Copyright literacy in the UK: understanding library and information professionals
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Presents results from a survey of librarians in the UK and emerging findings from a phenomenographic study
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Copyright literacy in the UK: understanding library and information professionals
- 1. Copyright Literacy in the UK: understanding library and information professionals JANE SECKER AND CHRIS MORRISON LSE & University of Kent https://ukcopyrightliteracy.wordpress.com @UKCopyrightLit
- 2. BACKGROUND AND OVERVIEW • Originated from a European study, but we are looking to understand UK librarians’ experiences of copyright more deeply • Copyright and IPR issues part of ethical use of information and crucial for librarians but a source of fear / annoyance / boredom • Opportunities to enhance copyright education (both in professional qualifications and CPD) • Looking to reduce anxiety and exploit value of games- based learning
- 3. WHAT IS COPYRIGHT LITERACY & WHY DOES IT MATTER? I think awareness of copyright and the intellectual property of other people is central to the 'information, media and data literacy' element of the digital capabilities framework. Understanding one's own copyright and IPR also comes into 'creation, innovation and scholarship'. And I don't think it's too far-fetched to argue that in an academic setting, copyright has implications for academic identity. Helen Beetham writing about digital capability in 2015 Jisc (2015) Six Elements of Digital Capabilities
- 5. PLAY YOUR CARDS RIGHT
- 6. PLAY YOUR CARDS RIGHT Moderate to Extreme © Confidence UK Moderate to Extreme © Confidence Europe* % think © Policy Important UK % think © Policy Important Europe* % who have © Policy UK % who have © Policy Europe* *European countries surveyed: Bulgaria, Croatia, France, Turkey
- 7. PLAY YOUR CARDS RIGHT Moderate to Extreme © Confidence UK Moderate to Extreme © Confidence Europe % think © Policy Important UK % think © Policy Important Europe % who have © Policy UK % who have © Policy Europe 50%?
- 8. PLAY YOUR CARDS RIGHT Moderate to Extreme © Confidence UK 57% Moderate to Extreme © Confidence Europe % think © Policy Important UK % think © Policy Important Europe % who have © Policy UK % who have © Policy Europe 50%
- 9. PLAY YOUR CARDS RIGHT Moderate to Extreme © Confidence UK 57% Moderate to Extreme © Confidence Europe % think © Policy Important UK % think © Policy Important Europe % who have © Policy UK % who have © Policy Europe
- 10. PLAY YOUR CARDS RIGHT Moderate to Extreme © Confidence UK 57% Moderate to Extreme © Confidence Europe 33% % think © Policy Important UK % think © Policy Important Europe % who have © Policy UK % who have © Policy Europe
- 11. PLAY YOUR CARDS RIGHT Moderate to Extreme © Confidence UK 57% Moderate to Extreme © Confidence Europe 33% % think © Policy Important UK % think © Policy Important Europe % who have © Policy UK % who have © Policy Europe
- 12. PLAY YOUR CARDS RIGHT Moderate to Extreme © Confidence UK 57% Moderate to Extreme © Confidence Europe 33% % think © Policy Important UK 76% % think © Policy Important Europe % who have © Policy UK % who have © Policy Europe
- 13. PLAY YOUR CARDS RIGHT Moderate to Extreme © Confidence UK 57% Moderate to Extreme © Confidence Europe 33% % think © Policy Important UK 76% % think © Policy Important Europe % who have © Policy UK % who have © Policy Europe
- 14. PLAY YOUR CARDS RIGHT Moderate to Extreme © Confidence UK 57% Moderate to Extreme © Confidence Europe 33% % think © Policy Important UK 76% % think © Policy Important Europe % who have © Policy UK 63% % who have © Policy Europe
- 15. PLAY YOUR CARDS RIGHT Moderate to Extreme © Confidence UK 57% Moderate to Extreme © Confidence Europe 33% % think © Policy Important UK 76% % think © Policy Important Europe % who have © Policy UK 63% % who have © Policy Europe
- 16. PLAY YOUR CARDS RIGHT Moderate to Extreme © Confidence UK 57% Moderate to Extreme © Confidence Europe 33% % think © Policy Important UK 76% % think © Policy Important Europe 84% % who have © Policy UK 63% % who have © Policy Europe
- 17. PLAY YOUR CARDS RIGHT Moderate to Extreme © Confidence UK 57% Moderate to Extreme © Confidence Europe 33% % think © Policy Important UK 76% % think © Policy Important Europe 84% % who have © Policy UK 63% % who have © Policy Europe
- 18. PLAY YOUR CARDS RIGHT Moderate to Extreme © Confidence UK 57% Moderate to Extreme © Confidence Europe 33% % think © Policy Important UK 76% % think © Policy Important Europe 84% % who have © Policy UK 63% % who have © Policy Europe 29%
- 19. OUR SURVEY SAID…... EDUCATION & CPD
- 20. EDUCATION & CPD: WHAT SHOULD IT COVER? General copyright awareness / copyright duration/ using images /fair dealing and quotation / digital content rights / creative commons / understanding terms & conditions & re- use licenses / implications of non-compliance (but in a good way using carrot not stick)…. Whatever it is it needs to be clear and as jargon free as possible to stop people glazing over.
- 21. EDUCATION & CDP: WHAT SHOULD IT COVER? General copyright awareness / copyright duration/ using images /fair dealing and quotation / digital content rights / creative commons / understanding terms & conditions & re- use licenses / implications of non-compliance (but in a good way using carrot not stick)…. Whatever it is it needs to be clear and as jargon free as possible to stop people glazing over.
- 22. FEEL THE FEAR I think copyright can seem daunting if you are not familiar with it, and by encouraging an awareness at an early stage, this would reduce any anxieties to follow. I find that people are often scared of copyright…
- 23. FOCUS ON POSITIVES Copyright education should: …reflect the fact that most LIS practitioners have significant exemptions and freedoms as regards copyright. Much existing copyright education is effectively written from a commercial rightsholder perspective and tends to be unduly dogmatic as a result.
- 24. EMBEDDING IN LIS EDUCATION I have just finished my MSc and we had limited information on copyright law provided, the little I know I know because colleagues have shared it with me. I don't remember copyright issues being addressed at all in my Postgraduate course and I think this was unfortunate.
- 25. KEEPING UP TO DATE …I still need to know what I am allowed to do and for whom, especially as digitisation has changed the field completely. We need updates on how legislation has changed and what a difference this makes to our work.
- 26. EMBEDDING COPYRIGHT LITERACY Encouraging more general awareness of copyright issues so librarians/info specialists can educate academics about complying with copyright law. Also practical awareness for students’ creative work and using [copyright] material in their own work.
- 27. SURVEY CONCLUSIONS AND FURTHER RESEARCH Need for more cross-national analysis Librarians likely to compare favourably to other professionals? Need more qualitative data to investigate How copyright literacy is effectively embedded in education How to develop a effective approach to copyright literacy Understand the role of the generalists vs dedicated copyright professional More engaging training
- 28. SURVEY CONCLUSIONS AND FURTHER RESEARCH Need for more cross-national analysis Librarians likely to compare favourably to other professionals? Need more qualitative data to investigate How copyright literacy is effectively embedded in education How to develop a effective approach to copyright literacy Understand the role of the generalists vs dedicated copyright professional More engaging training
- 30. UNDERSTANDING COPYRIGHT EXPERIENCES • Copyright is not a ‘thing’ and phenomenography (people’s experience of things) seems an ideal research method • Undertaken 3 focus groups to test out the approach in HE • Allows us to understand variations in the way copyright is experienced by different types of librarians: • Academic support / subject librarians • Research support / repository staff • Teaching support staff • Enquiries / customer service • The findings should help us to consider better ways of devising copyright education and embedding copyright into institutional strategies
- 31. © Information needs Request for help / information Proactive intervention Risk of legal action Confidence Expertise Perception of role Management Awarenness& Support Complex Time consuming Unfair Changing Imposition Protective Rules Empathy / trust Judgement / sanction COPYRIGHT AS A PHENOMENON Information Professional Information Seeker
- 32. PARALLELS TO IL
- 33. PARALLELS TO IL • Copyright is about ambiguity - not right and wrong answers • Copyright education can often be reactive (dealing with ‘problems’) so how can we shift it to being proactive (teaching in context)? • Copyright education requires empathy and trust • Copyright needs to be understood in context – it’s not simply a one size fits all • Is learning about copyright a threshold concept – but a portal many avoid ever going through?
- 34. SO WHAT ARE WE DOING? We’re on a mission to make copyright engaging, fun and empowering…
- 36. Designed to teach librarians about copyright works, usages, licences and exceptions Making copyright interactive and engaging Downloaded over 2,500 times and consistently positive feedback Creative Commons Licensed COPYRIGHT CARD GAME https://ukcopyrightliteracy.wordpress.com/about-2/copyright-the-card-game/
- 37. YOU’VE SEEN THE PPT AND THE T- SHIRT, YOU’VE PLAYED THE GAME, NOW….
- 38. IMAGE CREDITS Images from Flickr licensed under Creative Commons Slide 4, 24: Microsoft clip art Slide 25: If you are not confused https://flic.kr/p/frJ48 Slide 26: Open: https://flic.kr/p/mzqM Slide 28: Video tape archive storage https://flic.kr/p/aUgdnB Slide 29: Z Smith Reynolds Library https://flic.kr/p/d7dL8d Slide 37: Back to back https://flic.kr/p/8NCuPU Others Slide 27: Views of Aberystwyth from National Library of Wales (no known copyright) Slide 32: Open clip art Slide 38: Logos owned by respective organisations, no endorsement implied Slide 39 by Jane Secker licensed under CC-BY-SA
- 39. FURTHER READING Elmborg, C (2004) Literacies Large and Small: The Case of Information Literacy, International Journal of Learning, 11 (2004), pp. 1235-1239. 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). (forthcoming) Oppenheim, C. & Woodward, I. (2004). A survey of copyright advice and guidance in UK higher education libraries. Library and Information Research, 28, (89). Retrieved March 13, 2015 from http://www.lirgjournal.org.uk/lir/ojs/index.php/lir/article/view/167/214 Secker, J and Morrison, C. (2016) Copyright and E-learning: a guide for practitioners. Facet publishing: London. 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://ukcopyrightliteracy.wordpress.com
Editor's Notes
- This paper reports on research to investigate the ‘copyright literacy’ of librarians in the UK (Morrison and Secker, 2015). The study followed reform of copyright legislation in the UK in 2014. An understanding of copyright and licensing issues is increasingly seen as part of digital and information literacy support, with librarians being called upon to provide advice on a range of copyright issues. For example those related to open access and open education. This study was the largest in the UK, receiving over 600 responses, although an earlier study (Oppenheim and Woodward, 2004) surveyed a small population of higher education librarians. It highlighted gaps in knowledge, identified training requirements in the sector and provided comparative data to other countries participating in the survey. This research originated from a project funded by the Bulgarian Ministry of Education and Science (Todorova, 2014). The UK survey was part of a second data collection phase, extending the survey to ten further countries The findings suggest that levels of knowledge about copyright across the sector is mixed and that copyright is a small part of many information professionals’ roles. Consequently many respondents expressed a desire to develop their knowledge in this field. Encouragingly 63% of respondents said that their institution had a copyright policy and 64% said they had a named individual dealing with copyright queries. Over 93% of all respondents believed copyright should be included in the professional training and education of librarians and other cultural heritage sector professionals. UK responses compared favourably to other countries, suggesting a greater level of copyright knowledge and confidence. The survey suggested LIS qualifications and CPD need to address a greater range of topics related to copyright and IPR. The qualitative data also suggested that copyright is a source of anxiety for many librarians and often responsibility for the topic lies with one individual within an organization. The authors will share initial findings from their recent research to collect additional qualitative data to help explore the source of this anxiety. This is situated in a discussion of copyright as a key component of information literacy and in turn how information literacy, and copyright literacy requires librarians to move away from a role of neutral conduit to critical partner in a user’s information journey (Elmbourg, 2004). The authors offer some thoughts about why copyright education has remained largely peripheral to information literacy support offered by libraries and information services. Finally, they will share their ideas about a games based approach to copyright education and their Copyright Literacy campaign, which aims to tackle issues around anxiety and confidence and to work to embed copyright more fully into information and digital literacy programmes.
- Jane to slide 3 Timings Introduction slides 1-3 Jane – 5 mins Play your cards right slides 4-21 – Chris ( 12 mins?) Survey findings 22-30 – Jane (10 mins) Phenomenography – 31-33 – Jane (5 mins) Phenomenography and parallels to IL – 34-36 – Chris (5 mins) Wrap up with what we are doing – 37-40 Chris and Jane (3 mins)
- The quote you might be thinking of comes from a report that is still only in draft, but which I've mentioned at a couple of events. The key point I make here (headlined) is that 'Institutions need digital specialists but also distributed digital know-how'. I go on: Everyone needs to know enough about how digital technology is impacting on their subject area or professional practice: to act safely and responsibly with digital data and systems; to meet legal requirements e.g. data protection, equal access, reasonable adjustments, copyright; to avoid reputational damage to themselves or their organisation; to realise the value of technologies that have been invested in on their behalf; to play their part in institutional processes that are dependent on IT systems e.g. QA, assessment; to access relevant specialist expertise when they need it for particular tasks or challenges. I have also given copyright/IPR as a specific example of this requirement for generic know-how to draw on specialist expertise - and for both to be invested in. So most HEIs now have someone with expertise in copyright law who can act on behalf of the University in defence of its own IPR and can also advise in cases where individual members of the university are accused of breaches. But all members of staff need to know that the issue exists, that they have individual responsibilities including under the law, that they can damage their own and the university's reputation by acting carelessly, and that there are resources of advice and support available should they need it
- Chris to take over. Acceptance that quite a lot of discussion about copyright is dry and sends people to sleep. Sets us up for the Play your Cards Right section.
- At this point we say – let’s liven things up and make a game out it Jane to hand out cards
- Note – we don’t have access to the full data so this isn’t really that accurate a comparison – The Todorova statistics (p.143) only add up to 96% so I’m assuming that the other 4% didn’t answer. This is in contrast to our findings where 25% didn’t answer this question. However we had 460 responses. Todorova does say that of the international responses the self-evaluated awareness level is lowest for Croatian and Bulgarian respondents and highest for the French. The Turkish respondents had moderate levels of awareness.
- Just mention the comparison with overseas institutions rather than show another slide. 71% in the Todorova report said they had no personnel specifically appointed to be in charge of copyright issues.
- Jane
- Exceptions
- Caveat that we are at an early stage of the data analysis – 3 focus groups We haven’t developed the categories of description or the outcome space yet – so watch this space
- Chris to add image that sums up phenomenography in a single image.
- Chris Lack of confidence + Complexity + changes + unfair = you are making it up
- Chris – but Jane chip in if need be.
- Talk about CILIP and LIS education initiatives Looking to create an online course which integrates with other things Talk about how we have also taken this to the rightsholder community – building trust and convincing publishers that librarians aren’t anarchists (well, not all of them)
- We are interested in talking to you if you would like to adapt it for another country and would be happy to have an all expenses paid trip to your country!