Copyright Instruction in LIS Programs: Report of a Survey of Standards in the U.S.A.

Schmidt, LeEtta; English, Michael

doi:10.1016/j.acalib.2015.08.004

Cited by 26 publications

(23 citation statements)

References 11 publications

(3 reference statements)

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“…investigated the copyright/IP instruction in ALA-accredited LIS programs in the United States against practitioner needs of copyright/IP knowledge by comparing LIS course descriptions with survey data from practitioners. They concluded that although recent graduates of LIS programs in the United States are more likely to have had instruction on copyright/IP issues, this instruction is not widespread enough, nor in depth enough to prepare LIS program graduates for the current demands of the workplace (Schmidt and English, 2015).…”

Section: Literature Reviewmentioning

confidence: 99%

Information professionals and copyright literacy: a multinational study

et al. 2017

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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.

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Section: Literature Reviewmentioning

confidence: 99%

Information professionals and copyright literacy: a multinational study

et al. 2017

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“…Researchers are also interested in analysing undergraduate student performance (Soria et al 2014) and how they integrate into university life, including their experiences of anxiety (Sinnasamy and Karim 2014). While few papers discuss teaching methods in combination with undergraduate education, researchers who examine the topic curriculum also assess the effectiveness of teaching methodologies (e.g., Schmidt and English 2015). Researchers are interested in how to integrate information literacy in the educational curriculum (Moselen and Wang 2014;Salmerón et al 2016) and the connections between curriculum and real-world experience in teaching information literacy (Young and Maley 2018).…”

Section: Mann-kendall and Sen's Slope Analysismentioning

confidence: 99%

Application of entity linking to identify research fronts and trends

Marrone

2019

Scientometrics

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Studying research fronts enables researchers to understand how their academic fields emerged, how they are currently developing and their changes over time. While topic modelling tools help discover themes in documents, they employ a "bag-of-words" approach and require researchers to manually label categories, specify the number of topics a priori, and make assumptions about word distributions in documents. This paper proposes an alternative approach based on entity linking, which links word strings to entities from a knowledge base, to help solve issues associated with "bag-of-words" approaches by automatically identifying topics based on entity mentions. To study topic trends and popularity, we use four indicators-Mann-Kendall's test, Sen's slope analysis, z-score values and Kleinberg's burst detection algorithm. The combination of these indicators helps us understand which topics are particularly active ("hot" topics), which are decreasing ("cold" topics or past "bursty" topics) and which are maturely developed. We apply the approach and indicators to the fields of Information Science and Accounting.

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“…Others looked at the instructional roles of librarians on college campuses (Zerkee, 2016). But only a handful tackled the curriculum issues in LIS programs that prepare future librarians (Gathegi & Burke, 2008;Cross & Edwards, 2011;Dryden, 2011;Schmidt & English, 2015). Even then these studies do course-level analysis focusing on the presence or lack of copyright and intellectual property (IP) courses in the curricula.…”

Section: Copyright Education and Lis Curriculamentioning

confidence: 99%

“…The Schmidt and English (2015) study looking at copyright education in LIS programs is the most recent known to the authors. Schmidt and English (2015) examined 51 ALA-accredited LIS programs for copyright courses, using the course catalogs and course descriptions as sources of data. While the Schmidt and English (2015) study was an important addition to the literature, their analysis of copyright courses was cursory at best.…”

Section: Copyright Education and Lis Curriculamentioning

confidence: 99%

Library and Information Science Curriculum in a Changing Professional Landscape: The Case of Copyright Education in the United States

Kawooya

Ferullo

Lipinski

2019

JCEL

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Despite the importance placed on copyright and intellectual property literacy by the American Library Association, as evidenced in the accreditation standards, issues pertaining to copyright education remain marginal in the library and information science (LIS) curriculum and research. Today, copyright intersects with every library and information service in any type of information institution, yet few librarians get copyright training as part of the formal LIS curriculum in library schools. Lack of copyright education leaves many librarians unable to properly identify and address copyright issues in the workplace. This paper offers a critical analysis of LIS programs over the past 10–12 years with a specific focus on trends in the teaching of copyright matters. Employing a qualitative methodology with a mixed-method approach, the authors analyzed the syllabi of courses dedicated to copyright and intellectual property offered at select LIS programs. The goal was to understand what the copyright courses cover, how they are taught, instructional sources and resources, and curriculum changes over time, where applicable. Findings show that the few LIS programs offering copyright courses have rigorous and dynamic copyright curriculum that constantly changes with the evolving copyright environment. The main takeaway and recommendation is that some kind of coordination is needed in the teaching of copyright and that LIS programs may need minimum standards for the core curriculum of copyright courses. The coordinating mechanism will ensure that periodic review of the core curriculum occurs and takes into account the rapid changes in the different library environments where library students work.

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Copyright Instruction in LIS Programs: Report of a Survey of Standards in the U.S.A.

Cited by 26 publications

References 11 publications

Information professionals and copyright literacy: a multinational study

Information professionals and copyright literacy: a multinational study

Application of entity linking to identify research fronts and trends

Library and Information Science Curriculum in a Changing Professional Landscape: The Case of Copyright Education in the United States

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