Information Science Students' Emotional Response to Copyright

Autor/inn/en	Benson, Sara Rachel; Ocepek, Melissa
Titel	Information Science Students' Emotional Response to Copyright
Quelle	In: Journal of Education for Library and Information Science, 64 (2023) 2, S.159-168 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0748-5786
DOI	10.3138/jelis-2020-0086
Schlagwörter	Information Science Education; Information Literacy; Copyrights; Emotional Response; Access to Information; Library Schools; Curriculum; Graduate Students; Masters Programs + Suchen Sie Ihr Suchwort? Informationstechnologische Bildung; Informationskompetenz; Emotionales Verhalten; Curricula; Lehrplan; Rahmenplan; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Magister course; Magisterstudiengang
Abstract	Copyright intersects with every field of Library and Information Science (LIS) from archival and preservation practices to reference services and academic librarianship. However, copyright instruction is still lacking in many Information Science programs across the country (Cross & Edwards, 2011; Schmidt & English, 2015). The sudden move to remote online education in the spring of 2020 due to a global pandemic highlighted the importance of understanding copyright exceptions and, especially, the power of fair use to quickly provide resources to a wide variety of patrons with novel needs. The need for accessible copyright education for all information professionals has never been stronger. However, engaging with copyright often provokes cognitive as well as affective uncertainty, likely due to the fear and anxiety that can come from the threat of serious financial and reputational consequences. Logically, it seems that librarians might feel less anxious about copyright if they had participated in formalized training about copyright focused on legal issues impacting library and information professionals. To understand this likely correlation, the researchers queried students using a qualitative survey both before and after taking an eight-week intensive copyright course that paired legal expertise with an everyday approach to material designed to demystify the law. Using phenomenographic methodology, the investigators asked their information science students how they attempt to answer copyright questions and how they feel about doing so. The results provide evidence supporting the need for more robust copyright education in schools of information science, as such training to help future librarians to feel more prepared to answer copyright questions and less anxious about intersections between copyright and their field of librarianship before they enter the workforce. (As Provided).
Anmerkungen	Association for Library and Information Science Education. Available from: University of Toronto Press. 5201 Dufferin Street, Toronto, ON, M3H 5T8 Canada. Tel: 416-667–7929; Fax: 416-667–7832; e-mail: journals@utpress.utoronto.ca; e-mail: office@alise.org; Web site: https://www.utpjournals.press/loi/jelis
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01