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1 – 10 of over 2000Tania Yordanova Todorova, Serap Kurbanoglu, Joumana Boustany, Güleda Dogan, Laura Saunders, Aleksandra Horvat, Ana Lúcia Terra, Ane Landøy, Angela Repanovici, Chris Morrison, Egbert J. Sanchez Vanderkast, Jane Secker, Jurgita Rudzioniene, Terttu Kortelainen and Tibor Koltay
The purpose of this paper is to present findings from a multinational survey on copyright literacy of specialists from libraries and other cultural institutions.
Abstract
Purpose
The 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/approach
This 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.
Findings
Findings 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/value
This 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.
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Keywords
Chris Morrison and Jane Secker
Librarians and information professionals increasingly need to deal with copyright issues in their work, however evidence suggests that they can lack confidence and often refer…
Abstract
Purpose
Librarians and information professionals increasingly need to deal with copyright issues in their work, however evidence suggests that they can lack confidence and often refer queries to a dedicated copyright specialist. The purpose of this paper is to explore the professional experiences of copyright of a group of academic librarians in the UK, with a view to devising appropriate copyright education strategies.
Design/methodology/approach
The research was conducted using phenomenography, which is a qualitative approach from education. Data were collected though group interviews to explore the variation of experience. Four categories of description were devised which are placed in an outcome space.
Findings
There were four qualitatively distinct ways that librarians experience copyright in their professional lives, including viewing it as a problem, as complicated, as a known entity and as an opportunity. The variations in experience relate to a variety of factors such as the librarians’ role, ideology, level of experience, context and with whom they might be dealing.
Originality/value
This is the first study of this nature, building on quantitative findings from a multinational survey. It concludes that librarians need to be taught about copyright in a way that acknowledges and addresses the challenges so that they can view it as empowering and as part of wider information literacy initiatives.
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Keywords
Robert Detmering, Anna Marie Johnson, Claudene Sproles, Samantha McClellan and Rosalinda Hernandez Linares
This paper aims to provide an introductory overview and selected annotated bibliography of recent resources on library instruction and information literacy across all library…
Abstract
Purpose
This paper aims to provide an introductory overview and selected annotated bibliography of recent resources on library instruction and information literacy across all library types.
Design/methodology/approach
It introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2014.
Findings
It provides information about each source, discusses the characteristics of current scholarship and highlights sources that contain unique or significant scholarly contributions.
Originality/value
The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.
Details
Keywords
Kristy Padron and Sarah M. Paige
Many 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…
Abstract
Purpose
Many 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/approach
This 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.
Findings
The 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/implications
This case study covers two differing institutions so its conclusions may not be applicable to all libraries or educational settings.
Practical implications
Many 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/value
Library 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.
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Keywords
Syeda Hina Batool, Ata ur Rehman and Imran Sulehri
The present study focused on information literacy education through a unique research lens, i.e. the Delphi process in developing countries. The primary aim of the study is to…
Abstract
Purpose
The present study focused on information literacy education through a unique research lens, i.e. the Delphi process in developing countries. The primary aim of the study is to formulate an information literacy framework for higher education.
Design/methodology/approach
In total 13 experts from the field, including academicians and practitioners, were invited to build consensus on the components of an information literacy curriculum for library and information sciences or management postgraduate students.
Findings
The Delphi process was completed in three reasonable rounds to build consensus on eight information literacy course units, including computer, research, critical, information, domain-specific knowledge and copyright literacies in line with learning and communication skills. The panelists considered computer, research and critical literacies as the most significant components of an information literacy curriculum for postgraduates.
Practical implications
The proposed framework of information literacy curriculum may have considerable implications for educators, practitioners and researchers.
Originality/value
The study is unique as it focuses on developing a contextual and comprehensive information literacy education framework for information professionals.
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Keywords
Latisha Reynolds, Amber Willenborg, Samantha McClellan, Rosalinda Hernandez Linares and Elizabeth Alison Sterner
This paper aims to present recently published resources on information literacy and library instruction providing an introductory overview and a selected annotated bibliography of…
Abstract
Purpose
This paper aims to present recently published resources on information literacy and library instruction providing an introductory overview and a selected annotated bibliography of publications covering all library types.
Design/methodology/approach
This paper introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2016.
Findings
The paper provides information about each source, describes the characteristics of current scholarship and highlights sources that contain unique or significant scholarly contributions.
Originality/value
The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.
Details
Keywords
Tessa Withorn, Carolyn Caffrey, Joanna Messer Kimmitt, Jillian Eslami, Anthony Andora, Maggie Clarke, Nicole Patch, Karla Salinas Guajardo and Syann Lunsford
This paper aims to present recently published resources on library instruction and information literacy providing an introductory overview and a selected annotated bibliography of…
Abstract
Purpose
This paper aims to present recently published resources on library instruction and information literacy providing an introductory overview and a selected annotated bibliography of publications covering all library types.
Design/methodology/approach
This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2018.
Findings
The paper provides a brief description of all 422 sources, and highlights sources that contain unique or significant scholarly contributions.
Originality/value
The information may be used by librarians and anyone interested as a quick reference to literature on library instruction and information literacy.
Details
Keywords
Vikee Chauhan and Peter Willett
The purpose of this paper is to obtain a snapshot of attitudes and comprehension of the University of Greenwich (UoG) academics towards copyright and the impact of same on their…
Abstract
Purpose
The purpose of this paper is to obtain a snapshot of attitudes and comprehension of the University of Greenwich (UoG) academics towards copyright and the impact of same on their teaching, complementing this with a survey of the experience of academic librarians (ALs) throughout the UK when dealing with faculty and copyright.
Design/methodology/approach
Two questionnaires were created and circulated to capture information from two sampled groups: the UoG academic staff and UK-wide ALs. A total of 55 responses were received to the questionnaire distributed to the former, and 83 responses were received to the questionnaire distributed to the latter.
Findings
The majority of the UoG academics believed they possessed a fair, or better than fair, understanding of copyright, with numerous respondents self-taught on the subject. Nevertheless, a significant number thought they might have broken copyright when teaching, while also revealing the belief that copyright was a limitation on their teaching. The AL survey suggested an average comprehension of copyright among academics, while noting that some of the latter felt a degree of antipathy towards copyright.
Originality/value
Although focused on a single institution, this study implies that copyright instruction for academic staff needs to be substantially improved, and it suggests the need for greater visibility of training programmes.
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Keywords
Anna Marie Johnson, Amber Willenborg, Christopher Heckman, Joshua Whitacre, Latisha Reynolds, Elizabeth Alison Sterner, Lindsay Harmon, Syann Lunsford and Sarah Drerup
This paper aims to present recently published resources on information literacy and library instruction through an extensive annotated bibliography of publications covering all…
Abstract
Purpose
This paper aims to present recently published resources on information literacy and library instruction through an extensive annotated bibliography of publications covering all library types.
Design/methodology/approach
This paper annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2017 in over 200 journals, magazines, books and other sources.
Findings
The paper provides a brief description for all 590 sources.
Originality/value
The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.
Details
Keywords
Carolyn Caffrey, Hannah Lee, Tessa Withorn, Maggie Clarke, Amalia Castañeda, Kendra Macomber, Kimberly M. Jackson, Jillian Eslami, Aric Haas, Thomas Philo, Elizabeth Galoozis, Wendolyn Vermeer, Anthony Andora and Katie Paris Kohn
This paper presents recently published resources on library instruction and information literacy. It provides an introductory overview and a selected annotated bibliography of…
Abstract
Purpose
This paper presents recently published resources on library instruction and information literacy. It provides an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts. The selected bibliography is useful to efficiently keep up with trends in library instruction for busy practitioners, library science students and those wishing to learn about information literacy in other contexts.
Design/methodology/approach
This article annotates 424 English-language periodical articles, monographs, dissertations, theses and reports on library instruction and information literacy published in 2021. The sources were selected from the EBSCO platform for Library, Information Science, and Technology Abstracts (LISTA), Education Resources Information Center (ERIC), Scopus, ProQuest Dissertations and Theses, and WorldCat, published in 2021 that included the terms “information literacy,” “library instruction,” or “information fluency” in the title, abstract or keywords. The sources were organized in Zotero. Annotations summarize the source, focusing on the findings or implications. Each source was categorized into one of seven pre-determined categories: K-12 Education, Children and Adolescents; Academic and Professional Programs; Everyday Life, Community, and the Workplace; Libraries and Health Information Literacy; Multiple Library Types; and Other Information Literacy Research and Theory.
Findings
The paper provides a brief description of 424 sources and highlights sources that contain unique or significant scholarly contributions.
Originality/value
The information may be used by librarians, researchers and anyone interested as a quick and comprehensive reference to literature on library instruction and information literacy within 2021.
Details