Sims (2019)

Source Details

Sims (2019)
Title:	“Kids These Days”… May Know More About Copyright Than You
Author(s):	Sims, N. A.
Year:	2019
Citation:	Sims, N.A. (2019) ‘“Kids These Days”… May Know More About Copyright Than You’ from "Copyright Conversations: Rights Literacy in a Digital World"; Sara R. Benson, Ed.
Link(s):	Open Access
Key Related Studies:	Dush (2009) Nguyen (2011) Sims (2011) Muriel-Torrado and Fernandez-Molina (2015)
Discipline:	O34: Intellectual Property and Intellectual Capital
Linked by:

About the Data
Data Description:	This study consists of a literature review of the empirical evidence regarding students’ knowledge of copyright, combined with personal reflections from the author’s own experience in providing information students to students and faculty.
Data Type:	Primary and Secondary data
Secondary Data Sources:
Data Collection Methods:	Qualitative Collection Methods
Data Analysis Methods:	Qualitative Analysis Methods
Industry(ies):	Publishing of books, periodicals and other publishing Cultural education
Country(ies):	United States
Cross Country Study?:	No
Comparative Study?:	No
Literature review?:	Yes
Government or policy study?:	No
Time Period(s) of Collection:
Funder(s):

Abstract

“This chapter explores some of the different moral and ethical considerations people bring to issues of copyright, other intellectual property, authorship, ownership, citation, and attribution - and uses that exploration to suggest strategies for sharing information about copyright law that recognize the various interests of different creator and user communities.”

Main Results of the Study

Overall, students’ knowledge of copyright is lacking, as confirmed in self-assessments pre- informational session. However, the study also suggests that similar findings are evident amongst university faculty and professionals.

Students regularly think about copying, sharing, permissions and accreditation, which the study suggests is due to immersion in e.g. social media and streaming services. Because of this, students are more willing to engage with the realities and assessment of everyday infringement than older participants. Younger students also demonstrate the ability to assess questionable content (e.g. on YouTube) more quickly and efficiently than older generations.

The study concludes that students are not necessarily ignorant or disrespectful of copyright; they are aware, but their own community mores and ethics diverge from legal norms.

Policy Implications as Stated By Author

The study does not offer any explicit policy recommendations.

Coverage of Study

Coverage of Fundamental Issues

Issue	Included within Study
Relationship between protection (subject matter/term/scope) and supply/economic development/growth/welfare
Relationship between creative process and protection - what motivates creators (e.g. attribution; control; remuneration; time allocation)?
Harmony of interest assumption between authors and publishers (creators and producers/investors)
Effects of protection on industry structure (e.g. oligopolies; competition; economics of superstars; business models; technology adoption)
Understanding consumption/use (e.g. determinants of unlawful behaviour; user-generated content; social media)

Coverage of Evidence Based Policies

Issue	Included within Study
Nature and Scope of exclusive rights (hyperlinking/browsing; reproduction right)
Exceptions (distinguish innovation and public policy purposes; open-ended/closed list; commercial/non-commercial distinction)
Mass digitisation/orphan works (non-use; extended collective licensing)
Licensing and Business models (collecting societies; meta data; exchanges/hubs; windowing; crossborder availability)
Fair remuneration (levies; copyright contracts)
Enforcement (quantifying infringement; criminal sanctions; intermediary liability; graduated response; litigation and court data; commercial/non-commercial distinction; education and awareness)

Datasets

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