International Journal for Educational Media and Technology
2017, Vol.11, No. 1, pp.116-122

Effect of Copy Machines in a School Libraryon Students’ Inquiry-based Learning
Yoko Noborimoto
Tamagawa Academy (K-12), Tohoku University, Japancoral.melody@gmail.com
Shiori Ito
Tamagawa Academy (K-12), Japanshiori@tamagawa.ed.jp
Yoshifumi Goto
Tamagawa Academy (K-12), Japan
yoshifumi@tamagawa.ed.jp
Tatsuya Horita
Tohoku University, Japan
horita@horilab.info
In the current knowledge-based society, it is necessary to let children know the worth of non-digitized media. This study
examines the effect of copy machines on junior high school students’ learning of research methods and clarifies the useof a copy machine in a school library with reference to the Copyright Act of Japan. It also surveys the treatment ofcopying in Copyright Acts from other countries and compares them with Japan. The findings highlight that Japan is the
only country that limits copying in the school library; the Japanese Copyright Act has not yet caught up with current welldeveloped information technology and therefore warrants revision. The introduction of a copy machine also decreased
Internet use and increased use of books. However, the cost of the machine and teachers having to comply with students’copying requests are some problems associated with copy machine usage.

Keywords: Copyright act, Copy machine, Information literacy, Inquiry-based learning, School library

Introduction
In Japan, free copy machine use in library settings is considered inappropriate, even if users are students, teachers,
school staffs, graduates, and parents/guardians. Furthermore, a librarian cannot offer to copy library materials tocomply with users requests without first obtaining permission. Accordingly, most Japanese elementary and junior highschool libraries have not installed them (Yamaguchi, 2005).
The 21st century is called a knowledge-based society. It is because knowledge, information, and technology become
important especially as a base of the society in all areas, such as politics, economy, and culture. A knowledge-basedsociety leads also to international competition involving knowledge and talented people (Ministry of Education,
Culture, Sports, Science and Technology in Japan, 2005). In such an era, we have to raise an ability among people thatthey collect required information themselves out of huge information, and can carry out decision-making and action
into their children.
In the PISA 2015 definition, reading literacy is understanding, using, reflecting on and engaging with written texts, inorder to achieve one’s goals, develop one’s knowledge and potential, and participate in society (OECD, 2016a). The
OECD PISA 2015 Survey underlines that, in the context of massive information flows and rapid change, everyone
now needs to be able to “think like a scientist”: to be able to weigh evidence and come to a conclusion; to understandthat scientific “truth” may change over time, as new discoveries are made, and as humans develop a greater
understanding of natural forces and of technology’s capacities and limitations (OECD, 2016b).
The Partnership for 21st Century Learning (P21) provides the following definition: today we live in a technology andmedia-suffused environment with the following things: 1) access to an abundance of information, 2) rapid changes intechnology tools, and 3) the ability to collaborate and make individual contributions on an unprecedented scale. To beeffective in the 21st century, citizens and workers must be able to create, evaluate, and effectively utilize information,
media, and technology (P21, 2007).
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Conversely, ERI-Net that surveyed the 21st century type skill in Asia Pacific Region has reported that each country istrying to find ways to educate a student's ability. In addition, ERI-Net defines Media and information literacy as oneof the transversal competencies as follows: Ability to obtain and analyze information through information andcommunication technology (ICT), ability to critically evaluate information and media content, ethical use of ICT(ERI-Net, 2016).
The Ministry of Education, Culture, Sports, Science and Technology of Japan conducted an information literacy
survey using the computer target elementary and junior high school students from October, 2013 to January, 2014.
This has analyzed and understood students’ information literacy for the purpose of an improvement and fullness of
instruction. Elementary school and junior high school students’ problem is finding out and associating specificinformation according to the purpose from multiple web pages. They can read the organized information. In particular,
elementary school students’ problems are arranging and construing information and disseminating informationaccording to a recipient's situation. Junior high school students’ problems are arranging and construing theinformation on multiple web pages, and making information dissemination according to a recipient’s situation. They
can organize and construe the information indicated by the list.
This result shows that the ability to read information has a problem. In addition, sources of information are not only
web sites. Non-native English-speaking countries of Asia also have several sources of information that are notdigitized. All information cannot be obtained on a website. We need to let children know the worth of media that is
not digitized as well. Therefore, we set up the hypothesis whether the existence of a copy machine changed a student’s
learning activities.
In Japan, inquiry-based learning is gaining importance increasingly. The purpose is to educate the nature and ability
that judges in person and can solve a problem. It is required for a student who lives in the next generation. In a highschool, the name change to classical-literature inquiry, mathematical inquiry, and Japanese history inquiry is planned
traditional subject, and consciousness attachment of tackling learning in inquiry also in each subject comes to be madestrongly (Ministry of Education, Culture, Sports, Science and Technology, 2016). Inquiry is an approach to learningwhereby students find and use a variety of information sources and ideas to increase their understanding of a problem,
topic, or issue. It requires more from them than simply answering questions or getting the right answer. It espouses
investigation, exploration, search, quest, research, pursuit, and study (Kuhlthau, Maniotes, & Caspari, 2007).
The Period for Integrated Studies is a Japanese curriculum. It enables students to think independently about their lives
through cross-synthetic and inquiry studies. It also fosters in them the qualities and abilities required to identify tasks,
learn and think independently, make proactive decisions, and solve problems efficiently (Ministry of Education,
Culture, Sports, Science and Technology in Japan, 2009). In simple words, the curriculum requires students to engage
in inquiry-based learning and therefore all students need to participate in it. The learning sequence, including setting
a problem, collecting information, arranging and analyzing it, and reporting it intelligibly to others, is appropriate fordeveloping students’ information literacy. In advancing the Period for Integrated Study, Kurokami (1999) outlines
three important factors. First, we have to ensure that children can partake in independent activity. Second, throughthe curriculum or the learning methods used in class, we have to convert this activity into learning. Third, it is necessary
to find ways to improve students’ learning environment. In a curriculum’s design phase, the constitution of thelearning environment determines the success or failure of integrated learning.
The present study examines (1) the comparison of each country’s copyright act concerning copying and (2) the effects
of a copy machine in school libraries. Individuals can use copies of library materials if they are teaching or studying
in a class that requires such material and the use of these copies is restricted to the class (JLA, 2006). Tsuji (2015)
proved the average rate of increase in the number of visitors to a library that had installed a copy machine andindicated that the level was higher for this library than for those that had not installed copy machines. Thus, installinga copy machine in the university library increased the number of visitors.
In this way, the existence of a copy machine is enough to affect the number of visitors to the library. Thus, thepresence of copiers affects the number of visitors to the library. However, no studies have investigated the impact of
copying machines in school libraries on student activities. Also, there is no research that compares with overseas
copyright while focusing on copy machines in school libraries.
In this study, we clarify the use of a copy machine in a school library with reference to the Copyright Act of Japan.
Moreover, we survey the treatment of copying in Copyright Acts from other countries and compare them with Japan.
We also investigate the effect of a copy machine on student’s learning of research methods and the associatedproblems. It is important to argue about the treatment of the copy as it also affects the number of visitors to thelibrary.

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The Copyright Act of Japan Concerning Copying in a School Library
Section 31 of the Copyright Act of Japan does not aim at profit. However, if material is to be copied for survey andresearch, some parts of the work can be provided for copying per person. However, a school library is not covered
under this section, and the librarian of a school library cannot offer copies of possession data without first obtaining
permission. However, only Section 35 of the Copyright Act accepts that individuals teaching or studying in a classthat requires the reproduction of specific material for the express purpose of being used in that class can make anduse copies. Thus, the free use of a copy machine is considered unsuitable in Japan (JLA, 2006). Therefore, most school
libraries do not install copy machines for users (Yamaguchi, 2005).
We believe that Sugimoto et al. (2008) strongly desire the extension of Section 31 of the Copyright Act toaccommodate the school context because, at present, it is being sent by a channel in which contents differ and it isnecessary to provide appropriate education. This education emphasizes the capability to clarify information demand,
perform search and acquisition of active information, compare and examine, and connect to opinion formation andinformation dissemination. Elementary and secondary education courses provide this foundation to students andserve as a pillar for character development, thus enabling independence and collaboration in lifelong learning.
Moreover, photography of a work is also a copy according to the Copyright Act. However, if a work is photographed
for individual use, it is free from Section 30 of the Copyright Act. Since Section 30 of the Copyright Act does not
specify requirements for the private use of duplicate places or data, the reproduction of library materials is interpreted
to indicate that no problem will result from the writing constitution (Copyright Research and Information Centre,
CRIC, 2016). Therefore, in a school library, if a teacher or a student photographs a work to use it in class, it will not
be problematic with respect to the Copyright Act. However, a school library considers this to be problematic in regards
to a student’s information collection morals. Thus, in almost all cases, photographing a work using a camera will be
excluded from educational consideration. If such permission is granted, some students may also assume that they can
photograph books in a bookstore as well. Authors are concerned regarding this possibility.

International Copyright Acts Concerning Copying in a School Library
In this study, we surveyed the Copyright Acts of South Korea, China, the U.K., and the United States.

South Korea
Section 31 of the South Korea Copyright Act discusses the issue of duplication and transmission in the institution
defined by presidential order, including libraries. The following library varieties are covered under the Act: national
main library, public library, university library, school library, and special library. Libraries aiming at profit are excluded.
The following requirements must be met for obtaining permission to copy library material (Kyoung-Hee Joung, 2013):(1) The relevant data to be copied must be on a library shelf (and should not be carried in from outside); (2) Material
should only be copied for nonprofit purposes, such as surveying and research; (3) A user needs to request a copy; (4)Only the item in which the relevant data required is present can be released for copying; (5) The copy must compriseparts of books and other library sources; (6) Only one copy per person is permitted; and (7) Offering the copy of adigitized source is not permitted.

China
Section 22 of the China Copyright Act maintains that translation or a small number of copies of library materials areadmitted for research or survey purposes. Regardless of where the copy is requested, it may be permitted only if the
purpose is research or survey. However, what comprises a “small number” of copies is not clearly defined. Huang
Guobin (2011) has also highlighted that the Act does not provide a clear definition of a library and thus it is necessary
to supplement clear and detailed regulations and improve the China Copyright Act.

U.K.
Research and private study is indicated as follows in Section 29 of the U.K. Copyright Act. Fair dealing with a literary,dramatic, musical, or artistic work for non-commercial research purposes does not infringe on copyright laws if it isaccompanied by sufficient acknowledgement. This differs from Japanese copyright law as it allows a clear statement

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of the source. Sections referring to education (Sections 32 to 36) are also included and this is another difference fromJapanese copyright law.
Section 36, entitled “Copying and use of extracts of works by educational establishments,” comprises the following
points: (1) Copyright is not infringed by copying extracts of a relevant work by or on behalf of an educational
establishment, provided that (a) the copy is made for non-commercial instructional purposes and (b) the copy isaccompanied by a sufficient acknowledgement; (2) Copyright is not infringed by a copy of an extract made undersubsection (1) when it is communicated by or on behalf of the educational establishment to its pupils or staff for noncommercial instructional purposes; (3) Subsection (2) only applies to a communication received outside the premisesof the establishment if that communication is made through a secure electronic network accessible only to theestablishment’s pupils and staff. In Section 43, “library” is defined as referring to publicly accessible libraries or thosethat are a part of educational establishments. In the U.K., a school library is considered a library.
When copying is for educational purposes, it is permitted regardless of where the material is being copied. However,according to the guidelines of U.K.’s School Library Association, the fair dealings on the Copyright Act are as follows:
you can copy a work for non-commercial research purposes; the use must be “fair,” (for printed works an article froma magazine or a book chapter would usually be considered “fair,” but there are no hard and fast rules); and any
individual, whether staff or student, can make a copy for their own research purposes. In some schools, the librariantakes on the role of copyright gate keeper. According to the law, copyrighted materials for educational purposes canbe used to a limited extent without requiring a license or the owner’s permission (School Library Association, 2013).
Copying for survey and research purposes is accepted in the U.K. However, a gray area regarding the resolution of
the question of the survey and research range also exists. Any individual student or member of staff may make a copyof a work under fair dealings for his/her personal use; however, the limits of “fair” are undefined (School Library
Association, 2013).

U.S.
Sections 107–112 of the U.S. Copyright Act describe “Limitations on exclusive rights.” According to Section 107,
“the fair use of a copyrighted work, including such use by reproduction in copies or phonorecords or by any othermeans specified by that section, for purposes such as criticism, comment, news reporting, teaching (including multiple
copies for classroom use), scholarship, or research, is not an infringement of copyright.” There are four fair use factors:“(1) the purpose and character of the use, including whether such use is of a commercial nature or is for nonprofit
educational purposes; (2) the nature of the copyrighted work; (3) the amount and substantiality of the portion used inrelation to the copyrighted work as a whole; and (4) the effect of the use upon the potential market for or value of the
copyrighted work.” Moreover, the Quantities of Media Recommended for Borrowing under the Fair Use Guidelines
for Educational Multimedia clearly define the quantity. For example, the text to be copied must comprise no morethan 10 percent or 1,000 words, and, for a poem, less than 250 words or 3 lines.
Simpson (2010) has pointed out that, considering print copying, the copy machine is probably the biggest danger inthe school. Teachers are continuously making multiple copies of various materials, even when they may not have theauthority to do so. But print guidelines specifically mention how much and how many times a particular item may becopied; furthermore, they also mention which items can never be copied. However, these guidelines are not very wellknown to most teachers and administrators. If one were to conduct an audit of the copies made at the copy machine
in a given week of the school’s second semester (or possibly even the second marking period), one would find thatthe vast majority of the copies being made infringed upon copyright law. Guidelines are far more rigid than the fairuse factors discussed above, are not binding under the law, and represent minimal rather than maximal amounts(Simpson, 2010). Although copyright laws clearly mention the regulation of copying, actual methods that can be used
for such regulation are unclear and many gray areas still exist.

Research Design & Methods
We surveyed the state of copy in Japanese copyright laws and those of a representative country. With respect to theschool library, only Japan exercised more severe control over regulating copying for private use. Furthermore, wesurveyed the effect of copying on learning in a live class.
At Tokyo’s Tamagawa Academy, we implemented an inquiry-based learning program for the ninth grade that was
conducted over a period of 70 hours in Integrated Studies under comprehensive learning (two units) (Noborimoto,Goto, Ito, Kasai, & Horita, 2016). The learning program began with setting a problem and studying the methods ofcollecting and selecting information, developing a logical view, understanding the quotation regarding copyright andIJEMT, Vol.11, No. 1, 2017, pp.116-122 ISSN 1882–2290

119references, and making a presentation. Each student submitted a paper that was more than 3,000 Japanese characters(about 1,500 English words).
During the 2014 school year, the learning program did not use a copy machine and students made handwritten copies
or summaries of the important parts of books. We then proposed two hypotheses. We hypothesized that, since making
handwritten copies is time consuming, students will inquire into a larger amount of data if time can be saved using a
copy machine. In research learning, we directed students who relied on using the Internet for their research toward
well-balanced information gathering that employs other media formats. We then installed a copy machine andimplemented the same learning program in the 2015 school year. To adhere to the Copyright Act, students wereallowed to copy freely only after a teacher had judged the relevance of a student’s request for copying.
We computed the average of the number of media used when a student performed information retrieval in bothschool years (Table 1). In 2014 and 2015, 62 and 65 students, respectively, were considered for the study. In each year,
we allowed students to gather nine or more pieces of information using three or more types of media with the aim of
imparting the characteristics of the various media.
Table 1

Average Media Used by Students in 2014, 2015

(SD)

Book

Magazine

Paper

DB

Web

Interview2014

2.53 (2.01)

1.63 (3.42)

0.74 (1.09)

1.55 (1.80)

5.05 (2.59)

0.05 (.28)

2015

3.48 (1.79)

0.54 (1.10)

0.17 (.45)

2.32 (1.51)

3.2 (2.34)

0.03 (.17)

2015−2014

+0.94

−1.09

−0.57

+0.77

−1.85

−0.02

Movie

Total
11.56
0.02 (.13)(5.23)
9.8
0.00 (.00)(1.5)−0.02 −1.73

Results
As a result of this survey, (1) the number of average volumes of the book utilized by students rose from 2.53 to 3.48.
Furthermore, use of online databases also increased from 1.55 to 2.32. Use of websites simultaneously decreased from5.05 to 3.2. However, the total number of references also decreased from 11.56 to 9.8. This can consider that books
and an online database take time to read compared to a website. This result corresponded with our learning purpose,
which was to change the consciousness of students who tended to rely on conducting research using websites. We
wanted such students to refer to other media as well. On the other hand, various problems were faced. We had toensure that the copies made agreed with the purpose of the class and that the teacher also worked as a copy staff
person. If copying was not regulated, then we had to assume that copies were made only for the purposes of a class.
Thus, it will be assumed that the responsible teacher’s checking levels decreased. Moreover, expenses associated withbuying and maintaining a copy machine had to be incurred.
From further study results, (2) a comparison of the copyright laws of Asian countries (Japan, South Korea, and China)
and those of the U.K. and the U. S. revealed that the laws of the latter countries were more detailed. Copyright acts
have not yet caught up with today’s era of well-developed information technology in all countries and therefore
revision is desirable. Management of copying differs in Japanese school libraries as we can copy only material related
to a class. Japan is the only country with such a rule.
We found that when students used the copy machine for research learning, their use of the Internet for researching
decreased, along with the deviation of media used by them. This is because students began using books for research
instead. In a knowledge-based society, information is steadily increasing and thus we conclude that permitting the useof a copy machine in a school library, under certain settings, will prove beneficial.

Discussion
In Japan, it is inappropriate to use a copy machine in a school library, even if the only users are school staff, students,
graduates, or parents/guardians. In this research, we surveyed the treatment of copying with respect to the copyrightacts of Japan, South Korea, China, the U.K., and the U. S. The comparison indicates that only Japan forbids the use

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of copy machines in a school library. Moreover, it was observed that the area of copyright includes several gray areasthat make countries anxious.
Butler (2011) notes that print as a medium of communication has been around for literally thousands of years. In thepast, tomb encryptions, illuminated manuscripts, and codices were considered print forms. Today, books, newspapers,
magazines, poetry, play scripts, cartoons, and recipes, along with many others, are considered print items. In addition,
inventions such as computers, iPads, and handheld digital devices like Kindles and Nooks, and even cell phones withtext message functions, have brought the print format into the digital world. Do issues of copyright form a part ofthis new level of print? The answer to this question will have to be a definite yes, although these new media options
may make copyright appear even more confusing than before (Butler, 2011). The Copyright Act has not caught up
with our contemporary era, specifically with respect to digital copyright rules.
According to School Library Association (2013), the idea of copyright is fundamental to the development of education.
Authors, composers, sculptors, painters, and others who create new works are provided protection so they can benefit
in terms of royalties or other fees. Our position in society, our education, professional development, personal growth,or personal ideas, are a result of our being able to read the works of other people and, consequently, developing andbuilding on these.
This circle (Figure 1) is essential for human development and attempts to break or distort it will result in serious
consequences for education and democracy as a whole (School Library Association, 2013). Copyright laws must be
revised for the Copyright Circle (School Library Association, 2013) to exist smoothly. In education, we have to makestudents aware of copyright and ways to utilize a work while appreciating the author.

Figure 1. The copyright circle (SLA, 2013)
Furthermore, this research considered the effect of a copy machine on learning, that is, the method through whichjunior high school students retrieve information from various media. We obtained three results through this survey:(1) If a copy machine is used, researching on the Internet and deviation in media decreases while researching throughbooks increases; (2) Since a student cannot used a copy machine due to the Copyright Act, teachers face the problem
of becoming copying staff; and (3) Purchasing and maintaining a copy machine involves a substantial expense.
We currently live in a digital network society based on knowledge and information. In order to allow students to utilize
library materials effectively while protecting the rights of copyright, we believe that it is necessary to reexamine thestate of the copyright in a school library. Kurokami (1999) has indicated that it is necessary to develop a curriculum
and learning environment that realizes an association with the Period for Integrated Studies. Since a student’s learning
activities change when he/she can make copies in a school library setting, we suggest that installation of a copy
machine be considered. However, problems may be faced in the way elementary and junior high school students
handle copy machines. As mischief on the students’ part is generally intentional, the problem of making the extensive
use of copy machines available remains. Furthermore, the issue of cost with respect to the machine also needs to beaddressed.
Since this research surveys only one school, there is a limit to generalization. In the future, we would like to compare
the situation of the introduction of copy machines in more school libraries and to further generalize the research. We
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would like the comparative survey with overseas copyright in this research to lead to a proposal for a new direction in
copyrights on copy machines in Japanese school libraries.

Acknowledgments
We would like to thank Mr. Shoei Yoshiue of Tohoku University Library for his support in our investigation ofoverseas copyright acts. We are deeply grateful to Mr. Yu Le, doctoral student at Tohoku University Graduate Schoolof Arts and Letters, who translated Chinese texts and Mr. Sunhee Lee, doctoral student at the Graduate School of
Educational Informatics, who translated Korean texts.

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