![]() The importance and impact of copyright in the development of academic activities, and therefore in the proper functioning of university libraries, has grown steadily since the end of the 20th century. One would be to follow the ALA model and the IFLA recommendation and include copyright contents in the LIS curricula worldwide, and the other would be to provide institutional support for those professionals interested in obtaining the required training. The solution to this problem may lie in two complementary approaches. ![]() The best results are obtained by US and Canadian universities accredited by the American Library Association (ALA), since copyright issues are included in the list of core competences required to achieve accreditation. If we also bear in mind that most of these courses are elective, not required, the conclusion is that very few LIS graduates attain the minimal instruction required. Very few courses are dedicated specifically to copyright issues, as these subjects are usually studied in an excessively generic and superficial manner within broader courses dedicated to information policy, information ethics, or legal issues regarding information. The results show that very few LIS programs provide the minimal training required for professionals to be copyright literate. The aim of the present paper is to determine the type of copyright instruction offered, plus its focus and depth, to students of master's programs in library and information studies at today's outstanding universities in this field. For this reason, librarians must have adequate knowledge about copyright, whether it be to carry out their own functions and tasks, or to help co-workers and users as efficiently as possible. ![]() The close relationship between copyright laws and the development of library activities has become more intense and complex in recent years due to the impact of the digital setting.
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