Using Copyrighted Works
Objective
Instructors and researchers should leave with a clear definition of what a copyrighted work
is, how to determine if their intended use is fair, and how to proceed if it is not.
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 30 and 50 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

Definition of copyright

Definition of fair use and a description of the four fair use factors

Explanation of how to contact a copyright holder and suggestions if contact does
not go as planned

Writing prompts to be used at the beginning and end of the presentation
UsingWorks_ComboLesson PowerPoint, Overview handout, writing prompts

Introduce presentation with the following prompt (have participants
write answers and/or discuss as a group):
◦ If you found out that a Youtube clip you wanted to share in class
was copyrighted, what would you do?
(2-5
minutes)

(optional) Pass around copies of the Overview handout
(1 minute)

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!)
(15-25
minutes)

Stop periodically to ask and answer questions
(2-5
minutes)

Finish the presentation by discussing any lingering questions the
audience may have. Some questions may go beyond the scope of
your knowledge and the presentation. This is a good sign that you
(5-10
minutes)
Lesson produced by the Copyright Education & Consultation Program
Program funded by a Library and Technical Services Grant Administered by the Illinois State Library
should begin planning more in-depth workshops!
Assessment

Wrap up by asking participants to revisit the original question. Ask
them to write on or discuss:
◦ What knowledge have you gained from this presentation that will
help you address copyright concerns in the future? What would
you do with that Youtube clip now that you know more about
copyright?

ACRL Standard 4: Read over responses from the wrap-up question. Do
participants accurately incorporate new knowledge about copyright into their
answers in order to find a solution to this particular problem?

ACRL 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?
(2-5
minutes)
Lesson produced by the Copyright Education & Consultation Program
Program funded by a Library and Technical Services Grant Administered by the Illinois State Library