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Copyright literacy: findings from a phenomenographic study

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Presentation given at LILAC 2017 based on research carried out by Jane Secker and Chris Morrison on librarians' experiences of copyright in their professional lives.

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Copyright literacy: findings from a phenomenographic study

  1. 1. COPYRIGHT LITERACY: FINDINGS FROM A PHENOMENOGRAPHIC STUDY @UKCopyrightLit https://copyrightliteracy.org @cbowiemorrison c.morrison@kent.ac.uk LILAC Conference 2017 Jane Secker, LSE / City University of London Chris Morrison, University of Kent @jsecker
  2. 2. HOW DOES COPYRIGHT MAKE YOU FEEL?
  3. 3. PREVIOUSLY AT LILAC…
  4. 4. THE UK COPYRIGHT LITERACY SURVEY Survey was undertaken in 10 additional countries (around world) Undertaken in December 2014 Responses from over 600 professionals
  5. 5. OUR SURVEY SAID…. UK compared favourably to other countries in terms of copyright literacy 57% of UK librarians moderately or extremely confident about copyright matters 76% thought having a copyright policy is important and 63% have one 64% of institutions had a copyright officer (higher in HE) Copyright was a source of anxiety and professional development needed
  6. 6. UNDERSTANDING COPYRIGHT EXPERIENCES Gathering additional qualitative data Three group interviews with academic librarians Exploring variations in the way copyright is experienced Implications for copyright education and institutional strategies
  7. 7. PHENOMENOGRAPHY © ©
  8. 8. PHENOMENOGRAPHY • A qualitative research method from education used increasingly in information literacy research • Based on Marton’s Variation theory as a way of underpinning learning • Asks open questions designed to ask what people do not why • Presents categories of description in an outcome space © ©
  9. 9. HOW DOES COPYRIGHT MAKE YOU FEEL?
  10. 10. COPYRIGHT AS AN EXPERIENCE Category 4: Copyright is an opportunity for negotiation, collaboration and co- construction of understanding Category 1: Copyright is a problem Category 2: Copyright is complicated and shifting Category 3: Copyright is a known entity requiring coherent messages
  11. 11. CATEGORY 1 & 2 Category 1: Copyright is seen as a problem and avoided Category 2: Copyright is seen as complicated and passed on to specialists
  12. 12. CATEGORY 3 & 4 Category 3: Copyright is seen as a knowable entity requiring coherent messages Category 4: Copyright is an opportunity for negotiation, collaboration and co- construction of understanding
  13. 13. COPYRIGHT AS AN EXPERIENCE Category 4: Copyright is an opportunity for negotiation, collaboration and co- construction of understanding Category 1: Copyright is a problem Category 2: Copyright is complicated and shifting Category 3: Copyright is a known entity requiring coherent messages
  14. 14. DIMENSIONS OF VARIATION • The individual’s level of knowledge • Status / grade of librarian • Beliefs about the higher purpose of libraries / librarians • Their ideology towards the value and purpose of copyright • The audience • The context of the interaction
  15. 15. RULES VS RISK
  16. 16. RULES VS RISK Everyone stand up – sit down if you’ve never done the following: • Copy and pasted images off the internet for use in a conference presentation • Copy and pasted images off the internet for use in a conference presentation which is being recorded and going online • Used a YouTube clip in teaching that was from a questionable source (and therefore might be infringing) • Shared an article with a colleague on Dropbox for research purposes • Used SciHub or similar ‘unofficial’ academic filesharing site
  17. 17. SO WHAT ARE WE GOING TO DO? ¯_(ツ)_/¯
  18. 18. RETHINKING COPYRIGHT EDUCATION FOR LIBRARIANS • Bridging the gap between a one day course and a PG Diploma in copyright law • Focusing on what librarians need to know about copyright • Focusing on their role a copyright educators
  19. 19. COMMUNITIES OF PRACTICE
  20. 20. Copyright the Card game downloaded over 2,500 times, international versions in development PLAYING WITH COPYRIGHT https://copyrightliteracy.org/abo ut-2/copyright-the-card-game/ The Publishing TrapUS version of copyright card game Copyright the Card Game NAG 2017
  21. 21. INTERNATIONAL COPYRIGHT LITERACY August 2017 – IFLA Models for Copyright Education in Information Literacy Programs
  22. 22. FURTHER READING 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) http://www.lirgjournal.org.uk/lir/ojs/index.php/lir/article/view/675 Morrison, C and Secker, J (2016) Exceptions for libraries. Copyrightuser.org. Available online. Morrison, C and Secker, J. (2016) A Guide to Copyright. Association of University Administrators. Rios-Amaya, Juliana, Secker, Jane and Morrison, Chris (2016) Lecture recording in higher education: risky business or evolving open practice. LSE / University of Kent, London, UK. http://eprints.lse.ac.uk/68275/ 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, T., Trencheva, T., Kurbanoğlu, S., Dogan G., & Horvat, A. (2014) A Multinational Study on Copyright Literacy Competencies of LIS Professionals. Presentation given at 2nd European Conference on Information Literacy (ECIL) held in Dubrovnik. October 2014. Retrieved March 13, 2015 from http://ecil2014.ilconf.org/wp-content/uploads/2014/11/Todorova.pdf https://copyrightliteracy.org @UKCopyrightLit
  23. 23. CREDITS Slide 2, 5, 6, 8, 9: Open Clipart (Openclipart.com) Slide 3: Photo by Claire McAvinia taken at LILAC 2016 Slide 13: Logos from CILIP and Information Literacy Group Slide 14, 5, 16 & 18 by Jane Secker / Chris Morrison licensed under CC-BY. Logos copyright of IFLA, ECIL and LILAC

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