Starting in-house copyright education programs: commonalities and conclusions from two southeastern US academic libraries

Abstract

PurposeMany librarians are asked questions about copyright and intellectual property. They may be expected to advise on copyright or provide copyright education as part of their duties. Others may be “voluntold” to take on copyright, which may come as an unexpected addition to their workload. This case study provides suggestions for librarians to increase their copyright knowledge and create copyright education programs.Design/methodology/approachThis case study showcases two copyright education programs created by a librarian in a college and another in a university. The librarians collaborated to learn more about the state of copyright education within academic libraries and explore their commonalities and differences. This case study introduces two copyright education programs and summarizes the state of copyright education within library and information science (LIS) and academic libraries.FindingsThe following themes within the two copyright education programs were identified through a case study: the complexity of copyright, the engagement (or lack thereof) across a college or university, the necessity of including copyright in information literacy instruction and the calls for professional development with copyright.Research limitations/implicationsThis case study covers two differing institutions so its conclusions may not be applicable to all libraries or educational settings.Practical implicationsMany individuals who are in disciplines or occupations that regularly work with copyright may generate ideas for creating and providing continuing education within their organizations.Originality/valueLibrary or education professionals can use the case study’s conclusions to inform and support their ongoing work with teaching and learning about copyright and intellectual property. By doing so, they can better support their students, faculty and institutions.