A theoretical approach to user education in public licensing: Defending against copyright trolling
1 Independent Researcher, Lagos Nigeria.
2 Energy Law Center, Paul M. Hebert Law Center, Louisiana State University, USA.
3 Independent Researcher, Abuja, Nigeria.
4 Independent Researcher; Columbus Ohio, USA.
Review
International Journal of Scientific Research Updates, 2024, 08(02), 029–035.
Article DOI: 10.53430/ijsru.2024.8.2.0056
Publication history:
Received on 30 August 2024; revised on 05 October 2024; accepted on 08 October 2024
Abstract:
This paper develops a theoretical model to prevent copyright trolling through user education and policy advocacy, particularly in the context of Creative Commons (CC) and public licensing. Copyright trolling, which exploits users’ lack of legal literacy and understanding of licensing terms, poses significant challenges to the free and open sharing of knowledge. The paper explores the relationship between legal literacy, public knowledge, and digital education, proposing that targeted educational interventions can empower users to avoid exploitation. It also advocates for the implementation of structured, government-backed, and institutional programs to promote licensing literacy. Policy-driven educational frameworks, integrated into broader digital literacy initiatives, are essential for reducing the risks posed by copyright trolling. The paper concludes with recommendations for future educational programs and policy changes to mitigate copyright trolling and foster a more informed and resilient digital ecosystem.
Keywords:
Copyright trolling; Creative commons; Public licensing; Legal literacy; Digital education; Policy advocacy
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Copyright information:
Copyright © 2024 Author(s) retain the copyright of this article. This article is published under the terms of the Creative Commons Attribution Liscense 4.0