Post on 22-Jan-2018
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