Intellectual Property and the Changing of Information Professional Curricula: a huge necessity


  • Luciana Goulart Oliveira



Information society represents a profound changing in the organization of the society and economy – a new paradigm – but, most of all it is a global phenomenon with potential for transforming social, economical and technical environment and activities performed by information specialists, because social reality is always affected by the infra-structure of available information.

In this regard, the theme Intellectual Property has become one of the pillars of the new context of technology development and interchange communication between countries and people everywhere because the objects of intellectual property in all its extension, which are creations of the human mind and intellect, can be seen as pieces of information which can be incorporated in intangible objects at the same time in an unlimited number of copies, at different locations anywhere in the world. And all these objects have specific information inside and are reunited in databases with special characteristics, which have to be understood by the information professional and the knowledge on how to comprehend, handle and recover is a fundamental necessity. And most important is that this professional will have to acquire knowledge in multidisciplinar subjects, as economy, innovation, information technologies, human sciences, ethics and law.

In this context, some studies concerning “network society” (Castells, 2002) “cyberculture” (Lévy 1999), and information literacy of informational professional (Vitorino, 2007) and (Azevedo and Beraquet, 2010) put light on a necessity to review competences in the specific area of graduation because they bring other ways of thinking and implement a strong relation with reality, considering the existence of new informational economies. It is no longer possible for this specialist not to understand a student or teacher request concerning an advise on patent search, the environment of innovation or tendencies on the trademark world or copyright involved in all the media they have in hands, specially when they are virtual.

So, this paper will deal with the new characteristics demanded for the information professional, which comprises, at least: a) be pro-active; b) have a comprehensive approach on leadership, finances, communication and technical management, in order to best get, use and organize the information; c) be strongly acquainted with information technologies and how databases are structured and work; d)understand the scientific methods of research and have the capacity to analyze and filter literature in databases; e)have a researcher and planned attitude, because he is going to understand technical and scientific information when dealing with patents, trademarks, utility models, geographical indications and others; e) be a multidisciplinary professional, able to understand the “talk of every man in the vast world”; e) learn how to make “technical” searches in public and private databases in order to help students and teachers in their work; f) understand the legislative complex of laws governing the rights involved in the world of research and intellectual property.

These conditions are in line with the diversity encountered as the reality and there is no longer time to comply with curricula not adjusted to it. The proposed paper will present a curricula that could preview 2 or 3 semesters of subjects, performed during the complete course, to accomplish and training future professionals for this context. The discussion with other specialists dealing with intellectual property, education and methodology of distance learning will promote an interchange of visions ant the best approaches to each education entity.

It is important to give to this new students a base to promote a high understand and possibility to be included as an integral specialist.



How to Cite

Oliveira, L. G. (2010). Intellectual Property and the Changing of Information Professional Curricula: a huge necessity. Nordic Journal of Information Literacy in Higher Education, 3(1).