OpenMedia.ca just released Our Digital Future: A Crowdsourced Agenda for Free Expression. OpenMedia developed the publication through consultations and surveys with many organizations that care about free expression on the internet. It’s organized around three principles: Respect Creators, Prioritize Free Expression, and Embrace Democratic Processes.
OpenMedia’s report makes a clear and compelling case for a better copyright framework – one that is authored by all of us, developed in the open, and for the benefit of everyone. Too often, monied interests and secret negotiations work against the commons, and we all lose out as a result. We look forward to working alongside OpenMedia to make its thoughtful recommendations a reality, and we hope that this report inspires many more to join us.No Comments »
Last month, I had the honour of providing a keynote address and two workshops at a teacher conference at Northcote College1, on the North Shore of Auckland, New Zealand.
Like many schools, Northcote is in the process of developing an overarching digital citizenship policy for staff, students, and the wider community. This policy is likely to include – alongside other issues like safety, privacy, research and integrity – a commitment to Creative Commons licensing.
If Northcote College does adopt a Creative Commons policy, they will join between fifty and one hundred New Zealand schools that have decided to formally give permission for teachers to share resources using a Creative Commons licence, with a preference for CC BY and CC BY-SA.
The policy is designed to address the fact that, under Section 21 of the 1994 Copyright Act, the first owner of copyright works made by New Zealand teachers in the course of their employment is their employer – namely, the schools governance board, known as the ‘Board of Trustees’ (BoT).
This means that teachers who share resources they make are legally infringing the school’s copyright – even when they are sharing with other teachers in the New Zealand state education system.
We’re advocating two solutions to this problem. First, we think every school in New Zealand’s pre-tertiary education system – all 2,500 of them – should pass a Creative Commons policy. This policy allows – and encourages – teachers to share their resources with other teachers under a Creative Commons licence.
Second, we think that teachers should adopt practices of finding, adapting, and sharing open content into their workflow. This will give teachers more confidence and flexibility when re-using third-party resources, and provide more resources for other teachers to build on and reuse.
We’ve been working at this for a couple of years now, spreading the word to the many groups working in the sector, including teachers, principals, Boards of Trustees, unions, disciplinary associations, public agencies, and other NGOs.
It’s been a long campaign, but we’re starting to make real progress. We’re giving an average of forty talks and workshops per year to the education sector, and we’re currently looking for ways to scale this work to meet the needs of every school in the country. This will become increasingly important as new resource sharing platforms – such as the crown-owned Network for Learning’s Pond – begin to take off.
The other challenge is to follow the lead of other CC affiliates, such as Poland, and help open up works produced or contracted by the Ministry of Education. There are signs that more of these resources will be openly licensed.
The adoption of open policy in schools coincides with similar moves in the local heritage and research sectors, and follows the continuing integration of CC licensing in central government. While there is still plenty to be done, it appears as if open licensing is on the verge of becoming mainstream across New Zealand’s public institutions – which is definitely good news for the global commons.Comments Off
Today, Creative Commons and over 35 other organizations published an open letter urging negotiators of the Trans-Pacific Partnership (TPP) to rescind a proposal to extend copyright terms by another 20 years beyond its current, mandatory term.
This week, 12 Pacific rim countries are meeting in Ottawa, Canada, to continue secret negotiations of the widely criticized TPP trade agreement. Under the current TRIPS agreement, signatories are required to enact legislation granting copyright protection to individuals for the life of the author plus another 50 years. TPP negotiators, under the influence of large rights-holding companies, want to add another 20 years to the minimum copyright term.
If adopted, this extension would work to keep creative works out of the public domain for decades beyond the current term. It’s essentially a double-life sentence for all new works. This would be an incredible loss for the commons.
All creativity and knowledge owes something to what came before it – every creator builds on the ideas of their predecessors. Copyright is a limited right that is given to creators, but it also has a term limit to ensure we all benefit from culture and knowledge. Both the rights granted to creators and rights afforded to the public are necessary for a vibrant culture and the proliferation of knowledge. And the “Commons” in Creative Commons starts with the public domain. It’s the original corpus for remix. It’s why we’ve developed tools to better mark and dedicate content to the public domain. Together with hundreds of millions of works whose creators have chosen to share under generous terms of reuse with CC licenses, the commons is growing richer everyday.
Extending the term of copyright will undermine the potential of the public commons and needlessly limit the potential for new creativity. There is no logical reason to increase the term of copyright – an extension would create a tiny private benefit at a great cost to all of us. Most people agree that the existing term already lasts far past the amount of time required to incentivize creation (the original purpose of copyright) by granting creators a limited monopoly over a creative work. Copyright should strike a balance, giving an incentive to create while also giving the public permission to use and build on that creativity. In 2002, CC co-founder Lawrence Lessig argued against an additional 20 years of copyright protection in Eldred v. Ashcroft. Even Milton Friedman opposed the copyright term extension, calling it a “no-brainer.” Nearly all contemporary economists agree.
Increasing the term of copyright protection harms the commons. Any public policy that will further delay their entry into the public domain is contrary to the values we support – realizing the full potential of the Internet through universal access to the creativity that promotes active participation in culture and society.
Participating countries should should reject any measure in the Trans-Pacific Partnership introduced to increase the term of copyright protection. And TPP negotiations should be held in public and with the input of a broad set of stakeholders that include civil society and public interest representatives.
Although the letter has been presented to TPP negotiators today, they will remain open for further signatories to express their support. Interested organizations can endorse the letter here. Everyone can speak out by signing the petition at ourfairdeal.org.3 Comments »
Read about this course in Spanish on the CC Uruguay blog.
ABC of Copyright for Librarians in Latin America, or ABC del derecho de autor para bibliotecarios de América Latina, is a free, online course that launches today as part of the School of Open. This Spanish language course seeks to help librarians and library users strengthen their knowledge of copyright laws in Latin America and the challenges that exist to access to information in the 21st century.
From the launch announcement:
Public library seeks to provide equal opportunities in access to information, knowledge, recreation, culture, education, reading and writing for all their users. However, there are currently no minimum guarantees that allow libraries and archives carrying out activities related to their mission such as lending books or changing the format of a film (e.g. VHS to digital) for preservation purposes. For decades, protections for authors and/or rightsholders have been increased, while the guarantees of access and inclusion of copyright balances are at the mercy of political will.
This imbalance occurs especially in developing countries, as many developed countries have already generated standards seeking to better balance copyright.
To address these challenges, CC affiliates from Colombia, El Salvador and Uruguay, in collaboration with the Karisma Foundation, have developed a course for librarians, archivists, educators, university researchers, and anyone else in the Latin American region interested in these issues. ABC of copyright for librarians in Latin America is designed to strengthen the understanding of basic copyright concepts through examples, analysis and open models based on Latin American cases and legislation.
The course officially launches online on Internet Activa at 5pm Colombia time today (UTC-5). You can join the launch by filling out this form expressing your intent; however, registration to participate in the course is not required.
About the School of Open
The School of Open is a global community of volunteers focused on providing free education opportunities on the meaning, application, and impact of “openness” in the digital age and its benefit to creative endeavors, education, and research. Volunteers develop and run online courses, offline workshops, and real world training programs on topics such as Creative Commons licenses, open educational resources, and sharing creative works. The School of Open is coordinated by Creative Commons and P2PU, a peer learning community for developing and running free online courses.1 Comment »
Yesterday marked the launch of the Authors Alliance, a nonprofit organization that supports authors who want “to harness the potential of digital networks to share their creations more broadly in order to serve the public good.”
In an interview with Publisher’s Weekly, Authors Alliance founder Pamela Samuelson explained that the Authors Alliance will have a few different roles. Inwardly, the group will “provide authors with information about copyrights, licensing agreements, alternative contract terms,” and other practical legal information so that they can make their works widely and openly available. And externally, the Alliance will “represent the interests of authors who want to make their works more widely available in public policy debates,” and advocate for these reforms alongside like-minded public interest organizations.
The Authors Alliance was developed by Samuelson and several of her colleagues at the University of California Berkeley including Molly Van Houweling, Carla Hesse, and Thomas Leonard. The Alliance also has an advisory board made up of pre-eminent scholars, writers, and public interest advocates, including several members of the Creative Commons board of directors. The Authors Alliance is now accepting new members.
The Alliance has already developed a set of copyright reform principles, outlining its vision for changes to copyright law to support authors who write to be read.
We have formed an Authors Alliance to represent authors who create to be read, to be seen, and to be heard. We believe that these authors have not been well served by misguided efforts to strengthen copyright. These efforts have failed to provide meaningful financial returns to most authors, while instead unacceptably compromising the preservation of our own intellectual legacies and our ability to tap our collective cultural heritage. We want to harness the potential of global digital networks to share knowledge and products of the imagination as broadly as possible. We aim to amplify the voices of authors and creators in all media who write and create not only for pay, but above all to make their discoveries, ideas, and creations accessible to the broadest possible audience.
The principles include:
- Further empower authors to disseminate their works.
- Improve information flows about copyright ownership.
- Affirm the vitality of limits on copyright that enable us to do our work and reach our audiences.
- Ensure that copyright’s remedies and enforcement mechanisms protect our interests.
At the core, the Authors Alliance and Creative Commons share a similar goal: to provide useful resources and tools for creators who aren’t being served well by the existing copyright system. We’re excited to work with the Alliance on issues that support authors who write to be read–and the public interest for whom these authors create.Comments Off
Following on the heels of “Writing Wikipedia Articles: The Basics and Beyond,” three more School of Open courses are now open for sign-up. They are:
This course will equip Australian educators with the copyright knowledge to confidently use copyright material in the classroom. It will also introduce Open Educational Resources (OER) and teach you how to find and adapt free, useful resources for your classes. The course is open to all educators around the world, but it is specifically targeted to Australian teachers, teacher-librarians from K-12, TAFE teachers, University lecturers/tutors, and University students studying to become teachers. The course material is learnt around practical case studies faced by teachers when using copyright material in their day-to-day teaching and educational instruction.
To sign up, click the “Start course” button on the bottom left of the course page.
This is a course for educators who want to learn about US copyright law in the education context. Educators who are not in the US are welcome to sign up, too, if they want to learn about copyright law in the US. The course is taught around practical case studies faced by teachers when using copyright material in their day-to-day teaching. By answering the case scenarios and drafting and discussing the answers in groups, you and other participants will learn:
- What is the public domain?
- What does copyright law protect?
- What is fair use?
- What other exceptions are there in copyright law?
- What are open access educational resources?
K-12 educators would like to find and adapt free, useful resources for their classes. Some would even like to incorporate activities that teach their students digital world skills — such as finding, remixing, and sharing digital media and materials on the web. In this lightly facilitated course, we will learn how to do these things with each other in a peer learning environment.
Facilitator: Jane Park
To sign up, click the “Start course” button on the bottom left of the course page.
About the School of Open
The School of Open is a global community of volunteers focused on providing free education opportunities on the meaning, application, and impact of “openness” in the digital age and its benefit to creative endeavors, education, research, and more. Volunteers develop and run online courses, offline workshops, and real world training programs on topics such as Creative Commons licenses, open educational resources, and sharing creative works. The School of Open is coordinated by Creative Commons and P2PU, a peer learning community and platform for developing and running free online courses.2 Comments »
The following is a guest post by Jessica Smith, National Copyright Officer for the National Copyright Unit of Australia. She ran the Copyright 4 Educators (AUS) course with Delia Browne as part of the School of Open’s second round of facilitated courses in 2013.
The School of Open is a community of volunteers focused on providing free education opportunities on the meaning, application, and impact of “openness” in the digital age and its benefit to creative endeavors, education, research, and more. Volunteers develop and run online courses, offline workshops, and real world training programs on topics such as Creative Commons licenses, open educational resources, and sharing creative works.
The National Copyright Unit (NCU) of Australia ran its second cycle of the School of Open’s Copyright 4 Educators (AUS) course in August. The course ran for seven weeks, with a two-week introduction period and five weeks of substantive group work. We took on 60 learners, with enrollments filling up in less than two days, plus a wait list of around 15 people. At the end of the course, we only had 3 drop-outs, a 95% retention rate!
On top of those stellar results, we also had very happy learners as well as great results in terms of the uptake and understanding of the information. We have an ongoing wait list for the course as well as teachers and librarians continuously enquiring about the course. We’re also in the process of obtaining accreditation for the course through larger teacher organizations so that it can be used to fulfill specific professional learning requirements of Australian educators.
We believe our course has succeeded for three reasons:
- We made it easy for the students to participate.
- The course was associated with the NCU, an official government division.
- We assigned small groups based on commonalities, such as profession and field.
1. Make it easy for the students to participate
Making it easy for students is of utmost importance in an online environment, especially if the course is targeted to people who may not be familiar with online learning. We know this may sound obvious, but it’s so important that it’s definitely worth mentioning and expounding on. If you don’t nail this, you’re not going to retain your students.
So how do you make it easy for the students? Have everything (eg, communication tools and assignment submission entrypoints) set up for them and support them to the nth degree. What this means: you have to put the time in before the course starts and you, as the course facilitator/organizer, must be very comfortable with the course layout and tools in order to be able to give ample support as well as troubleshoot when issues arise.
Tutorials for Tools
For our course, we had heaps of information on our P2PU course site (outlining essentially everything they’d need to get through the course), but we also created tutorials and sent out additional information through email on all the essential parts of the course (ie. using the discussion tool Disqus, submitting group assignments, leaving peer review, etc). We really wanted the students to feel supported and to answer questions and issues BEFORE they arose. It’s too easy to drop out of an online course, so we wanted to preemptively take care of as many issues as possible. We had one student state they were “very nervous and uncomfortable” to take an online course who later reported how great the course was set up and how easy it was in terms of knowing what to do and how to do it. It’s key students feel like this from the start of the course, or they won’t stick with it.
Tools we used
We used Google docs for our course. We had every group’s Google doc set up for every single week, and we linked to the docs from both the course on P2PU as well as in emails that we sent out every week. The weekly emails make it very clear what was expected of our learners as well as where to go to complete their tasks. See an example below:
We also sent out individual group chase-ups the Monday following a Sunday due date as well as a chase-up Wednesday following the peer review due date. See below for an example of this:
Its also very important to understand that the first two to three weeks are a bit rough for learners – they’re confused and they have lots of questions and issues. We received anywhere from 15 to 30 emails a week and at least five calls, asking general questions about the course, the platform, google docs, etc. We nearly always responded to these on the same day and offered as much support as needed. A quick response to a simple question can be the deciding factor between a learner getting frustrated and dropping out or being satisfied and feeling supported and staying in the course.
This initial confusion is also why we went with a two-week introduction period, and we think this really helps with the retention rate. It gave the learners a chance to ask questions, sort out their issues and concerns and get comfortable with the course, the platform, the collaboration tools, and their groups.
2. Associate a course with a known, respected entity
Our course was associated with the NCU of Australia, which is very well known and respected. We deal with teachers on a daily basis, and most of our NCU affiliated teachers/librarians were the first to sign up for the course and have been our biggest supporters and promoters.
In addition to past participants spreading the word, we promoted the course through our school connections in Australia – through teachers whom we’ve given advice, the Copyright Advisory Group (each State/Territory in Australia as well as each sector has a representative), teacher organizations, and our website (http://www.smartcopying.edu.au/) which is the official guide to copyright issues for Australian Schools and Technical and Further Education (TAFE) institutions. Once we did our initial promotional blitz, the promotion largely took off on its own, making its way onto numerous listservs and teacher associations that we didn’t previously know existed.
So the association helped with the initial promotion of the course, but we also believe the reputation of the NCU encouraged teachers to sign up for the course: it made teachers feel more comfortable asking questions/contacting us, it decreased the numbers of dropouts, and we also found that many employers, such as school deans, required their teaching staff to take the course.
Incorporating the course into NCU’s daily workload also allowed us to quickly and effectively respond to questions/issues with the course.
3. Arrange groups to encourage conversation and cohesiveness
In the first week of the course, we only asked our learners to fill out a questionnaire and have a look around the course. With the information from the questionnaire, we created 15 groups of four. We also took group requests, which frequently came from teachers at the same school. If groups were not requested, we arranged groups based on school location, level and sector to encourage conversation and commonality between group members. In the second week of the course, we only asked our students to meet their group and to decide on how their group would collaborate. Group members got to know each other and supported each other over the course of the seven weeks, and we think this group cohesiveness really encouraged group members to stay committed to the group and the course (as well as have more fun!).
As an example, we had one student who was going to drop out because she needed to have surgery in the third week of the course, and she would be unable to type for a week or two. She consulted us, and we told her to first discuss the problem with her group to see if they could work something out. She did this, and they became somewhat of a support group for her and they worked out that she would lead discussion in the weeks leading up to her surgery (which they mainly did via email) and then the weeks she couldn’t type she participated via a weekly Skype session with her group.
We’ve also been told by a number of groups that they all plan to keep in touch with each other to discuss any copyright questions and what’s going on in their classrooms/schools.
Overall, we believe the course was very successful. Not only because of the retention rate but also because people enjoyed it! They’re telling others about the course, they learnt the information, and if they ever have any questions or issues they now know where to find the information.Comments Off
Today Creative Commons released a policy statement expressing its support for copyright reform efforts around the world.
At its core, Creative Commons is rooted in the broader work to reform copyright. The founders of Creative Commons believed that copyright law was out of sync with how people share content on the Internet, and they developed the CC licenses as one way to address that problem. But we’d like to see copyright law itself better aligned to its original purpose–to enable and reward creative participation in culture and society.
From time to time, people in our community bring up the question of whether Creative Commons should be only a steward of the CC licenses, or also a steward of the broader participatory culture that the licenses are meant to promote.
Creative Commons affiliates, board, and staff have worked together over the past year to develop the policy statement above. The need for a statement like this became apparent at the 2012 Global Congress on Intellectual Property and the Public Interest in Rio de Janeiro. Several CC affiliates attended, many who work on copyright reform initiatives alongside their CC outreach. In Rio, affiliates described the dual nature of their work, which they feel sometimes requires removing their “CC Affiliate hat” when involved with reform efforts. They argued that developing tools for sharing creative content and arguing that outdated copyright laws be changed to better support legal sharing were two different sides of the same coin. Affiliates asked for clarification of the organization’s policies on affiliates engaging directly in copyright law reform proposals.
Over the next several months, Creative Commons drafted a statement that re-emphasizes the many benefits that CC licenses bring to society. But it also acknowledges the limitations of CC and expresses the need for reform of the current copyright system. CC affiliates came together in Buenos Aires in August 2013 to discuss the position of Creative Commons in relation to copyright reform. Over 100 affiliates and supporters participated in a day-long pre-conference event. The policy position was drafted and reviewed by the board of directors, affiliates, and staff.
There are several reasons that we feel such a position is useful–and necessary. First, there have been several proposed laws (like SOPA/PIPA) and trade agreements (ACTA/TPP) that if enacted would be detrimental to user rights to access and use information. And, we’ve heard that in some policy discussions the success of CC as a voluntary licensing scheme is being used by incumbent interests as evidence that fundamental copyright reform is unnecessary. This is incorrect. As we wrote in March,
[The] existence of open copyright licenses shouldn’t be interpreted as a substitute for robust copyright reform. Quite the contrary. The decrease in transaction costs, increase in collaboration, and massive growth of the commons of legally reusable content spurred on by existence of public licenses should drastically reinforce the need for fundamental change, and not serve as a bandage for a broken copyright system.
The passage of increasingly harsh copyright regulations has the potential to render CC licenses and tools ineffective. The aim of these laws are counter to CC’s mission and vision. Second, it’s clear there are some areas of copyright where open licensing won’t solve the problem. One example is increasing access to copyrighted works for the visually impaired. Paul Keller explains this well:
Take the WIPO treaty for the visually impaired: There had to be a treaty because a voluntary or market driven solution to end the book famine for visually impaired people in the developing world did not emerge even though the problem had been known for a long time. Quite clearly the problem cannot not be solved by encouraging publishers to license their works openly and, instead, it required a tailored legislative approach that builds on new limitation and exemptions that address this specific issue.
Third, many CC affiliates are already deeply embedded in copyright reform activities as a part of their broader legal, policy, and digital rights advocacy work. It makes sense for those affiliates engaged in reform efforts to be able to speak and engage wearing their “CC Affiliate hat,” instead of trying to maintain the ambiguous and sometimes arbitrary separation between their “CC work” and the work they do supporting user rights and the public interest.
While we think this policy statement is noncontroversial, we must proceed with care. Historically, our organization has not been heavily involved in copyright reform efforts. Instead, we’ve been focused on the development and stewardship of the licenses and public domain tools. And this will certainly continue to be the case. Direct advocacy supporting more fundamental copyright reform has taken a backseat, for several reasons. First, we recognize and appreciate the value of neutrality, and acting as a responsible and impartial steward of our licenses, no matter who wishes to use them. Making our tools the best they can be and educating about how to use them are our core tasks. Second, as a U.S. based 501(c)(3) nonprofit corporation, we are constrained in our ability to engage in lobbying activities. Any lobbying conducted by CC headquarters staff will continue to be carefully tracked and reported. And lobbying by CC Affiliates will continue to be on behalf of the jurisdiction team in accordance with our MOU and established guidelines. Finally, there are groups that are well-positioned for advocacy activities, such as the Electronic Frontier Foundation, Open Rights Group, Open Knowledge Foundation, and La Quadrature du Net. We support and promote the crucial, timely work of these and other groups.
We reaffirm that the mission of Creative Commons will sometimes call for our involvement in reform efforts. At the Creative Commons Global Summit in Buenos Aires, Lawrence Lessig gave a talk entitled, “Laws that Choke Creativity”. Lessig said he supports the fundamental freedom to remix. “We need to share more, and share more legally,” he said. “But in order to do so, the law must change.” He said that Creative Commons is not the complete solution. “We need real change in real law if these freedoms are to be secured.”6 Comments »
It has come to our attention that the Motion Picture Association of America, the Recording Industry Association of America, and top internet service providers are drafting curriculum to teach kids in California elementary schools that copying is wrong, or as Wired.com puts it, “Downloading is Mean!”
This message is way too simple. In this digital age, the most important thing we should be teaching kids is to be creative and take full advantage of all the web has to offer. Copyright, asking permission, open licensing, and all the other legal nuances, should be seen as secondary (and even complementary) to this purpose. We should be starting with the things kids can do versus what they can’t do.
In addition to the campaign’s overly simple and negative approach, other issues include the complete absence of fair use from the curriculum — exceptions and limitations to copyright that allow various uses of copyrighted materials for educational, journalistic and other purposes. Wired.com reports, “Its president, Marsali Hancock, says fair use is not a part of the teaching material because K-6 graders don’t have the ability to grasp it.”
Assuming the net generation and their younger counterparts are as dumb as assumed in the above statement, the curriculum still leaves out a crucial and growing part of the Internet landscape — the commons of free and open materials in the public domain and/or released under open licenses that actually encourage copying, redistribution, revision, and remix! In short, everything this simplified anti-piracy campaign is conveniently leaving out in its copyright curriculum for kids.
There is a more balanced approach to educating kids about copyright that includes the alternatives, and here are some organizations and experienced educators who have developed copyright curricula. The following list of resources are open educational resources (OER), licensed under a CC license that enables free and legal reuse, redistribution and remix. In short, stuff that is free and just fine and even great to copy!
Copyright curriculum for kids
Common Sense Media’s K-12 Digital Literacy & Citizenship Curriculum
Common Sense Media has developed a comprehensive K-12 Digital Literacy & Citizenship Curriculum for educators to use in their classrooms. Part of the curriculum focuses on Creative Credit & Copyright, which you can navigate easily via their Scope & Sequence tool. The resources are aligned to Common Core standards and licensed under CC BY-NC-SA.
New Media Rights Copyright FAQ Videos
New Media Rights has developed a series of short Copyright FAQ YouTube videos (because what better way to interact with youth but through YouTube?) answering common questions about copyright and the public domain. These videos are drafted by lawyers and read by students and are licensed under CC BY.
Electronic Frontier Foundation’s Teaching Copyright Curriculum
EFF developed this copyright curriculum for teachers to use in the classroom several years ago to counter campaigns like the one above, proving that topics like fair use can be taught! Teachingcopyright.org is available under CC BY.
Australia’s Smartcopying Guide for Schools and Interactive Resource for Kids
Australia has an official website for its schools regarding copyright for educators and students. However, this website, called Smartcopying, doesn’t just cover Australian copyright law — it also covers open educational resources and Creative Commons licenses. It’s quite the comprehensive resource with lesson plans, info sheets, videos, and more, and is licensed under CC BY-SA. This includes All Right to Copy, an interactive web activity “designed to teach students about copyright, and how it impacts them as both users and creators.” These resources are useful even if you’re not Australian, so check it out at http://www.smartcopying.edu.au/ and navigate using the horizontal menu to the topic of your choice.
National Library of New Zealand’s Free to Mix Guide for Educators
The National Library of New Zealand takes a different approach to copyright education; instead of focusing on what students can’t do, it focuses on what teachers and students can do with its Free to Mix guide. The guide was popular enough to spin off its own remix by CC New Zealand (pdf) with beautifully done graphics. Both versions are licensed under CC BY.
Shared Creations: Making Use of Creative Commons
Emily Puckett Rogers and Kristin Fontichiaro with the University of Michigan created this short and colorful lesson plan book for elementary school teachers that covers copyright, the public domain (even trademarks and patents!), and Creative Commons. This book is short and sweet with age-appropriate activities (that are even fun for adults). You can browse the book for free online or purchase a hard copy at the publisher’s website. The book is licensed CC BY-NC-SA.
School of Open’s Copyright 4 Educators
The School of Open, a community of volunteers around the world providing free education opportunities on the meaning and impact of openness in the digital age, offers an online course called Copyright 4 Educators. While this course (offered as adapted to both US and AUS law, but open to anyone) is primarily designed for educators and not kids, teachers can take what they’ve learned and then relay it to their students. The School of Open also offers more kid-friendly resources such as Get CC Savvy, Teach someone something with open content, and numerous lesson plans and activities integrated in CC for K-12 Educators. All School of Open courses on the P2PU platform are licensed under CC BY-SA; others hosted elsewhere may be licensed under CC BY.
This list is not exhaustive; if you know of other copyright education resources, please share them below! And if you would like to contribute to providing free copyright, OER, or CC education opportunities for kids (or adults), please join the School of Open community in its efforts! Visit http://schoolofopen.org/ to get started.2 Comments »
The hearings are still going on; please keep calling, emailing, and otherwise spreading the word!
Tomorrow the House Judiciary Committee will debate and potentially vote on SOPA, the Internet Blacklist bill that would break the Internet.
Our friends at the Electronic Frontier Foundation have compiled a list of 12 actions you can take now to stop SOPA.
Soon you’ll find a huge banner at the top of every page on the CC site protesting SOPA. The Wikimedia community is considering a blackout to bring massive attention to the danger posed by SOPA. Many others are taking action. What are you doing?
For background on the bill, why it would be especially bad for the commons, and links for news, check out our previous post calling for action against SOPA and a detailed post from Wikimedia’s General Counsel.
Finally, remember that CC is crucial to keeping the Internet non-broken in the long term. The more free culture is, the less culture has an allergy to and deathwish for the Internet. We need your help too. Thanks!3 Comments »