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.
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?
Copyright literacy and the role of librarians as educators and advocates: an international symposium
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
why the time is now
Copyright literacy is….
“acquiring and demonstrating the
appropriate knowledge, skills and
behaviours to enable the ethical
creation and use of copyright
Secker and Morrison, 2016, p.211
Critical Copyright Literacy
1. History and
Key findings from the
Multi-national CL Survey
• The level of CL is far from
• Improvements are needed
• There are differences across
• Highest scores are from
countries with institutional
copyright policies and training
programs (such as the UK,
USA, France, Finland and
• Majority (92.9 percent,
n=1790) thinks that CL should
be included in LIS curriculum
Appropriate level for CL
Bachelor Masters PhD
How to conduct multi-
• Establishing a core team, formulating research questions,
working on the methodology and the survey instrument
• 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
• 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
Key question for our panel
Since the Copyright Literacy
Survey what practical tools and
strategies to embed copyright
literacy are working in your
University of Bergen,
Karlstad University Library,
University of Kent,
Alicia Arias Coello
de Madrid, Spain
University of Library Studies and
Information Technologies, Sofia,
Copyright Literacy in the
From preserving to sharing
Informing, educating and collaborating
Strategic and proactive networking
Librarians as educators
Copyright Education in Sweden
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 –…
Licensing for information…
Licensing conditions in…
Copyright - institutional…
Copyright - virtual…
Open Access, Open Data,…
Copyright - digitization
Copyright - materials…
Copyright - out-of-print…
Copyright - orphan works
Not at all familiar
not at all
not at all aware
Copyright literacy in Romania
• We are in early stage of
awareness and knowledge
• We have institutions
working hard and develop
projects to increase
knowledge about copyright
• There are scientific works
• 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
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
• The multilingual platform is a point for various contributions from scientific
contributions up to needed data in the field of Library and Information
Association for Technology and Internet
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.
Copyright literacy in Norway
The challenge for
• 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
• 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?
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.