This study surveyed copyright administrators at Canadian universities about their methods of providing copyright training to faculty and non-faculty instructors, the frequency and topics of education provided, and the modes of communication used to reach instructors. Copyright administrators were also asked to rate the perceived effectiveness of their educational opportunities.Respondents feel that in-person education is most effective for providing copyright training to instructors, though a significant number of respondents do not believe that all instructors at their institutions are made adequately aware of copyright educational opportunities. Lack of time and staffing resources affect many copyright administrators. These challenges are leading many to develop more systematic approaches to reaching instructors. Communication and education are being provided directly to individual departments and by working with administrators and others at the department level.Considering the siloed nature of many copyright offices and positions, this study aims to share the approaches being taken by copyright administrators to educate instructors about their rights and responsibilities with regard to copyright and teaching.

Copyright can be an invisible issue for instructors because infringement or improper use of copyright-protected material will not impede teaching. Copyright law is nuanced and open to interpretation; it is not always clear whether a particular action is compliant or not. This poster will share the results of the presenter’s Canada-wide survey of university copyright administrators, exploring institutions’ provision of copyright education to instructors. The presenter found more questions rather than answers as a result of the survey. Most respondents do no assessment of their copyright instruction, and instead are comfortable relying on experience, questions from faculty, and anecdotal evidence to form an impression of instructors’ familiarity with copyright rules. Is informal appraisal adequate for ensuring that libraries and copyright offices are fulfilling their responsibility to encourage and enable the confident and lawful use of copyright-protected material? What other evidence could be gathered to inform copyright administrators’ efforts? This poster will encourage participants to think about copyright education at their institutions, will share the results of the survey, including approaches being taken by universities across Canada, and will share Simon Fraser University's approaches to instructor education

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Beginning in late 2017, the Standing Committee on Industry, Science and Technology (INDU Committee) undertook a statutory review of Canada’s Copyright Act. This article examines the recommendations made by higher education and academic library stakeholders in order to determine their copyright priorities. More specifically, the analysis highlights recommendations relating to fair dealing and addresses the tension between higher education and the Canadian publishing community. The article also explores the three fair dealing recommendations made in the INDU Committee’s final report, raises questions about the INDU Committee’s support for use of fair dealing in higher education, and proposes increased advocacy by the higher education community, including a cohesive strategy that engages directly with the public interest aspect of education’s role and the representation of its user groups. Ultimately, educational institutions are as much a part of the Canadian cultural landscape as any other copyright stakeholder. Improved advocacy is vital as Canada heads towards the next statutory review, expected to be launched in 2022.

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