1. 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

2. 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?

3. 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

4. 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)

5. 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

6. Library & education… Indirectly – e.g. public libraries General literacy Lifelong learning Consumers of knowledge products Billions spent on digital/print resources

7. 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

8. 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

9. 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)

10. 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

11. 11 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)

12. 12 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

13. 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?