Student practices in copyright culture: accessing learning resources

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