This report considers the research conducted in Finland on photocopying and how it relates to teaching methods, and attempts to develop a theoretical basis for evaluating such research. In the first part of the report, it is argued that studies of copying need to target four separate areas of concern--knowledge, attitudes, activity (quantitative and qualitative), and consequences--in order to develop a theory of copying which can be used to understand copying as it relates to copyright legislation. A model using this research paradigm is detailed as it relates to the copying done by teachers, with the optimum being defined as that situation where the teacher is sufficiently familiar with copying legislation that he or she has a positive--but moderate--attitude towards copying, and where the amount of copying corresponds to actual needs. The second part of the report considers the methodology used by 24 investigations of photocopying that were undertaken between 1977 and 1986, of which 19 were general investigations and 5 focused on one particular problem. The reliability of specific methodologies is considered, and the sampling and data collection methods employed by the studies are critiqued. The text is supplemented by 12 tables. (EW)