A theoretical approach to user education in public licensing: Defending against copyright trolling

This paper develops a theoretical model to prevent copyright trolling through user education and policy advocacy, particularly in the context of Creative Commons (CC) and public licensing. Copyright trolling, which exploits users’ lack of legal literacy and understanding of licensing terms, poses significant challenges to the free and open sharing of knowledge. The paper explores the relationship between legal literacy, public knowledge, and digital education, proposing that targeted educational interventions can empower users to avoid exploitation. It also advocates for the implementation of structured, government-backed, and institutional programs to promote licensing literacy. Policy-driven educational frameworks, integrated into broader digital literacy initiatives, are essential for reducing the risks posed by copyright trolling. The paper concludes with recommendations for future educational programs and policy changes to mitigate copyright trolling and foster a more informed and resilient digital ecosystem.