Copyright Basics
Objective
Participants will gain a general understanding of what copyright is, how it works, and how
it can be applied in simple scenarios.
Intended Use
This lesson uses just one of the PowerPoint presentations and as such is designed to be
either a short introduction or a quick review of copyright. It can also be used as one in the
first of a series of very brief copyright presentations. 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. It is
designed to take 20 to 35 minutes.
Standards
Addressed
ACRL Literacy Standard 3: The information literate student evaluates information and its
sources critically and incorporates selected information into his or her knowledge base and
value system.
Information
Included
Resources
Plan

Definitions of copyright and fair use

Brief explanation of copyright terms

Overview handout includes some information about other aspects of copyright not
touched on in the presentation

Information on registering a work
Copyright Basics PowerPoint, Overview handout, activity

Introduce presentation with the following discussion question:
◦ Why is it important for everyone in the academic world to have a
basic understanding of copyright?
◦ What would you want to be able to accomplish with this
knowledge?
(2-5
minutes)

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!)
(8-15
minutes)

(optional) After the explanation of terms it can be really useful to
practice using the Cornell chart. If possible, present the group with a
book and walk them through using the chart to determine the book's
copyright status (or if there are several computers available, break
into small groups and give a book to each group to try on their own)
(5-10
minutes)
Module produced by the Copyright Education & Consultation Program
Program funded by a Library and Technical Services Grant Administered by the Illinois State Library
Assessment

Stop periodically to ask and answer questions

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
should begin planning more in-depth workshops!
(2-5
minutes)

Wrap up by asking participants to revisit the original question. Ask
them to write on or discuss:
◦ Do you now feel like you have a basic understanding of
copyright? How will this be helpful for you?
◦ What aspects of copyright do you feel it would be important for
you to learn more about? Why those?
(2-5
minutes)

ACRL Literacy Standard 3: Examine the final responses to determine if
participants gained a better understanding of copyright. Were they able to evaluate
their own knowledge and incorporate it into how they thought about their own
lives?

ACRL Literacy Standard 3: If the copyright term activity was used, was the
group able to evaluate, understand, and use the Cornell chart?
Module produced by the Copyright Education & Consultation Program
Program funded by a Library and Technical Services Grant Administered by the Illinois State Library