On the question of why copyright cannot be synonymous with intellectual property within digital competence frameworks On the question of why copyright cannot be synonymous with intellectual property within digital competence frameworks

El artículo tiene como objetivo estudiar las opiniones de los expertos en el establecimiento de los tipos de propiedad intelectual y las relaciones jurídicas correspondientes que surgen en el espacio digital y requieren atención en el contexto educativo. Como resultado de una encuesta a 21 experimen...

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Autores:: Shmatkov, Daniil
Hlibko, Serhii
Tokarieva, Kateryna
Cachón Zagalaz, Javier

Tipo de recurso:: Article of journal

Fecha de publicación:: 2021

Institución:: Universidad Externado de Colombia

Repositorio:: Biblioteca Digital Universidad Externado de Colombia

Idioma:: spa

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dc.title.spa.fl_str_mv	On the question of why copyright cannot be synonymous with intellectual property within digital competence frameworks On the question of why copyright cannot be synonymous with intellectual property within digital competence frameworks
dc.title.translated.eng.fl_str_mv	On the question of why copyright cannot be synonymous with intellectual property within digital competence frameworks
title	On the question of why copyright cannot be synonymous with intellectual property within digital competence frameworks On the question of why copyright cannot be synonymous with intellectual property within digital competence frameworks
spellingShingle	On the question of why copyright cannot be synonymous with intellectual property within digital competence frameworks On the question of why copyright cannot be synonymous with intellectual property within digital competence frameworks Digital Competence; Intellectual Property; Copyright; Survey competencia digital; propiedad intelectual; derechos de autor; encuesta
title_short	On the question of why copyright cannot be synonymous with intellectual property within digital competence frameworks On the question of why copyright cannot be synonymous with intellectual property within digital competence frameworks
title_full	On the question of why copyright cannot be synonymous with intellectual property within digital competence frameworks On the question of why copyright cannot be synonymous with intellectual property within digital competence frameworks
title_fullStr	On the question of why copyright cannot be synonymous with intellectual property within digital competence frameworks On the question of why copyright cannot be synonymous with intellectual property within digital competence frameworks
title_full_unstemmed	On the question of why copyright cannot be synonymous with intellectual property within digital competence frameworks On the question of why copyright cannot be synonymous with intellectual property within digital competence frameworks
title_sort	On the question of why copyright cannot be synonymous with intellectual property within digital competence frameworks On the question of why copyright cannot be synonymous with intellectual property within digital competence frameworks
dc.creator.fl_str_mv	Shmatkov, Daniil Hlibko, Serhii Tokarieva, Kateryna Cachón Zagalaz, Javier
dc.contributor.author.spa.fl_str_mv	Shmatkov, Daniil Hlibko, Serhii Tokarieva, Kateryna Cachón Zagalaz, Javier
dc.subject.eng.fl_str_mv	Digital Competence; Intellectual Property; Copyright; Survey
topic	Digital Competence; Intellectual Property; Copyright; Survey competencia digital; propiedad intelectual; derechos de autor; encuesta
dc.subject.spa.fl_str_mv	competencia digital; propiedad intelectual; derechos de autor; encuesta
description	El artículo tiene como objetivo estudiar las opiniones de los expertos en el establecimiento de los tipos de propiedad intelectual y las relaciones jurídicas correspondientes que surgen en el espacio digital y requieren atención en el contexto educativo. Como resultado de una encuesta a 21 experimentados profesores de derecho, concluimos que la presentación de la propiedad intelectual en los marcos de competencia digital no puede estar limitada por los derechos de autor, aunque este aspecto es importante. Además de describir diferentes objetos de propiedad intelectual, el contenido de los marcos de competencia digital podría reflejar cuestiones tales como modernas mejoras legislativas, métodos para identificar a los titulares de derechos, formas de distribuir convenientemente obras y derechos, el valor de varios objetos de propiedad intelectual, formas de protección de software y cuestiones de protección de obras creadas por inteligencia artificial en los regímenes legales vigentes, métodos para detectar violaciones a los derechos de propiedad intelectual y mecanismos de compensación por la pérdida por violaciones a los derechos de propiedad intelectual que correspondan al nivel actual de desarrollo de las relaciones en el espacio digital.
publishDate	2021
dc.date.accessioned.none.fl_str_mv	2021-12-13T08:41:25Z 2025-04-09T19:12:40Z
dc.date.available.none.fl_str_mv	2021-12-13T08:41:25Z 2025-04-09T19:12:40Z
dc.date.issued.none.fl_str_mv	2021-12-13
dc.type.spa.fl_str_mv	Artículo de revista
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dc.relation.citationedition.spa.fl_str_mv	Núm. 32 , Año 2021 : Julio-Diciembre
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dc.relation.references.spa.fl_str_mv	Abuže, A., & Lubkina, V. Transversal Competencies for Digital Readiness and Development of Human Capital in Engineering Education. In Environment. Technologies. Resources. Proceedings of the International Scientific and Practical Conference, 2, 2021, 220-224. Barykin, S., Borovkov, A., Rozhdestvenskiy, O., Tarshin, A., & Yadykin, V. Staff Competence and Training for Digital Industry. In iop Conference Series: Materials Science and Engineering, 940(1), 2020, 012106. iop Publishing. Botturi, L. “Draw the Internet”: A visual exploration of how children think an everyday technology. Journal of Media Literacy Education Pre-Prints, 2021. Retrieved from https://digitalcommons.uri.edu/jmle-preprints/7 Burkell, J. A., Fortier, A., Di Valentino, L., & Roberts, S. T. Enhancing key digital literacy skills: Information privacy, information security, and copyright/intellectual property. Canada: Social Sciences and Humanities Research Council, 2015. Retrieved from https://ir.lib.uwo.ca/cgi/viewcontent.cgi?article=1038&context=fimspub Cappuccio, G., & Compagno, G. Developing support teachers’ digital competencies for an inclusive citizenship. Media Education, 12(1), 2021, 43-51. doi: 10.36253/me-10243 Carretero, S., Vuorikari, R., & Punie, Y. DigComp 2.1: The Digital Competence Framework for Citizens with eight proficiency levels and examples of use (No. JRC106281), 2017. Joint Research Centre (Seville site). Chinien, C., & Boutin, F. Defining essential digital skills in the Canadian workplace. Human Resources and Skills Development Canada, 2011. Cukier, W., Mccallum, K. E., Egbunonu, P., & Bates, K. The mother of invention: Skills for innovation in the post-pandemic world. In Public Policy Forum, Diversity Institute, Future Skills Centre, 2021. Retrieved from https://www.ryerson.ca/diversity/reports/MotherOfInvention_en.pdf Diebolt, C. & Hippe, R. The long-run impact of human capital on innovation and economic development in the regions of Europe. Applied Economics, 51(5), 2019, 542-563. https://doi.org/10.1080/00036846.2018.1495820 dq Institute. DQ Global Standards Report. Common Framework for Digital Literacy, Skills and Readiness, 2019. Retrieved from https://www.dqinstitute.org/wpcontent/uploads/2019/03/DQGlobalStandardsReport2019.pdf E-Safety Support Report. What every teacher needs to know about digital literacy, 2013. Retrieved from https://www.mdtc.co/wpcontent/uploads/2015/03/ess_report_wetntk_about_ Digital_ Literacy_2013.pdf European Commission. Digital Education Action Plan 2021-2027. Resetting education and training for the digital age, 2020. Retrieved from https://ec.europa.eu/education/sites/default/files/document-library-docs/deap-communicationsept2020_en.pdf Garzon Artacho, E., Martínez, T. S., Ortega Martin, J. L., Marin Marin, J. A., & Gomez Garcia, G. Teacher training in lifelong learning—The importance of digital competence in the encouragement of teaching innovation. Sustainability, 12(7), 2020, 2852. https://doi.org/10.3390/su12072852 Greco, G. E. Chemical information literacy at a liberal arts college. Journal of chemical education, 93(3), 2016, 429-433. https://doi.org/10.1021/acs.jchemed.5b00422 Kliuiev, O., Vnukova, N., Hlibko, S., Brynza, N., & Davydenko, D. Estimation of the level of interest and modeling of the topic of innovation through search in Google. In Proceedings of the 4th International Conference on Computational Linguistics and Intelligent Systems, 2020, 523-535. Lazariuc, C. Digital Education as a Strategy for the Protection of Intellectual Property Rights. Eastern European Journal for Regional Studies, 7(1), 2021, 132-155. López Belmonte, J., Pozo Sánchez, S., Fuentes Cabrera, A., & Vicente Bújez, M. R. Innovative scenarios in physical education: body and musical expression work mediated by robotics. retos-Nuevas Tendencias en Educación Física, Deporte y Recreación, (38), 2020, 567-575. Madalina, C. Improving Knowledge Management Through 21st Century Digital Skills. Annals-Economy Series, 2, 2021, 143-157. Magid, A. The road to interactive patent searching at an American University in the uae. In 2016 ieee Global Engineering Education Conference (educon), 2016, 438-442. doi: 10.1109/educon.2016.7474590 Martínez, R. M. Tecnología de verificación de identidad y control en exámenes online. Revista de Educación y Derecho [Education and Law Review], 22, 2020. https://doi.org/10.1344/reyd2020.22.32357 Microsoft Corporation. Microsoft Digital Literacy (ver. 4) Instructor’s Manual, 2014. Murphey, R., Edford, R., Avila, S., & Basco, B. Using Peer Observation to Branch into stem Curricula Through Patent Education. Faculty Scholarship and Creative Works, 993, 2021. https://stars.library.ucf.edu/ucfscholar/993. oecd. The oecd Framework for digital talent and skills in the public sector. oecd Working Papers on Public Governance, 45, 2021. https://doi.org/10.1787/4e7c3f58-en Ouahidi, L. M. Constraints on developing digital literacy skills in higher education. International Journal of Linguistics, Literature and Translation, 3(2), 2020, 197-205. doi: 10.32996/ijllt.2020.3.2.22 Palfrey, J., Gasser, U., Simun, M., & Barnes, R. F. Youth, creativity, and copyright in the digital age. International Journal of Learning and Media, 1(2), 2009, 79-97. Retrieved from https://dash.harvard.edu/handle/1/3128762 Qi, A. A study of the effect of implementing intellectual property education with digital teaching on learning motivation and achievements. Eurasia Journal of Mathematics, Science and Technology Education, 14(6), 2018, 2445-2452. https://doi.org/10.29333/ejmste/89498 Puerta, M. P. Aprendizaje colaborativo con tic y las excepciones y limitaciones al derecho de autor: Colombia. La Propiedad Inmaterial, 29, 2020, 117-136. doi: https://doi.org/10.18601/16571959.n29.05 Shmatkov, D. Analysis of the Content of Intellectual Property Rights Presented in The Digital Competence Framework for Citizens DigComp 2.1. Academia Letters, Article 1496, 2021. doi: 10.20935/AL1496 Shmatkov, D.. Legal aspects of the content of digital competence: A systematic review of literature. Law and innovative society, 1(16), 2021, 169-176. doi: 10.37772/2309-9275-2021-1(16)-23 Shmatkov, D., Bielikova, N., Antonenko, N. & Shelkovyj, A. Developing an environmental monitoring program based on the principles of didactic reduction. European Journal of Geography, 10(1), 2019, 99-116. Shmatkov, D. & Yefremova K. A study of trends in the analysis of intellectual property rights in the context of improving digital literacy of citizens. Scientific notes of Lviv University of Business and Law. Economics Series. Legal Series, 29, 2021, 11-19. http://doi.org/10.5281/zenodo.5106111 Tomczyk, Ł. Skills in the area of digital safety as a key component of digital literacy among teachers. Education and Information Technologies, 25, 2020, 471-486. https://doi.org/10.1007/s10639-019-09980-6 Villasenor, J. Intellectual property awareness at universities: Why ignorance is not bliss. Forbes, 2012. Retrieved from http://www.forbes.com/sites/johnvillasenor/2012/11/27/intellectual-property- awareness-atuniversities-whyignorance-is-not-bliss/ unesco. Global Media and Information Literacy Assessment Framework: country readiness and competencies, 2013. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000224655 World Intellectual Property Organization. What is intellectual property?, 2020. Retrieved from https://www.wipo.int/edocs/pubdocs/en/wipo_pub_450_2020.pdf Yankova, I., Vasileva, R., Stancheva, S., & Miltenoff, P. A bibliographical overview of “copyright literacy” as a key issue in memory institution management. In European Conference on Information Literacy, 2013, 655-661. Springer, Cham Zwicky, D. Thoughts on patents and information literacy. Journal of the Patent & Trademark Resource Center Association, 29, 2019. Retrieved from https://tigerprints.clemson.edu/jptrca/vol29/iss1/1 Zwicky, D. & Phillips, M. Inspiring Innovation with Patent Information Literacy in the Engineering Technology Curriculum. In 39th iatul Conference, 2018. Retrieved from https://docs.lib.purdue.edu/iatul/2018/openinnovation/1/
dc.rights.spa.fl_str_mv	Daniil Shmatkov, Serhii Hlibko, Kateryna Tokarieva, Javier Cachón Zagalaz - 2021
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spelling	Shmatkov, DaniilHlibko, SerhiiTokarieva, KaterynaCachón Zagalaz, Javier2021-12-13T08:41:25Z2025-04-09T19:12:40Z2021-12-13T08:41:25Z2025-04-09T19:12:40Z2021-12-13El artículo tiene como objetivo estudiar las opiniones de los expertos en el establecimiento de los tipos de propiedad intelectual y las relaciones jurídicas correspondientes que surgen en el espacio digital y requieren atención en el contexto educativo. Como resultado de una encuesta a 21 experimentados profesores de derecho, concluimos que la presentación de la propiedad intelectual en los marcos de competencia digital no puede estar limitada por los derechos de autor, aunque este aspecto es importante. Además de describir diferentes objetos de propiedad intelectual, el contenido de los marcos de competencia digital podría reflejar cuestiones tales como modernas mejoras legislativas, métodos para identificar a los titulares de derechos, formas de distribuir convenientemente obras y derechos, el valor de varios objetos de propiedad intelectual, formas de protección de software y cuestiones de protección de obras creadas por inteligencia artificial en los regímenes legales vigentes, métodos para detectar violaciones a los derechos de propiedad intelectual y mecanismos de compensación por la pérdida por violaciones a los derechos de propiedad intelectual que correspondan al nivel actual de desarrollo de las relaciones en el espacio digital.The article is aimed at studying expert opinions in establishing the types of intellectual property and the corresponding legal relations that arise in the digital space and require attention in the educational context. As a result of a survey of 21 experienced law professors, we found that the presentation of intellectual property in digital competence frameworks cannot be limited by copyright although this aspect is important. In addition to describing different intellectual property objects, the content of digital competence frameworks could reflect issues such as modern legislative improvements, methods for identifying rightsholders, ways to conveniently distribute works and rights, the value of various intellectual property objects, forms of software protection and issues of protecting works created by artificial intelligence in existing legal regimes, methods for detecting violations of intellectual property rights, and mechanisms for compensation for the loss from violations of intellectual property rights which correspond to the current level of development of relations in the digital space.application/pdftext/html10.18601/16571959.n32.072346-21161657-1959https://bdigital.uexternado.edu.co/handle/001/26229https://doi.org/10.18601/16571959.n32.07spaCentro de Estudios de la Propiedad Intelectualhttps://revistas.uexternado.edu.co/index.php/propin/article/download/7631/11604https://revistas.uexternado.edu.co/index.php/propin/article/download/7631/11605Núm. 32 , Año 2021 : Julio-Diciembre23132215Revista La Propiedad InmaterialAbuže, A., & Lubkina, V. Transversal Competencies for Digital Readiness and Development of Human Capital in Engineering Education. In Environment. Technologies. Resources. Proceedings of the International Scientific and Practical Conference, 2, 2021, 220-224.Barykin, S., Borovkov, A., Rozhdestvenskiy, O., Tarshin, A., & Yadykin, V. Staff Competence and Training for Digital Industry. In iop Conference Series: Materials Science and Engineering, 940(1), 2020, 012106. iop Publishing.Botturi, L. “Draw the Internet”: A visual exploration of how children think an everyday technology. Journal of Media Literacy Education Pre-Prints, 2021. Retrieved from https://digitalcommons.uri.edu/jmle-preprints/7Burkell, J. A., Fortier, A., Di Valentino, L., & Roberts, S. T. Enhancing key digital literacy skills: Information privacy, information security, and copyright/intellectual property. Canada: Social Sciences and Humanities Research Council, 2015. Retrieved from https://ir.lib.uwo.ca/cgi/viewcontent.cgi?article=1038&context=fimspubCappuccio, G., & Compagno, G. Developing support teachers’ digital competencies for an inclusive citizenship. Media Education, 12(1), 2021, 43-51. doi: 10.36253/me-10243Carretero, S., Vuorikari, R., & Punie, Y. DigComp 2.1: The Digital Competence Framework for Citizens with eight proficiency levels and examples of use (No. JRC106281), 2017. Joint Research Centre (Seville site).Chinien, C., & Boutin, F. Defining essential digital skills in the Canadian workplace. Human Resources and Skills Development Canada, 2011.Cukier, W., Mccallum, K. E., Egbunonu, P., & Bates, K. The mother of invention: Skills for innovation in the post-pandemic world. In Public Policy Forum, Diversity Institute, Future Skills Centre, 2021. Retrieved from https://www.ryerson.ca/diversity/reports/MotherOfInvention_en.pdfDiebolt, C. & Hippe, R. The long-run impact of human capital on innovation and economic development in the regions of Europe. Applied Economics, 51(5), 2019, 542-563. https://doi.org/10.1080/00036846.2018.1495820dq Institute. DQ Global Standards Report. Common Framework for Digital Literacy, Skills and Readiness, 2019. Retrieved from https://www.dqinstitute.org/wpcontent/uploads/2019/03/DQGlobalStandardsReport2019.pdfE-Safety Support Report. What every teacher needs to know about digital literacy, 2013. Retrieved from https://www.mdtc.co/wpcontent/uploads/2015/03/ess_report_wetntk_about_ Digital_ Literacy_2013.pdfEuropean Commission. Digital Education Action Plan 2021-2027. Resetting education and training for the digital age, 2020. Retrieved from https://ec.europa.eu/education/sites/default/files/document-library-docs/deap-communicationsept2020_en.pdfGarzon Artacho, E., Martínez, T. S., Ortega Martin, J. L., Marin Marin, J. A., & Gomez Garcia, G. Teacher training in lifelong learning—The importance of digital competence in the encouragement of teaching innovation. Sustainability, 12(7), 2020, 2852. https://doi.org/10.3390/su12072852Greco, G. E. Chemical information literacy at a liberal arts college. Journal of chemical education, 93(3), 2016, 429-433. https://doi.org/10.1021/acs.jchemed.5b00422Kliuiev, O., Vnukova, N., Hlibko, S., Brynza, N., & Davydenko, D. Estimation of the level of interest and modeling of the topic of innovation through search in Google. In Proceedings of the 4th International Conference on Computational Linguistics and Intelligent Systems, 2020, 523-535.Lazariuc, C. Digital Education as a Strategy for the Protection of Intellectual Property Rights. Eastern European Journal for Regional Studies, 7(1), 2021, 132-155.López Belmonte, J., Pozo Sánchez, S., Fuentes Cabrera, A., & Vicente Bújez, M. R. Innovative scenarios in physical education: body and musical expression work mediated by robotics. retos-Nuevas Tendencias en Educación Física, Deporte y Recreación, (38), 2020, 567-575.Madalina, C. Improving Knowledge Management Through 21st Century Digital Skills. Annals-Economy Series, 2, 2021, 143-157.Magid, A. The road to interactive patent searching at an American University in the uae. In 2016 ieee Global Engineering Education Conference (educon), 2016, 438-442. doi: 10.1109/educon.2016.7474590Martínez, R. M. Tecnología de verificación de identidad y control en exámenes online. Revista de Educación y Derecho [Education and Law Review], 22, 2020. https://doi.org/10.1344/reyd2020.22.32357Microsoft Corporation. Microsoft Digital Literacy (ver. 4) Instructor’s Manual, 2014.Murphey, R., Edford, R., Avila, S., & Basco, B. Using Peer Observation to Branch into stem Curricula Through Patent Education. Faculty Scholarship and Creative Works, 993, 2021. https://stars.library.ucf.edu/ucfscholar/993.oecd. The oecd Framework for digital talent and skills in the public sector.oecd Working Papers on Public Governance, 45, 2021. https://doi.org/10.1787/4e7c3f58-enOuahidi, L. M. Constraints on developing digital literacy skills in higher education. International Journal of Linguistics, Literature and Translation, 3(2), 2020, 197-205. doi: 10.32996/ijllt.2020.3.2.22Palfrey, J., Gasser, U., Simun, M., & Barnes, R. F. Youth, creativity, and copyright in the digital age. International Journal of Learning and Media, 1(2), 2009, 79-97. Retrieved from https://dash.harvard.edu/handle/1/3128762Qi, A. A study of the effect of implementing intellectual property education with digital teaching on learning motivation and achievements. Eurasia Journal of Mathematics, Science and Technology Education, 14(6), 2018, 2445-2452. https://doi.org/10.29333/ejmste/89498Puerta, M. P. Aprendizaje colaborativo con tic y las excepciones y limitaciones al derecho de autor: Colombia. La Propiedad Inmaterial, 29, 2020, 117-136. doi: https://doi.org/10.18601/16571959.n29.05Shmatkov, D. Analysis of the Content of Intellectual Property Rights Presented in The Digital Competence Framework for Citizens DigComp 2.1. Academia Letters, Article 1496, 2021. doi: 10.20935/AL1496Shmatkov, D.. Legal aspects of the content of digital competence: A systematic review of literature. Law and innovative society, 1(16), 2021, 169-176. doi: 10.37772/2309-9275-2021-1(16)-23Shmatkov, D., Bielikova, N., Antonenko, N. & Shelkovyj, A. Developing an environmental monitoring program based on the principles of didactic reduction. European Journal of Geography, 10(1), 2019, 99-116.Shmatkov, D. & Yefremova K. A study of trends in the analysis of intellectual property rights in the context of improving digital literacy of citizens. Scientific notes of Lviv University of Business and Law. Economics Series. Legal Series, 29, 2021, 11-19. http://doi.org/10.5281/zenodo.5106111Tomczyk, Ł. Skills in the area of digital safety as a key component of digital literacy among teachers. Education and Information Technologies, 25, 2020, 471-486. https://doi.org/10.1007/s10639-019-09980-6Villasenor, J. Intellectual property awareness at universities: Why ignorance is not bliss. Forbes, 2012. Retrieved from http://www.forbes.com/sites/johnvillasenor/2012/11/27/intellectual-property- awareness-atuniversities-whyignorance-is-not-bliss/unesco. Global Media and Information Literacy Assessment Framework: country readiness and competencies, 2013. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000224655World Intellectual Property Organization. What is intellectual property?, 2020. Retrieved from https://www.wipo.int/edocs/pubdocs/en/wipo_pub_450_2020.pdfYankova, I., Vasileva, R., Stancheva, S., & Miltenoff, P. A bibliographical overview of “copyright literacy” as a key issue in memory institution management. In European Conference on Information Literacy, 2013, 655-661. Springer, Cham Zwicky, D. Thoughts on patents and information literacy. Journal of the Patent & Trademark Resource Center Association, 29, 2019. Retrieved from https://tigerprints.clemson.edu/jptrca/vol29/iss1/1Zwicky, D. & Phillips, M. Inspiring Innovation with Patent Information Literacy in the Engineering Technology Curriculum. In 39th iatul Conference, 2018. Retrieved from https://docs.lib.purdue.edu/iatul/2018/openinnovation/1/Daniil Shmatkov, Serhii Hlibko, Kateryna Tokarieva, Javier Cachón Zagalaz - 2021info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.http://creativecommons.org/licenses/by-nc-sa/4.0https://revistas.uexternado.edu.co/index.php/propin/article/view/7631Digital Competence;Intellectual Property;Copyright;Surveycompetencia digital;propiedad intelectual;derechos de autor;encuestaOn the question of why copyright cannot be synonymous with intellectual property within digital competence frameworks On the question of why copyright cannot be synonymous with intellectual property within digital competence frameworksOn the question of why copyright cannot be synonymous with intellectual property within digital competence frameworksArtículo de revistahttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1http://purl.org/coar/version/c_970fb48d4fbd8a85Textinfo:eu-repo/semantics/articleJournal articlehttp://purl.org/redcol/resource_type/ARTREFinfo:eu-repo/semantics/publishedVersionPublicationOREORE.xmltext/xml3011https://bdigital.uexternado.edu.co/bitstreams/6720b86e-b218-43c8-a31e-c1e97f64219c/download5d51124ce47a3452112710bbaa7553b2MD51001/26229oai:bdigital.uexternado.edu.co:001/262292025-04-09 14:12:40.856http://creativecommons.org/licenses/by-nc-sa/4.0Daniil Shmatkov, Serhii Hlibko, Kateryna Tokarieva, Javier Cachón Zagalaz - 2021https://bdigital.uexternado.edu.coUniversidad Externado de Colombiametabiblioteca@metabiblioteca.org

On the question of why copyright cannot be synonymous with intellectual property within digital competence frameworks On the question of why copyright cannot be synonymous with intellectual property within digital competence frameworks

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