Approaches to Copyright Education for Faculty in Canada

Peer reviewed: 
Yes, item is peer reviewed.
Scholarly level: 
Faculty/Staff
Final version published as: 

Zerkee, J. (2016). Approaches to Copyright Education for Faculty in Canada. Partnership: The Canadian Journal of Library and Information Practice and Research, 11(2). doi:https://doi.org/10.21083/partnership.v11i2.3794

Date created: 
2016
Keywords: 
Copyright
Faculty
Academic libraries
Education
Communication
Canada
Abstract: 

This study surveyed copyright administrators at Canadian universities about their methods of providing copyright training to faculty and non-faculty instructors, the frequency and topics of education provided, and the modes of communication used to reach instructors. Copyright administrators were also asked to rate the perceived effectiveness of their educational opportunities. Respondents feel that in-person education is most effective for providing copyright training to instructors, though a significant number of respondents do not believe that all instructors at their institutions are made adequately aware of copyright educational opportunities. Lack of time and staffing resources affect many copyright administrators. These challenges are leading many to develop more systematic approaches to reaching instructors. Communication and education are being provided directly to individual departments and by working with administrators and others at the department level. Considering the siloed nature of many copyright offices and positions, this study aims to share the approaches being taken by copyright administrators to educate instructors about their rights and responsibilities with regard to copyright and teaching.

Language: 
English
Document type: 
Article
Rights: 
See Creative Commons license.
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