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

HOW DOES COPYRIGHT

MAKE YOU FEEL?

PREVIOUSLY

AT LILAC…

THE UK COPYRIGHT

LITERACY SURVEY

Survey was undertaken in 10 additional countries (around world)

Undertaken in December 2014

Responses from over 600 professionals

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

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

PHENOMENOGRAPHY

©

©

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

©

©

HOW DOES COPYRIGHT MAKE

YOU FEEL?

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

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

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

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

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

RULES VS RISK

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

SO WHAT ARE WE

GOING TO DO?

¯\_(ツ)_/¯

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

COMMUNITIES OF PRACTICE

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

INTERNATIONAL COPYRIGHT

LITERACY

August 2017 – IFLA Models for

Copyright Education in

Information Literacy Programs

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

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