely familiar Moderately familiar Somewhat familiar Slightly familiar Not at all familiar 12 33 30 17 8 not at all interested slightly interested somewhat interested moderately interested extremely interested 3 28 27 30 11 not at all aware slightly aware somewhat aware moderately aware extremely aware
  13. 13. Copyright literacy in Romania • We are in early stage of awareness and knowledge about copyright • We have institutions working hard and develop projects to increase knowledge about copyright • There are scientific works about: • Rahme, Nicoleta: Role of the library in mediating access to protected information by copyright law, PhD thesis, Bucharest University, 2015 • Constantinescu, Nicolaie: Guide for Open Educational Resources Pillars for copyright actions and awareness • Kosson is an online open platform activating in the field of memory institutions for over 11 years. The purpose of the platform is o aggregate needed knowledge for all the specialists in the field and also for the general public. • The multilingual platform is a point for various contributions from scientific contributions up to needed data in the field of Library and Information Science. Association for Technology and Internet publicatii-academice Debating European Copyright Reform Open Education Resources are slowly getting into the discourse of the Ministry pf Education’s representatives. This is based on understanding of the open licenses.
  14. 14. Copyright literacy in Norway Ane Landøy University of Bergen, Norway
  15. 15. The challenge for today’s conference • How do we bridge the gap between the political and the practical? • How do we construct a discourse between publishers, rightsholders and librarians that is open and honest? • How do we navigate the tensions in the copyright agenda with regards to education and openness? • How do we sustain and develop the international Copyright Literacy Community of Practice?
  16. 16. Further reading Morrison, C & Secker, J. (2017). Understanding librarians’ experiences of copyright: findings from a phenomenographic study of UK information professionals. Library Management, doi: 10.1108/LM-01-2017-0011 Morrison, C and Secker J. (2015) Copyright Literacy in the UK: a survey of librarians and other cultural heritage sector professionals. Library and Information Research. 39 (121) Secker, J and Morrison, C. (2016) Copyright and E-learning: a guide for practitioners. Facet publishing: London. Chapter 6: Copyright education and training available online. Todorova, Tania et. al. (2017) Information Professionals and Copyright Literacy: A Multinational Study. Library Management Journal, 38 (6/7). Todorova, Tania et al. (2014), “A Multinational Study on Copyright Literacy Competencies of LIS Professionals”, in Kurbanoğlu, S. et al. (eds.) Information Literacy : Lifelong Learning and Digital Citizenship in the 21st Century : 2nd European Conference on Information Literacy (ECIL): Revised Selected Papers, ECIL, Dubrovnik, 2014, CCIS, Vol. 492, Springer-Verlag, Heidelberg, pp. 138-148.

Editor's Notes

  • Why it is part of information literacy
    Why it is not simply a compliance issue
    Why it’s not just a ‘skill’ and following a set of rules

    Acquiring – it doesn’t come naturally
    Demonstrating – it’s about practice and communicating what you are doing
    Appropriate – you don’t need to be an expert, it’s contextual, there is not one simple answer, formulaic answers don’t always work, it’s an overall sense of what is right and wrong
    Knowledge (there is a background of stuff you need to learn, sources of authority but you have to question them),
    Skills – way beyond the ability of legal analysis, listening and empathy, assertiveness, negotiation
    Behaviours – getting comfortable with ambiguity, communication, (linked to values) transparency and openness
    All together = literacy
    Enable – it’s enabling, empowering, not restrictive, what’s it for is to reach copyright’s ultimate aims – to try and make things work in an imperfect world whilst never losing site of humanity’s potential – enlightenment
    Ethical – doesn’t prescribe one ethical view, relies on general enlightenment a fertile ground for constructive debate – there is common ground, giving people respect and attribution
    Creation and use – recognise that we are all producers and consumers of content – doesn’t favour one particular body as copyright has been imposed on the whole of humanity
    Material – the most embracing catch all term we can think of to cover the whole of humanities expression of creative outputs (content is not the word)

    The common ground is that those involved in the critical copyright literacy movement want people to have access to information and be discerning and be critical.
  • This is why it matters more widely.
  • History and philosophy. Puts the whole thing in context before you even start getting into the nitty gritty of how it works. Really important because people sometimes forget why it exists and there is a need to question this.
    This covers subject matter, subsistence of protection, exclusive rights, exceptions and the concept of the public domain. It covers the stuff that many people get fixated on – the technical workings of the copyright system. However as we all know this is only part of the story.
    This covers the whole range of activities around making thing available with permission, and using them with permission. It covers collective licensing, website terms and conditions, resource licensing, negotiated licences and open licences.
    This is very much focused on what you want to get out there and how you do it. Thinking about it from an HE perspective it is about the reality of scholarly communication. From a CHI perspective it covers digitization and making available of collections. From an individual’s perspective it means ethical and meaningful contribution to online communities in a way that respects and encourages creativity.
    The sting in the tail of copyright as well as the assertive and pragmatic approaches that should be taken. This might be where some people start, but it can only really be properly addressed once you’ve thought about the other things.
  • 14 counries were involved, namely Bulgaria, Croatia, Finland, France, Hungary, Lithuania, Mexico, Norway, Portugal, Romania, Spain, Turkey, UK and USA.

    Carried out between (2012-2016)

    Main aim was to explore the levels of CL knowledge and skills of librarians and other professionals from cultural heritage institutions
  • What have been the key challenges / blockers / issues in your country?

    Who is leading the strategy if you have one?
  • Each panel member will have a single slide to which they can talk for 2 minutes (timing TBC).

    What do the findings from the survey mean for the future of LIS education?
    What is the role of librarians in open education and embedding copyright literacy into teaching, learning and research practices?
    How do we balance the ‘critical’ with the ‘compliance’ aspects of copyright work?
    Is there a problem with “librarians posing as lawyers”?
    What would a world without copyright literacy look like?