The Copyright Librarian: A Study of Advertising Trends for the Period 2006–2013

Copyright Educational Services and Information in Academic Libraries

“…The data provided by the study confirms information reported by studies of smaller populations, like the Albitz (2013) study and the review of ALA JobList postings (Kawooya, Veverka & Lipinski, 2015), that education, often in the form of consultations and in class visits, was the most common service offered in connection with copyright information pages.…”

“…Creating or guiding policy and procedure, with emphasis on library services that rely especially on exceptions to copyright law, is also a responsibility highlighted in a study by Hansen, Cross and Edwards (2013), who emphasized the importance of practice and policy combined as it was recently reviewed in the litigation involving Georgia State University's e-reserves service. With sundry responsibilities added or removed depending on where a copyright librarian position is located within the library, most commonly scholarly communication or electronic resources (Kawooya, Veverka & Lipinski, 2015), the prevailing duty seems to be one of education. This can take the form of consultations and/or class visits, or be developed into a robust "road show" style program, a menu of workshop topics designed to bring information to established faculty retreats, like the one developed at Utah State University (Duncan, Clement & Rozum, 2013).…”

“…Kenneth Crews, quoted regarding the launch of Harvard's Copyright First Responders, echoed this concern, cautioning that copyright first responders "understand clearly what questions they should answer and what questions they should NOT answer (Peet, 2014)." Nevertheless, a 2015 analysis of ALA JobList postings showed that none of the 264 jobs that mentioned copyright as a primary or secondary duty required a JD, and only five even listed it as a preferred qualification (Kawooya, Veverka & Lipinski, 2015).…”

The Content Analysis of the Russian Federal and Regional Basic Legislation on the Cultural Policy

“…Its practice has a long history, and a variety of quantitative and qualitative use of this method is described in the work by Berelson [1]; the review on procedures and terms concerning the qualitative content analysis is introduced by Graneheim and Lundman [2]; Hsieh and Shannon [3] develop special aspects of different content-analysis methods and point out strengths and weaknesses of each of them; a sharper focus is brought by Krippendorff [4] and Weber [5] on the variety of procedures of the content-analysis; modern ways of the content-analysis involving the appliance of the software and its features were revealed for the first time ever in 1966 by Stone et al [6] and since that time they have become more complete with new studies [7,8]. Thus, in the present time the content-analysis is applied for specific researches in such facets as the health care [9], consumer behaviour [10], media analysis [11][12][13], nutritional researches [14], educational methods [15], advertisement [16], regional economy [17] and also for the concidering the correctness (quality) in translation [18].…”

Approaches to Copyright Education for Faculty in Canada

“…In recent years this role has become more formalized with the establishment of copyright offices and the increasing number of librarian positions addressing copyright, such as copyright officers, copyright librarians, and scholarly communication librarians (Patterson, 2016, p. 3-4;Graham & Winter, 2016;Kawooya, Veverka, & Lipinski, 2015). Librarians have also taken on an increasing instructional role in relation to information literacy (see for example Julien, Tan, & Merillat, 2013, p. 82;andCox &Corrall, 2013, p. 1534), of which copyright forms a part, and thus education is often a central focus of these new copyright offices and positions.…”