Morrison and Secker (2015)
|Morrison and Secker (2015)|
|Title:||Copyright Literacy in the UK: a survey of librarians and other cultural heritage sector professionals.|
|Author(s):||Morrison, C., Secker, J.|
|Citation:||Morrison, C. and Secker, J., 2015. Copyright Literacy in the UK: a survey of librarians and other cultural heritage sector professionals. Library and Information Research, 39(121), pp.75-97.|
|Link(s):||Definitive , Open Access|
|Key Related Studies:|
|Linked by:||Morrison and Secker (2017), Todorova et al. (2017)|
|About the Data|
|Data Description:||The survey uses data collected from 613 responses to a questionnaire issued to Library and Cultural institution staff in the UK.
|Data Type:||Primary data|
|Secondary Data Sources:|
|Data Collection Methods:|
|Data Analysis Methods:|
|Cross Country Study?:||Yes|
|Government or policy study?:||No|
|Time Period(s) of Collection:||
Based on a survey of UK library and information professionals and those who work in the cultural heritage sector, carried out in December 2014, this research sought to examine the levels of copyright ‘literacy’. The survey aimed to obtain responses from all sectors, however most responses were received from academic libraries. The research examined their knowledge of national and international copyright issues as well as copyright policies at an institutional level. The survey also explored the need for copyright education for new and existing professionals and suggested topics for inclusion in training activities. The findings suggest that levels of knowledge amongst UK professionals are higher than those in other countries who participated in the first phase of the project. UK institutions are also more likely to have a copyright policy and an individual with responsibility for copyright. The results should be of interest to library managers, library educators and those with responsibility for staff training.
Main Results of the Study
The findings suggest that copyright should be embedded into the formal education and CPD of library and related professionals. Copyright clearly causes anxieties amongst some library staff who see themselves as taking on a role akin to providing legal advice. However, by viewing copyright as a key part of digital and information literacy, where the librarian‟s role is to empower learners and researchers through developing skills and behaviours to aid decision making, confidence in teaching about copyright and answering queries may improve.Library educators and those in CPD need to think carefully about how best to teach others about copyright to ensure it is both engaging and relevant. Meanwhile, librarians with their high levels of copyright literacy are in a strong position to work to embed copyright into the curriculum of courses at all levels.
Policy Implications as Stated By Author
The researchers recommend that further research is undertaken to gather more qualitative data to deepen the level of understanding about copyright literacy in the sector. It would also be useful to repeat the survey with other groups of professionals to enable comparisons to be made with, for example, senior managers in higher education, academics, other groups of administrative /professional services staff, educational developers, or e-learning staff.
Coverage of Study
|Level of aggregation:||Cultural Institution Staff|
|Period of material under study:||2014|