Creative and Collaborative

Approaches to Copyright Literacy:

experiences from the UK

Jane Secker and Chris MorrisonCity, University of London

& University of Kent

ECIL 2017: 18-22 September, St Malo, France

“Excited - like the idea that copyright is a gateway. Should enable access to culture, rather than barrier”

“Warm and Fuzzy”

“Love it! It's kept me in the lifestyle to which I have become accustomed”

“Confused, cautious, faintly nauseous!”

“Frustrated, confused. Can I risk it? Can my organisationrisk it?”

“Worried, anxious”

“Like the receiver (and thrower) of a hot potato”

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

• Slide to illustrate the key is embedding copyright literacy throughout our institutions

• Institution logo from the Publishing Trap with copyright literacy logo?

Embedding Copyright

Literacy

Phenomenography

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: copyright is a problem

“It’s not like other areas where I can help people

and people want an answer…. I have done this job

for years and I didn’t used to get these sorts of

queries.”

Focus Group participant, January 2016

Category 2: copyright is complicated

“For non-copyright queries the answer is yes or

no, or a series of instructions. For copyright

queries the actual answer is maybe, maybe – and

that is why it is different - you can’t give them the

answer they want.”

Focus Group participant, January 2016

Category 3: copyright is a known entity

“….the internet has made that all the more

important hasn’t it? Otherwise you are laying open

the institution to getting into trouble with

publishers if they don’t adhere to what they are

supposed to be doing.”

Focus Group participant, January 2016

Category 4: copyright is an opportunity

“I always think when I am explaining [copyright]

to people I would like to be more aggressive … in

terms of these are our collections and we manage

them properly and in so doing so we might make

them openly available because it is within our gift

to do and no one is being affected if we put 100

year old census data online.”

Focus Group participant, January 2016

Critical copyright literacy

Education

not training

Balance between

content and approach

Getting comfortable

with uncertainty

Avoiding binaries

?

The role of the copyright officer

Headline findings ….

66% of institutions in the UK have a

designated copyright officer (higher in Higher

Education)

74% are paid more than £30K per annum

They are 4 times more likely to be a librarian

than to have legal training

63% of them are based in the Library

65% of institutions have other staff also involved

in copyright matters

What do they do?

Providing advice and

support for staff

Writing printed or

online guidance

Advising on/obtaining

copyright permissions

Providing advice and

support for students /

visitors / library users

Running workshops and

training

Advice on collective

licensing for the

organisation

73

61

60

56

50

46

Training and support

No compulsory copyright training in 78% of institutions

Training delivered to staff, researchers,

PhD students, other students

Workshops, lectures, guides and web

pages most popular type of support

Copyright specialists relied on external training and peer

group support

Building confidence and

resilience

Communities

of practice

Empowering the UK

Copyright Literacy

Community

Licences

Exceptions

Copyright the

Card Game v2.0

Works usages licences exceptions

The Publishing

Trap

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 & Secker, J. (2017). Understanding librarians’ experiences of copyright: findings from a phenomenographic study of UK information professionals. Library Management, 38 (6/)

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, 38 (6/7).

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

Image Credits

Slide 1, 2,, 19, 20, 23: Taken by Jane Secker / Chris Morrison CC-BY

Slide 3: Photo by Amber Litzinger https://flic.kr/p/bEXT6H CC-BY

Slide 4: Panic by Nate Stelner https://flic.kr/p/us2aa Public Domain

Slide 7: Phenomena by Nick Ares https://flic.kr/p/6m6uYA CC-BY

Slide 13: Critical Copyright Literacy: images from Open clipart

Slide 14: Lego police officer by Martin @pokipsie Rechsteiner

https://flic.kr/p/qmMDmS CC-BY

Slide 18: Brene Brown book cover / You Tube image all rights reserved. Photo of Jane

Secker in the Coliseum CC-BY

Slide 22: Copyright the Card Game at CILIP Wales Conference © Whole Picture used

with permission

Slide 24: Kitchener Wants You by Alfred Leete, modified by Chris Morrison