Everyday Copyright
Objective
Participants should leave with an understanding of what copyright is and how it impacts
them in both their teaching and research. They should gain concrete knowledge on how to
identify potentially ambiguous copyright situations and how to approach these situations
(through both fair use and a knowledge of what is allowable under copyright law).
Intended Use
This lesson combines several smaller presentations and incorporates activities. As such, it
is intended to be a stand-alone presentation. The presenter should read over the Copyright
Consultation and Education Program website (http://go.illinois.edu/copyright) or some
other source in order to gain a working background knowledge of copyright. The whole
presentation should last between 45 and 60 minutes.
Standards
Addressed
ACRL Literacy Standard 4: The information literate student [individual], individually or
as a member of a group, uses information effectively to accomplish a specific purpose.
ACRL Literacy Standard 5: The information literate student [individual] understands
many of the economic, legal, and social issues surrounding the use of information and
accesses and uses information ethically and legally.
Information
Included
Resources
Plan

Definitions of copyright and fair use

Information regarding how different materials can be used in the classroom

Information regarding how materials can be used in research

A basic explanation of how to go about getting permission to use a work
EverydayCopyright_ComboLesson PowerPoint, Overview handout, writing prompts

Introduce presentation with the following prompt (have participants
write answers and/or discuss as a group):
◦ You gave your class a short article to read last year and it went
over really well. You want to hand it out again this year. Can
you do this? What aspects of copyright do you need to consider?
(2-5
minutes)

(optional) Pass around copies of the Overview handout
(1 minutes)

Begin the PowerPoint presentation. Use the notes on the slides and
your own background knowledge to fill in details (the presentation
was not designed to just be read verbatim!)
(25-35
minutes)

Stop periodically to ask and answer questions
(2-5
minutes)

Finish the presentation by discussing any lingering questions the
(5-10
Module produced by the Copyright Education & Consultation Program
Program funded by a Library and Technical Services Grant Administered by the Illinois State Library
Assessment
audience may have. Some questions may go beyond the scope of
your knowledge and the presentation. This is a good sign that you
should begin planning more in-depth workshops!
minutes)

Wrap up by asking participants to write on or discuss their new
opinions on the original prompt:
◦ How would you address the situation from the beginning of the
presentation (the article you want to use two years in a row)?
◦ What knowledge did you gain today informs your new opinion?
(2-5
minutes)

ACRL Literacy Standard 4: Compare the answers to the first prompt with the last
prompt. Did participants gain new knowledge? Were they able to accurately depict
that knowledge in their final responses and use it to appropriately address the
situation described?

ACRL Literacy Standard 5: Participants will better understand the ethical and
legal issues surrounding copyright after hearing the presentation. Do their
questions throughout, discussion, and written responses convey this growing
understanding?
Module produced by the Copyright Education & Consultation Program
Program funded by a Library and Technical Services Grant Administered by the Illinois State Library