Walking the Talk: Establishing Best Practices for Attributing and Licensing Employee-Created Works

Introduction and definitions Copyright is now an inescapable aspect of learning and research when using digital technologies, and therefore awareness of it is a fundamental part of digital literacy. Rather than being a separate concept that can be considered in isolation, copyright implications arise whenever anyone creates, interacts with or shares content with others. It is therefore woven through all the key aspects of digital literacies and capabilities, with particular relevance for the ethics of sharing. Copyright has traditionally been seen primarily as a compliance issue for educational and cultural institutions such as libraries, universities, colleges and museums – protecting an institution from claims of infringement by ‘locking down’ processes and procedures. Copyright literacy however seeks to situate the subject in a critical and empowering context. It draws on developments in the field of information literacy, which have been shaped in recent years by theories of critical pedagogy (see for example Elmbourg, 2006; McNichol, 2016; Smith, 2013; see also chapter 1 in this volume). Jane Secker and I recently defined copyright literacy as: ‘Acquiring and demonstrating the appropriate knowledge, skills and behaviours to enable the ethical creation and use of copyright material’ (Secker and Morrison, 2016, 121). The term was first used in Bulgaria 2012 by Tania Todorova who carried out a survey of librarians’ levels of knowledge and understanding of copyright, calling this ‘copyright literacy’ (Todorova, 2014). The survey was subsequently carried out in 14 countries (Todorova, 2017), high - lighting a need for greater awareness of copyright issues among the library profession. Following the multinational survey, copyright literacy has been recognised as an important area for library and information science education and continuing professional development, though an awareness of and an ability to discuss and communicate copyright issues within educational and cultural institutions extends beyond the library profession. We are all now creators and consumers of artistic, scientific and cultural expression, so copyright and licensing affect the daily lives of everyone in education and research. It governs how we can access and use content in all forms, and it is important for it to be part of the professional skillsets of other learning support staff as well as teachers and indeed students.

PurposeThe purpose of this paper is to present findings from a multinational survey on copyright literacy of specialists from libraries and other cultural institutions.Design/methodology/approachThis paper is based on a multinational survey of copyright literacy competencies of Library and Information Science (LIS) professionals and those who work in the cultural heritage sector (archives and museums), conducted in 13 countries, namely Bulgaria (BG), Croatia (CR), Finland (FI), France (FR), Hungary (HU), Lithuania (LT), Mexico (MX), Norway (NO), Portugal (PT), Romania (RO), Turkey (TR), UK and USA in the period July 2013-March 2015. 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.FindingsFindings of this study highlight gaps in existing knowledge of copyright, and information about the level of copyright literacy of LIS and cultural sector professionals. Also attitudes toward copyright learning content in academic education and continuing professional development training programs are investigated.Originality/valueThis study aimed to address a gap in the literature by encompassing specialists from the cultural institutions in an international comparative context. The paper offers guidance for further understanding of copyright in a wider framework of digital and information literacy; and 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 positions the importance of copyright literacy and copyright education for information professionals. Based on a review of scientific literature, the meaning of the term “copyright literacy” is clarified and its characteristics are presented to be used in updating the educational content and methodology of teaching in academic education and continuing professional development training programs. Developing high levels of copyright literacy (knowledge, skills and behaviours) and the ability to implement institutional copyright policy is essential for LIS (Library and Information Science) and cultural heritage professionals. The proposed conclusions in the paper are based on: findings from a multinational survey on copyright literacy of specialists from libraries and other cultural institutions (2013-2015); summary of the activities of the International Copyright Literacy Group (ICLG) in the period 2012-2019; and review of the current documents such as IFLA Statement on Copyright Education and Copyright Literacy (2018) and Copyright in the Digital Single Market Directive (EU) 2019/790 of the European Parliament and of the Council (2019). Keywords: Copyright in the Digital Single Market Directive (EU); Copyright literacy; Copyright policy; International Copyright Literacy Group.

Reports on a survey of ‘copyright literacy’ amongst over 600 UK librarians and related professionals. The study followed reform of UK copyright legislation in 2014. It aimed to provide comparative data to other countries participating in the survey. Bulgaria, Croatia, France and Turkey have to date presented data. Ten countries participated in the second data collection phase. Findings suggest that levels of copyright literacy amongst UK librarians is relatively high, however respondents wanted more education and training. Approximately two thirds of institutions had a copyright policy and a named individual dealing with copyright queries. Almost all respondents believed copyright should be included in the professional training and education of librarians. The findings suggest copyright literacy levels in the UK compare favourably to other countries. However there is a need to increase confidence and knowledge of copyright issues in the sector. Further qualitative research is recommended.

Transformation in Property and Copyright

This presentation reports on the University of Kent’s Copyright Literacy Strategy. The strategy was published in July 2020to raise awareness of copyright amongst staff and students. Thishelps minimise the risk of copyright infringement, as well aspreventingcopyright being a barrierto innovative teaching and research.This work builds on a multinational research project to assess the copyright literacy of information professionals (Todorova et al, 2017) and further research in the UK to understand copyright literacy within higher education institutions (Morrison & Secker, 2015; Morrison & Secker 2017; Morrison, 2018). The research has found that copyright isa source of anxiety for library staff who are often expected to have a high level of knowledge of copyright issues. This proves challenging when addressing university staff and student activity,and there is a need for nuanced conversations about application of copyright exceptions and risk managed approaches(IFLA, 2018).Copyright has also been identified as a key issue at the intersection between information literacy and scholarly communication (ACRL, 2013). This is particularly relevant when advocating for open science and open scholarshipsuch as identifying and using Creative Commons licensed content.The University of Kent copyright literacy strategysetsout a vision for raising awareness of copyright issues(University of Kent, 2020). It was developed in collaboration between academic, library and other professional services staffand is intended to encourage its staff and students to take a critical yet responsible approach to managing use of copyright material. This presentation will explain the methodology used to consult with relevant stakeholders and address the tensions between differentelements of the University. It will outline the key principles and values behind the strategy and report on practical benefits of adopting a strategic approach to copyright literacy.

This publication discusses the issue of copyright literacy as a key element in the management of memory institutions in the context of digital information environment and includes issues regarding the law enforcement and the use of Open Access (OA) documents and protected authorship. The study is part of the project ‘Copyright policies of libraries and other cultural institutions’, DFNI-К01/0002-21.11.2012. The bibliographical review covers the following main subject areas: Copyright limitations and exceptions for libraries and archives; Library Copyright Policy; Information Literacy and Copyright Literacy; Plagiarism, Copyright conventions and directives; Public domain, Orphan works, Out-of-print works; OA, Open Educational Resources (OER) and Repositories, Licenses, Fair Use. The range of the sources includes monographs, collections of articles, e-publications from the period 2003-2013, which were searched in catalogs of scientific and university libraries, free repositories, data bases (DB) and e-platforms with paid access.

Due to many factors, particularly developments in technology, LIS professionals need to continuously refresh and upgrade their knowledge and skills through participation in continuing professional development (CPD) activities. The objective of this pilot study was to understand LIS employees’ perceptions, motivation, assessment, and preference for participation in CPD programs. Both quantitative and qualitative data collection techniques were used. An online questionnaire was administered, and 49 responses were received which was adequate considering the small size of the country. Seven semi-structured interviews were conducted via Zoom with four LIS employees representing national, academic, and school libraries and with three other LIS professionals in the country. Findings revealed that only 30.7% of the respondents had participated in any CPD learning programs. It was also revealed that LIS employees in the Maldives had access to a very limited number of LIS-related CPD programs. The CPD programs offered by the National Library of Maldives’s (NLM) were mainly targeted at new entrants to the profession as a majority of them were without any LIS qualification. As a result, appropriate training programs were lacking for supervisory and middle management employees across all types of libraries. Data analysis also revealed that the top three barriers to pursuing CPD programs were lack of suitable training programs, too costly to pay from personal funds, and lack of opportunities for career advancement. Three areas of potential improvement pertaining to LIS employees’ engagement in CPD activities were identified. The findings are expected to provide some basic data for developing a CPD plan and strategies for the LIS sector in the Maldives.

The use of streaming services such as Netflix has become a global phenomenon that affects various aspects of life, including the way people consume entertainment. In Bekasi, there is a new trend of mini-cinemas utilizing Netflix streaming services for commercial purposes. This raises questions regarding copyright protection and the legality of the practice. This research aims to explore the extent to which the use of Netflix streaming services in mini-cinemas in Bekasi infringes copyright, as well as to understand the regulations governing the use of digital content for commercial activities in Indonesia. The methodology of this research is normative juridical with a statutory approach in the form of descriptive analytical narrative description being one of the important methods. The results show that the use of Netflix streaming services for commercial activities without authorization is a clear violation of the copyright provisions stipulated in the Indonesian Copyright Law. Mini-cinema owners in Bekasi are largely unaware or ignorant of these regulations, which can lead to serious legal consequences. In addition, this study found that the lack of awareness and understanding of copyright among business actors is one of the main factors causing rampant infringement. Based on these findings, this study suggests the need for further education of the public and businesses on the importance of compliance with copyright law as well as the importance of obtaining appropriate licenses for the use of digital content in commercial activities. This research makes a significant contribution to the field of copyright and legal studies, particularly in the context of the use of streaming services in Indonesia. The findings are expected to serve as a reference for the government and related parties in formulating more effective policies to protect copyright and support the healthy and sustainable development of the entertainment industry.

Notes on Intellectual Property: Copyright Law

The lack of access to quality educational resources and the financial burden of reproducing materials pose significant challenges for Malaysian students and educators. These issues are compounded by limited copyright literacy, resulting in widespread reliance on reprographic practices that raise concerns about compliance and the sustainability of the publishing industry. Legally, these practices sit within Malaysia’s hybrid fair dealing/fair use framework under the Copyright Act 1987, which since 2012 requires the weighing of four fairness factors when assessing fair dealing (s.13(2A)), alongside specific allowances for research, private study, criticism and review, and reporting current events (s.13(2)(a)-(b)). Institutional licensing via a recognised Reproduction Rights Organisation (RRO) supports lawful classroom copying within agreed limits. As highlighted during WIPO’s 45th Standing Committee on Copyright and Related Rights (SCCR) in April 2024, limitations and exceptions are vital to support education, research and access to knowledge globally. This article interrogates how Malaysia’s domestic law aligns with those objectives through an empirical study of students’ access to resources, copying behaviours and copyright awareness. The findings emphasise the need to (i) clarify the contours of educational fair dealing, (ii) expand affordable licensing schemes for schools and (iii) strengthen copyright literacy, thereby ensuring equitable access while respecting intellectual property. Policy- relevant recommendations are offered for lawmakers, education authorities and rights-holders.

Memory institutions try to balance authors’ rights and “public good” in making information accessible. Cultural heritage workers must have sufficient copyright literacy to deal with challenges growing from these conflicting interests. Todorova initiated international research describing copyright competencies and attitudes of cultural heritage workers. This study transfers it to the Czech Republic. We got 313 responses from all types of memory institutions. Respondents evaluated their copyright literacy rather positively (especially in a national context), but almost half of them had some knowledge shortcomings in copyright exceptions for cultural heritage institutions. They preferred web pages as information resources about copyright. 74.3% of respondents thought that institutional copyright policy was necessary, but only 22.4% of the institutions had a special worker assigned to deal with the copyright agenda. Most respondents felt that copyright literacy education was necessary both at the university level and further professional education.KeywordsCultural heritage institutionsInformation literacyCopyright literacyResearchCzech Republic

The growing prevalence of digital academic resources in tertiary institutions in Oyo State has heightened the need for copyright literacy and fair use awareness among librarians and users. This study examined strategies adopted by academic libraries to promote ethical use of digital materials, the perceived roles of librarians, and the institutional support available. The population comprised academic librarians, drawn across three tertiary institutions in Oyo State, with a sample of 167 respondents selected through purposive sampling. Data were collected via a structured questionnaire and analyzed using descriptive statistics. Results showed that only 33.5% of respondents agreed that their libraries regularly organized copyright training, while 37.1% confirmed the availability of printed fair use guides. Just 22.2% felt adequately trained to educate users, and only 17.4% reported strong institutional support. Although 28.8% strongly agreed or agreed that promoting copyright awareness was part of their role, higher disagreement rates suggest a gap between role recognition and implementation. The study concludes that limited training, inadequate resources, and weak institutional backing hinder effective promotion of digital copyright literacy. The study recommends continuous professional development for librarians, integration of copyright literacy into user education programs, and stronger institutional policies to support awareness initiatives. Strengthening these areas is essential to enhance compliance with ethical and legal use of digital resources in academic libraries.

This presentation reports on the University of Kent’s development of a copyright literacy strategy. This has been developed to raise awareness of copyright amongst staff and students in order to minimise the risk of copyright infringement, as well as prevent copyright being a barrier to innovative teaching and research.
 This work builds on a multinational research project to assess the copyright literacy of information professionals (Todorova et al, 2017) and further research in the UK to understand copyright literacy within higher education institutions (Morrison & Secker, 2015; Morrison & Secker 2017; Morrison, 2018). The research has found that copyright is a source of anxiety for library staff who are often expected to have a high level of knowledge of copyright issues. This proves challenging when copyright presents a barrier to teaching and research, and there is a need for nuanced conversations about application of copyright exceptions and risk managed approaches (IFLA, 2018).
 Copyright has also been identified as a key issue at the intersection between information literacy and scholarly communication (ACRL, 2013). This is particularly relevant when advocating for open science and open scholarship such as identifying and using Creative Commons licensed content.
 The University of Kent copyright literacy strategy will set out a vision for raising awareness of copyright issues (University of Kent, 2019). It is being developed in collaboration between academic, library and other professional services staff and is intended to encourage its staff and students to take a critical yet responsible approach to managing use of copyright material. This presentation will explain the methodology used to consult with relevant stakeholders and address the tensions between different elements of the University. It will outline the key principles and values behind the strategy and report on practical benefits of adopting a strategic approach to copyright literacy.

This study evaluates the knowledge and awareness of copyright and intellectual property rights (IPRs) among faculty members at Agusan del Sur State College of Agriculture and Technology (ASSCAT). This study employs W. Richard Scott’s (2004) institutional theory to analyze how institutional structures, norms, and policies shape faculty members’ awareness and compliance with copyright and intellectual property rights (IPRs) at Agusan del Sur State College of Agriculture and Technology (ASSCAT). Using a descriptive research design, data were gathered from 30 respondents through a survey questionnaire adapted from Amparado and Miro (2020). The findings revealed moderate knowledge of copyright and IPRs, with 20% of faculty exhibiting high awareness and 50% demonstrating only basic knowledge. Alarmingly, 60% of respondents were unaware of institutional policies, underscoring significant knowledge gaps. Moreover, 50% of the respondents had published research papers, while engagement in other forms of intellectual property, such as patents and creative works, was limited. Key challenges identified included time constraints (70%), complexity of legal requirements (63.3%), and lack of institutional support (53.3%). These barriers hindered compliance with copyright and IPR regulations. Faculty demonstrated moderate copyright/IPR knowledge with significant gaps in institutional policy awareness and practical implementation, hindered by time constraints, legal complexity, and insufficient institutional support. The study recommends targeted training programs, enhanced institutional policies, and strategic support mechanisms to foster greater awareness, compliance, and intellectual property creation among faculty members. By addressing these gaps, ASSCAT can strengthen its academic and intellectual contributions.