The Canadian University Copyright Specialist: A Cross-Canada Selfie

Patterson, Erin

doi:10.21083/partnership.v11i2.3856

Cited by 6 publications

(3 citation statements)

References 2 publications

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“…Namely that this trend is linked to an expanded interpretation of fair dealing resulting from several Supreme Court of Canada decisions, as well as a 2012 legislative change in the Canadian Copyright Act. More recently, Zerkee (2017) and Patterson (2017) specifically analyzed the roles of those managing copyright within post-secondary educational institutions but did not include any evaluation of Access Copyright and fair dealing preferences.…”

Section: Commentarymentioning

confidence: 99%

Most Canadian Universities and Colleges Outside of Quebec Rely on Fair Dealing Rather than Access Copyright

Rouleau¹

2021

EBLIP

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A Review of: Henderson, S., McGreal, R., & Vladimirschi, V. (2018). Access Copyright and fair dealing guidelines in higher educational institutions in Canada: A survey. Partnership: The Canadian Journal of Library and Information Practice and Research, 13(2), 1-37. https://doi.org/10.21083/partnership.v13i2.4147 Abstract Objective – To investigate the interpretations of fair dealing applied across Canadian post-secondary educational institutions outside of Quebec and to determine whether such institutions have a licence with Access Copyright. Design – Descriptive/quantitative study. Setting – Canadian post-secondary education sector, excluding Quebec. Subjects – A total of 159 Canadian post-secondary institutions outside of Quebec, including 75 universities and 84 colleges. Methods – A list of Canadian post-secondary educational institutions outside of Quebec was compiled. Data from participants relating to the research objective—reliance on an Access Copyright licence or use and interpretation of fair dealing—was collected via internet searches or, if unavailable online, via direct telephone communication with participants. Main Results – A majority of Canadian post-secondary educational institutions outside of Quebec, approximately 78% (124 institutions), did not have a licence with Access Copyright. The smaller the institution, the likelier it was to have an Access Copyright licence. This was in part linked to the fact that smaller institutions typically do not have staff specializing in copyright; savings from terminating Access Copyright licences (charged on a per student basis) would not justify the creation of such positions. Regarding fair dealing, 18% of study participants based their approach on the Supreme Court of Canada’s six-factor test (29 institutions), while 53% applied the fair dealing guidelines created by Universities Canada (85 institutions). Conclusion – Most of the institutions studied did not have Access Copyright licences and were relying on fair dealing instead, suggesting a bellwether for the copyright climate in the Canadian higher education sector towards fair dealing. Institutions may benefit from a future national consensus regarding interpretations of fair dealing concepts.

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Section: Commentarymentioning

confidence: 99%

Most Canadian Universities and Colleges Outside of Quebec Rely on Fair Dealing Rather than Access Copyright

Rouleau¹

2021

EBLIP

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“…This situation is acknowledged by academic librarians, who first individually and later as an institution, have gradually taken on new functions as educators and advisors for their users, faculty and students, about everything related to copyright and teaching or research activities. Indeed, first in the US and subsequently in other countries, especially Anglo-Saxon ones, we now find the figure of “copyright officer” within academic libraries ( Ferullo, 2004 ; Dames, 2008 ; Albitz, 2013 ; Jaguszewski and Williams, 2013 ; Frederiksen, 2015 ; Kawooya2015 ; Patterson, 2016 ), attaining such a level of development that they have created their own units within the structure of university libraries: copyright offices ( Crews, 2014 ; Schmidt, 2019 ; Fernández-Molina et al., 2020 ). Still, in order to perform this new professional role with some assurance of success, librarians must have sufficient knowledge about copyright, not just basic notions.…”

Section: Introductionmentioning

confidence: 99%

Copyright literacy and LIS education: analysis of its inclusion in the curricula of master's degree programs

Fernández-Molina

Martínez-Ávila

Guimarães

et al. 2022

Heliyon

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The close relationship between copyright laws and the development of library activities has become more intense and complex in recent years due to the impact of the digital setting. For this reason, librarians must have adequate knowledge about copyright, whether it be to carry out their own functions and tasks, or to help co-workers and users as efficiently as possible. The aim of the present paper is to determine the type of copyright instruction offered, plus its focus and depth, to students of master's programs in library and information studies at today's outstanding universities in this field. The results show that very few LIS programs provide the minimal training required for professionals to be copyright literate. Very few courses are dedicated specifically to copyright issues, as these subjects are usually studied in an excessively generic and superficial manner within broader courses dedicated to information policy, information ethics, or legal issues regarding information. If we also bear in mind that most of these courses are elective, not required, the conclusion is that very few LIS graduates attain the minimal instruction required. The best results are obtained by US and Canadian universities accredited by the American Library Association (ALA), since copyright issues are included in the list of core competences required to achieve accreditation. The solution to this problem may lie in two complementary approaches. One would be to follow the ALA model and the IFLA recommendation and include copyright contents in the LIS curricula worldwide, and the other would be to provide institutional support for those professionals interested in obtaining the required training.

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“…Many academic libraries have a copyright expert (Schmidt & English 2015), while some university libraries around the world have also developed a special professional profile known as a "copyright librarian", "scholarly communications librarian" or "copyright officer". Interestingly, most of these professionals have a degree or academic background in Library and Information science rather than formal legal education (Fernández-Molina et al 2020;Patterson 2016).…”

Section: Introductionmentioning

confidence: 99%

Information needs and practices in teaching and using industrial property for nonlawyers in Slovenia

Tjaša,

Polona,

Švab

2022

RRBSI

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"Introduction. The paper presents some findings of the Erasmus+ project IPEDU, which aims to include intellectual property education, more specifically industrial property, in the curriculum of technical universities, through training the teaching, support staff and librarians. We present selected results of the first two project stages for Slovenia, which is one of the project partners. Methods. Initial stages of the project assess the current level of inclusion of industrial property topics into higher education curricula and labour market needs. Samples include Slovenian technical sciences faculties, and employers of technical profiles with needs for industrial property knowledge. Online surveys are used for data collection. Results. General, not positive, alignment was found in terms of expected competencies: Companies do not place high priorities on industrial property competencies of their non-law employees. Furthermore, many higher education institutions do not include these topics in their teaching. Industrial property teaching is needed, but not done, which implies the need for educators-employers dialogue. A relatively traditional image of libraries emerges, as they are usually not involved in teaching. This provides an excellent opportunity for libraries to evolve and become more proactive. Conclusions. Our findings offer a valuable contribution to the planning of a systematic and holistic intellectual property curriculum for technical studies within the European Union."

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The Canadian University Copyright Specialist: A Cross-Canada Selfie

Cited by 6 publications

References 2 publications

Most Canadian Universities and Colleges Outside of Quebec Rely on Fair Dealing Rather than Access Copyright

Most Canadian Universities and Colleges Outside of Quebec Rely on Fair Dealing Rather than Access Copyright

Copyright literacy and LIS education: analysis of its inclusion in the curricula of master's degree programs

Information needs and practices in teaching and using industrial property for nonlawyers in Slovenia

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