Student practices in copyright culture: accessing learning resources

Using Schatzki’s practices framework as a lens, this paper reports on the practices of university students accessing learning resources at a research-intensive university in South Africa. Using a mixed-methods approach, 1001 survey responses and 6 focus groups were analysed to explore how students in three professional disciplines access learning resources, with the focus on digitally mediated piracy practices. The findings suggest a blurring between the legal and the illegal and indicate the normalcy of piracy practices, with nuanced distinctions and understandings manifest.