Based on a survey of UK library and information professionals and those who work in the cultural heritage sector, carried out in December 2014, this research sought to examine the levels of copyright ‘literacy’. The survey aimed to obtain responses from all sectors, however most responses were received from academic libraries. The research examined their knowledge of national and international copyright issues as well as copyright policies at an institutional level. The survey also explored the need for copyright education for new and existing professionals and suggested topics for inclusion in training activities. The findings suggest that levels of knowledge amongst UK professionals are higher than those in other countries who participated in the first phase of the project. UK institutions are also more likely to have a copyright policy and an individual with responsibility for copyright. The results should be of interest to library managers, library educators and those with responsibility for staff training.
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An online survey instrument was developed in order to collect data from professionals regarding their familiarity with, knowledge and awareness of, and opinions on copyright-related issues. Findings-Findings of this study highlight gaps in existing knowledge and information about the level of copyright literacy competencies of LIS and cultural sector professionals and attitudes towards copyright learning content in academic education and continuing professional development training programs. Originality/value-This study aimed to address a gap in the literature by encompassing specialists from the cultural institutions in an international comparative context. The article furthers understanding of copyright in a wider framework of digital and information literacy; and offers guidance for the implementation of copyright policy, and the establishment of copyright advisor positions in cultural institutions. The recommendations support a revision of academic and continuing education programs learning curriculum and methods.
The paper is inspired by the opening panel of the International Federation of Library Associations’ (IFLA) World Library and Information Congress off-site meeting held in Poland in August 2017 on models for copyright education. The panel was made up of researchers from the United Kingdom, Sweden, Turkey, Romania, and Norway and reflected on findings from a multinational study on levels of copyright literacy of librarians and those in the cultural heritage sector (Todorova et al., 2017). The members of the panel considered the rationale for copyright education, why it might be viewed as part of wider information literacy initiatives, and the specific challenges and opportunities that it presents. The paper recognizes the value in national library associations and international organizations such as IFLA and Electronic Information for Libraries (EIFL) taking a lead in promoting copyright education initiatives to strengthen their advocacy role. The paper also argues for a more critical and universal approach to copyright education so that this work is extended beyond the library sector.
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