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					Copyright & Access to
Knowledge: Library and
education contexts
 Dick Kawooya
 Doctoral Candidate
 School of Information Sciences
 University of Tennessee
 &
 eIFL Copyright Expert – Uganda
 dkawooya@utk.edu
Context Analysis


     Country of origin
     Organization type?
     Organizational activities/work?
     Organizational priorities (1-3 months) identify 5
      (order of priority)
     Copyright on list? Why/why not?
     Copyright law?
     Awareness of link between copyright &
      organization?
Why copyright for library &
education institutions?
     Libraries:

         collect
         organise and
         preserve global cultural and scientific knowledge and
          heritage.

     Memory for humanity – multiple formats (books,
      newspapers, journals, audiovisual material,
      maps, pictures and music)

     Analogue and digital (electronic) formats
Libraries…

   Goal - availability and accessibility of content to
    publics:

       Students
       Faculty/ lecturers
       Researchers
       General public, etc.


   Non-discriminative (age, gender, race,
    physical/mental ability, etc)
Library & education: broader context

    Libraries – educational functions (directly or
     indirectly)

    Directly – part of education & research settings:

        Institutions of higher learning (universities)
        Primary/secondary schools,
        Vocational institutions, etc


    Support education & research – provide access
      to content
Library & education…

    Indirectly – e.g. public libraries
      General    literacy

      Lifelong   learning


    Consumers of „knowledge‟ products
        Billions spent on digital/print resources
Libraries, A2K & copyright

    Copyright:
        Set of exclusive rights to knowledge „creators‟
          (depending on jurisdiction)

             Distribution
             Reproduction (copying)
             Public performances (music, dramatic)
             Public performance (digital audio transmission)
             Making derivatives (book to audio format)
             Translation and adaptation (languages especially
              local/indigenous languages)
             Display protected works
Public interest breaks (Libraries &
education)

   Exceptions and limitations (L&E): e.g. fair
    use/dealing

   Exceptions for non-commercial (educational)
    purposes like:
       criticism,
       comment,
       news reporting,
       teaching (including multiple copies for classroom
        use),
       scholarship, or research, is generally not an
        infringement of copyright
Limitations and exceptions…

    Libraries & educational institutions
     generally depend L & E to avail and make
     accessible content to publics

    Else copyright owners have complete
     monopoly over learning (through exclusive
     rights)
L & Es critical to developing
countries
      Access for persons with sensory disabilities

      Parallel importing in special circumstances

      Access & preservation of untraceable or
       unobtainable works (“orphan works”)

      Distance learning (digital/print coping inevitable)

      Copyright term – limited duration

      Government documents
             Poor country realities…

   Southern Africa – study:

       Poverty  access through photocopying (petty photocopying
        enterprises – universities)

       L & E lacking (national laws) and/or not utilized
        (implementation)

       Language barriers

       Access problems beyond (copyright) IPR:
            E.g. Trade/contract laws
            Structures of access ancillary industries (e.g. publishing)


                                                                           11
          Concluding remarks

   social and economic development

   Access to knowledge (information) –
    fundamental right (constitutional right to
    education)

   Access through libraries/education institutions
    – further right to
    education/information/knowledge

                                                      12
Back to own context

    In light of discussion:

        Any concerns relating to access through
         libraries/ educational institutions in your
         settings/country?

        Personal/organizational experiences

        What L & E apply to organization/ context?

				
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