At the Grand Re-Opening of the Public Domain at the Internet Archive, I teased a new product vision for CC Search that gets more specific than our ultimate goal of providing access to all 1.4 billion CC licensed and public domain works on the web. I’m pleased to present that refined vision, which is focused on building a product that promotes not just discovery, but reuse of openly-licensed and public domain works. We want your feedback in making it a reality. What kinds of images do you most need and desire to reuse when creating your own works? Along that vein, what organizational collections would you like to see us prioritizing for inclusion? Where can we make the biggest difference for you and your fellow creators?

Vision

Our 2019 vision is:

“CC Search is a leading tool for creators looking to discover and reuse free resources with greater ease and confidence.”

The vision centers on reuse — CC will prioritize and build for users who seek to not only discover free resources in the commons, but who seek to reuse these resources with greater ease and confidence, and for whom in particular the rights status of these works may be important. This approach means that CC will shift from its “quantity first” approach (front door to 1.4 billion works) to prioritizing content that is more relevant and engaging to creators.

We made our assumptions based on a combination of user research, whatever quantitative data we could get our hands on (e.g. analytics on previous iterations of search), and pure conjecture (based on anecdotal evidence from our community), or what in the lean start-up world is called a leap of faith.

How we expect reuse to happen

The base catalog is the database of all CC works we are continuing to gather and grow. We envision users will be able to access this catalog in three ways:

1. Through CC Search — the default front end you see now.
2. Through some curation on CC Search — you could imagine different portals for different kinds of users, e.g. educators seeking open textbooks.
3. Through CC Search being integrated directly into other sites and software via a CC API, e.g. CC Search in Google Docs.

Once the user accesses the work, the user takes the next step to reuse the work. They download it, which means they make a copy. The user who is also a creator takes a step further; they attribute the author of the work in their new creation, ideally through the automatic and easy ways we provide for them to do this. Both download and attribution are ways a user reuses the work in a way that implicates copyright and thereby the Creative Commons license. And both are potential ways we can learn how that work is used in the wild.

Through learning about how CC works are reused, we will be able to validate our hypotheses and know we are on the right track (or not). We will also be better able to tell the story or journey of the works’ impact, which speaks to a key insight from our user research:

“People like seeing how their work is used, where it goes, and who it touches, but have no easy way to find this out.”

This learning is the hard part of our work, and what we still need to figure out. How do we track and learn about reuse in a way that is effective, but also aligns with our values and respects user privacy?

User research & usability testing

In 2019, we will focus on images and texts, with a stretch goal of including audio files. Accordingly, we will focus any user research and usability testing on groups of people that reuse these works in a meaningful way, specifically, “Creators making new works using existing free content.” A few we will start with are:

• Creators making designs, imagery and art works (commercial or independent)
• Creators illustrating a text or text-based resource (blog, journalistic articles, educational/academic texts or presentations)
• Creators making a video

We’ll also being doing some separate user research to add open texts, which is a different bucket of people than the creators above, because we think (but don’t know) that most people seeking open texts are really seeking access, and not reuse, when it comes to CC Search. For example, we think that community college faculty looking for open textbooks are mainly seeking to access all open textbooks in one place.

As we talk to users, collect user feedback, and conduct usability testing, we may learn differently.

Roadmap

Based on this new 2019 vision and strategy, here are some of our key deliverables for the year.

The complete roadmap is available here, which also includes a pipeline of ideas. The pipeline of ideas is the master list of ideas from the community that we will revisit at the end of each quarter to decide what makes it in the roadmap. The roadmap is an evolving document and we welcome your comments and feedback.

The Team

The current CC Search team is led by CC’s Director of Engineering, Kriti Godey, and myself, CC’s Director of Product and Research. The other members are Sophine Clachar (Data Engineer), Alden Page (Back End Engineer), Breno Ferreira (Front End Engineer) and Sarah Pearson (Product Counsel).

Get involved

We are growing a vibrant community of open source developers and users willing to test and provide feedback on CC Search.

If you’re a current or potential user of CC Search, join the #cc-usability channel at the Creative Commons Slack (https://slack-signup.creativecommons.org) where we regularly engage the group for feedback on new features.

If you’re a developer, check out Creative Commons Open Source, a hub for the CC developer community and the #cc-developers channel at the Creative Commons Slack.

Yesterday, NBC News published a story about IBM’s work on improving diversity in facial recognition technology and the dataset that they gathered to further this work. The dataset includes links to one million photos from Flickr, many or all of which were apparently shared under a Creative Commons license. Some Flickr users were dismayed to learn that IBM had used their photos to train the AI, and had questions about the ethics, privacy implications, and fair use of such a dataset being used for algorithmic training. We are reaching out to IBM to understand their use of the images, and to share the concerns of our community.

CC is dedicated to facilitating greater openness for the common good. In general, we believe that the use of publicly available data on the Internet has led to greater innovation, collaboration, and creativity. But there are also real concerns that data can be used for negative activities or negative outcomes.

While we do not have all the facts regarding the IBM dataset, we are aware that fair use allows all types of content to be used freely, and that all types of content are collected and used every day to train and develop AI. CC licenses were designed to address a specific constraint, which they do very well: unlocking restrictive copyright. But copyright is not a good tool to protect individual privacy, to address research ethics in AI development, or to regulate the use of surveillance tools employed online. Those issues rightly belong in the public policy space, and good solutions will consider both the law and the community norms of CC licenses and content shared online in general.

I hope we will use this moment to build on the important principles and values of sharing, and engage in discussion with those using our content in objectionable ways, and to speak out on and help shape positive outcomes on the important issues of privacy, surveillance, and AI that impact the sharing of works on the web.

We are taking this opportunity to speak to this particular type of reuse – improving artificial intelligence tools designed for facial recognition through the reuse of content found on the web (not just CC-licensed content) – to help clarify how the licenses work in this context. We have published new FAQs here that we will continue to update.

If you have comments or questions, please write CC at info@creativecommons.org. We will also be creating other opportunities to engage in public discussion in the coming weeks and months. We look forward to joining these discussions as we look for ways to resolve ethical public policy issues around data, AI, and machine learning as a community.

I’m happy to share Flickr’s announcement today that all CC-licensed and public domain images on the platform will be protected and exempted from upload limits. This includes images uploaded in the past, as well as those yet to be shared. In effect, this means that CC-licensed images and public domain works will always be free on Flickr for any users to upload and share.

Flickr is one of the most important repositories of openly-licensed content on the web, with over 500M images in their collection, shared by millions of photographers, libraries, archives, and museums around the world. The company was an early adopter of CC licenses, and was bought by Yahoo! and later sold to Verizon. Last year, Flickr was sold again, this time to a family-owned photo service called SmugMug. Many were justifiably concerned about the future of Flickr, an essential component of the digital Commons.

Once the sale of Flickr was announced, CC began working closely with Don and Ben MacAskill of SmugMug, Flicker’s new owners, to protect the works that users have shared. Last November, Flickr posted that they were moving to a new paid service model that would restrict the number of free uploads to 1,000 images. Many, including Creative Commons, were concerned this could cause millions of works in the Commons to be deleted. We continued to work with Flickr, and a week later, they announced that CC-licensed images that had already been shared on the platform would be exempted from upload limits.

Today’s announcement takes that commitment one step further, and ensures that every CC-licensed or public domain image shared on Flickr is protected for all to use and re-use. It’s a significant commitment. Don and Ben MacAskill and the whole Flickr team have been supportive of CC and Flickr’s responsibility to steward the Commons from day one, and have been open and collaborative with Creative Commons all along.

For users of Flickr (and no doubt also for Flickr staff) it’s been a tumultuous time. Migrating to new business models is difficult, and will undoubtedly anger some users, especially those used to getting things for free. However, we’ve seen how unsustainable and exploitative free models can be, and I’m glad that Flickr hasn’t turned to surveillance capitalism as the business model for its sustainability plan – but that does mean they’ll have to explore other options.

Choosing to allow all CC-licensed and public domain works to be uploaded and shared without restrictions or limits comes at a real financial cost to Flickr, which is paid in part by their Pro users. We believe that it’s a valuable investment in the global community of free culture and open knowledge, and it’s a gift to everyone. We’re grateful for the ongoing investment and enthusiasm from the entire Flickr team, and their commitment to support users who choose to share their works. We will continue to work together to help educate Flickr’s users about their options when sharing works online, and to support the communities contributing to the growth and preservation of a vibrant collection of openly-licensed and public domain works.

We are proud to announce that Creative Commons has been accepted as a mentor organization for the 2019 Google Summer of Code program.

Google Summer of Code (GSoC) is a annual global program through which Google awards stipends to university students who write code for free and open-source software projects during their school break. CC has been a mentor organization for GSoC on seven previous occasions, but our last participation was in 2013, so we are glad to be reviving the tradition and hosting students again.

We’ve compiled a list of project ideas for students to choose from when submitting their work proposal. There’s a lot of variety to choose from – adding features to CC Search, reviving older CC products, creating entirely new tools that increase the reach of CC licenses, figuring out ways to better present our legal and technical work, and more. There is definitely room for creativity – the project ideas are defined in broad terms, and students may also choose to submit a proposal for an original idea.

One of the goals of the CC engineering team this year is to build an active developer community around our projects. We’ve been writing free and open-source software for over a decade. Lately, we haven’t done the best job of enabling external developers to contribute to those projects. Hosting Google Summer of Code is our first step to change that for the better, and we’re also actively working on several other improvements to our code and processes, such as:

• Creative Commons Open Source, a hub for the CC developer community.
• Making CC Search’s development more transparent. Our current sprint workload is already public and we’ll be releasing a roadmap soon.
• General cleanup, documentation, and contribution guidelines for our projects.
• A technical blog.

If you want to stay updated on our work, join our brand new developer mailing list, the #creativecommons-dev IRC channel on freenode, or the #cc-developers and #cc-gsoc channels on our Slack community. And if you’re a student (or know a student), please consider submitting a Google Summer of Code proposal! It’s a great way to get an introduction to open-source, build real-world skills, work on interesting technical challenges, and help advance CC’s mission.

 

 

 

 

 

 

 

 

 

 

Open Education Week is an annual convening of the global open education movement to share ideas, new open education projects, and to raise awareness about open education and its impact on teaching and learning worldwide. Each year, the Creative Commons global community participates, hosts webinars, gives local talks and shares CC licensed educational resources.

As part of the event this year, the Creative Commons Open Education Platform and CC Poland are hosting a 24-Hour Web-a-thon: 5-6 March (depending on your time zone).

We have amazing speakers from around the world presenting in multiple languages. Experts from Algeria, Nigeria, Argentina, South Africa, Italy, Chile, United Kingdom, Afghanistan, United States, Ireland, Sweden, Canada and Poland will present their open education projects.

Time: All times are UTC (check your local time using worldtimebuddy.com)

Webinar Room: All sessions will be in: https://www.uberconference.com/creativecommons

---

This year we hosted:
 – 28 Conferences
– 878 Minutes
– 222 Unique Participants

Day One – March 5

9:00-9:20 – Open Networked Learning – a collaborative open online course on open networked learning (Recording)
Presentation of the Open Networked Learning course – an initiative from Karolinska Institutet, Lund University, Linnaeus University and Karlstad University with Partner Universities and Organizations in Brazil, Finland, Ireland, Singapore, South Africa, and Switzerland. In particular, we will focus on the new course homepage powered by WordPress and BuddyPress. Jörg Pareigis, Karlstad University

9:30-9:50 –How the IT community in Slovakia creates open educational resources
Do you like the idea of creating open educational resources (OER) but don’t know how to get started? This presentation introduces the work of teachers and geeks who have either created their own open educational resources from scratch or built upon the work of others by adapting, remixing and translating. The goal is to provide inspiration, show practical examples of the various kinds of OER that these men and women produced and how their labor of love is helping make IT education more interesting. They pulled this off with little or no resources: perhaps you can join them, too? Jan Gondol

10:00-10:20 – Open Education Initiatives in Francophone North African countries (Recording)
In this presentation, we will share the state of Open Education initiatives in Francophone North African countries. Kamel Belhamel, University of Bejaia

10:30-10:50 – Open for Educators: Stirring Action via Support Services
Adoption of OER and OEP by educators (K-12 to HEI) strongly depend on support services available. This presentation considers various support services needed by educators to start to shift and implement OER and OEP using a case study of educators in Nigeria. John Okewole, Yaba College of Technology

11:00-11:20 – Open Education to build a Latin American community of information professionals. Fernando Lopez, Aprender 3C (Recording)

12:00-12:20 – Creating Educational Equity through OER and Open Degree Plans
This presentation will address OER and open degree as a means for reducing the high cost of earning a college degree, providing equity and access to higher education. Carolyn Stevenson, Purdue University Global

12:30-12:50 – Open is an Invitation: Exploring Use of OER with Ontario Post-Secondary Educators
In this short presentation, with lots of time for conversation, I will share the key findings of my doctoral research conducted in partnership with Ontario post-secondary educators in 2018. Jenni Hayman, Cambrian College

13:00-13:20 – Exploring the multiliteracies to support access to OER in South Africa
This presentation explores the specific multiliteracies required within a South African context in order to support epistemological and demiurgic access to OER. This research took the form of a conceptual study with an integrative literature review and document analysis of selected open educational resources and repositories. A broad framework of multiliteracies is presented for use within the Southern African context. Jako Olivier, North-West University

14:00-14:20 – Design process for an open educational resource: a case study (Recording)
In this presentation we described an experience of creation of an open educational resource following an interactive design methodology, working with design students. The work was carried out within the framework of a university seminar, aimed at introducing students of audiovisual design in technical, legal and design issues and their articulation with pedagogical objectives in an interactive design process. The tasks carried out included the creation of a “user” profile of the target students, analysis of the use situation and the needs of the teachers. The process concluded with the creation of an OER prototype for use in secondary schools. Lila Pagola, Universidad Nacional de Villa María

14:30-14:50 – Open Education Cooperative Educoop (Recording)
Presentation of the method of co-creation of open educational resources by teachers based on 4 values: cooperation, learning, openness and adventure. I will also show the effects of the first edition of the project. Aleksandra Czetwertyńska, Centrum Cyfrowe

15:00-15:20 – OEGlobal19 call for proposals – tracks and ideas (Recording)
We are going to briefly present the main topic of next OE Global 19, the main tracks in the call for proposal and give our support to colleagues who might want to ask questions about how to submit their proposals, according to the different formats available this year. Susan Huggins, OE Consortium. Chrissi Nerantzi, University of Birmingham. Paola Corti, Politecnico di Milano.

15:30-15:50 – Open Education in Chile: small steps in an adverse context
Nosotros hablaremos sobre los pequeños pasos y complejos contextos en el donde la educación abierta en Chile, a transitado en los últimos años, con algunas experiencias interesantes y relevantes, ademas del esfuerzo en compromisos concretos a través de los Planes de Acción de Gobierno Abierto. En nuestra opinión, los desafíos presentes y futuros para la educación abierta en el país son enormes, existiendo proyectos e iniciativas importantes, las que esperamos puedan representar nuevos escenarios favorables de mayor equidad y calidad educativa para los estudiantes. Werner Westermann, Biblioteca del Congreso Nacional

16:30-16:50 – OER news from the UK and OER19 (Recording)
We will share news of developments of OER in the UK and the OER19 Conference, taking place in Ireland in April – we will share how you can participate remotely and highlight important new resources and research. Maren Deepwell, Association for Learning Technology

17:00-17:20 – OpenEd in Oklahoma (Recording)
The purpose of this presentation will be to share the state of Open at Oklahoma State University where we have been, where we are going, and why. Cristina Colquhoun, Clarke Iakovakis, & Kathy Essiller, Oklahoma State University

17:30-17:50 – One adult student’s perspective on open education opportunities (Recording)
Older than most teachers and administrators, I’m the first online student at Metropolitan State University’s College of Individualized Studies authorized to use my own eportfolio to demonstrate my prior learning for assessment to complete a bachelor’s degree. An EdTech intern, I study open learning technologies and heutagogy. (self-directed learning) Mark Corbett Wilson, Metropolitan State University

18:00-18:20 – A Quick Look at the Future of OER (Recording)
This talk will look at the impact of new technologies – specifically, open data, cloud technologies, AI and distributed ledgers (blockchain) – on the future shape of OER – what they will look like, how they will be used, and what skills and knowledge will be needed to develop and use the. Stephen Downes, National Research Council Canada

18:30-18:50 -Going beyond the classroom: Digital Humanities OER powered by the European research infrastructure DARIAH (Recording)
This talk will showcase different approaches to bridge the flow of knowledge in Digital Humanities across different cultures and connect researchers with the tools and services provided by research infrastructures that are increasingly important ecosystems to conduct top-level research. We share experiences from the development of two resources developed in a research infrastructure context: the Parthenos Training Suite and the OpenMethods metablog. Both resources allow for flexibility with different teaching/learning contexts, enable peer learning, and empower teachers and students to look beyond their institutional perspectives. Erzsébet Tóth-Czifra, DARIAH-EU

19:00-19:20 – OER Momentum in the Rocky Mountains: Policy, Practice and Purpose (Recording)
Colorado’s unique leadership with statewide OER efforts is steered by the OER Council, a legislatively created advisory group comprised of representatives from a variety of disciplines and institutional types. This session will highlight how a diverse group of individuals in the Rocky Mountain state have advocated and executed OER efforts at the state level, while also highlighting future ambitions in policy, practice and purpose. Meg Brown-Sica, Colorado State University. Brittany Dudek, Colorado Community College Online. Spencer Ellis, Colorado Department of Higher Education. Jonathan Poritz, Colorado State University-Pueblo.

19:30-19:50 – State of Open Data: Data and Education (Recording)
This talk will showcase the findings of the chapter about data in education on the book State of Open Data. It aims at presenting the benefits of the use of open data in education, and its value for developing data literacies, but also, it highlights the risks of datafication of education with the aim of giving a wide landspace and perspectives on data in education. Javiera Atenas, ILDA

20:00-20:20 – An OER Library in Afghanistan
OER in Afghanistan? Yes, it’s true! For several years, we have been making and translating OER into Afghan languages, as part of the Darakht-e Danesh (‘knowledge tree’ library). We will tell you about our small but fierce digital library, we will share our lessons learned doing OER in this part of the world, and we will tell you about how we innovate around challenges like insecurity, connectivity and digital literacy. We’ll highlight some of our exciting future plans, and hopefully, leave you inspired. Lauryn Oates, Abdul Parwani, Darakht-e Danesh Library

20:30-20:50 – New open education initiatives in Ireland
Ireland’s ‘National Forum for the Enhancement of Teaching and Learning in Higher Education’ is a unique body, tasked with supporting & fostering T+L enhancement & collaboration across all HEI’s in Ireland. Terry & Catherine will describe national plans in the area of open education – and are open to ideas & feedback. Terry Maguire & Catherine Cronin, National Forum for the Enhancement of Teaching & Learning in Higher Education

21:00-21:20 – Alquimétricos, Open source DIY didactic building blocks
Near past, present and what’s next on building our open tech, didactic content, and branding model. Alquimétricos is a collaborative open project on designing, content developing and DIY (handcraft or digital) fabricating of tech-oriented didactic materials. A word on sustainability on open tangible stuff. Fernando Daguanno, Alquimétricos

21:30-21:50 – OER19 Conference – themes & conversations (Recording)
Following on from earlier presentation by Maren Deepwell & Martin Hawksey, Catherine (and an OER19 guest, TBC) will explore themes of the upcoming OER19 Conference taking place in Galway, Ireland, April 10-11. The overall conference theme is: ‘Recentering Open: Critical and Global Perspectives’. Catherine Cronin, National Forum for the Enhancement of Teaching & Learning in Higher Education

22:00-22:20 – State of Open Education in Canada
We will share the projects and initiatives happening in Canada around open education. Specifically looking at Provincial initiatives in postsecondary education as well as policies in Open Education in Canada. We will also highlight what is next for Canada, and what we hope to see for the future of Open Education. Amanda Coolidge, BCcampus. Lena Patterson, eCampusOntario.

22:30-22:50 – Creative Commons Certificates (Recording)
The 10-week CC Certificates course for educators and librarians provides an in-depth study of CC licenses and develops participants’ open licensing proficiency and understanding of the broader context for open advocacy in the Commons. Will also discuss: new CC Certificates in process, facilitator training, translations, and scholarships. Cable Green, Creative Commons

23:00-23:20 – Panorama Educación Abierta en la Argentina: investigación, incidencia y desafíos (Recording)
Area es la Red Argentina de Educación Abierta. Fundada hace aproximadamente dos años, Area trabaja la Educación Abierta desde un concepto de apertura que apunta a la producción de recursos educativos abiertos desde la problematización de los conceptos de datos abiertos, acceso abierto, investigación abierta, etc. Desde ese lugar de cruce abre conversaciones sobre la democratización del conocimiento como otras áreas o disciplinas como, por ejemplo, las Humanidades Digitales, o instancias de incidencia, como las relacionadas con Gobierno Abierto. Esta presentación constituye un resumen de las áreas de acción y las propuestas de la red en el país y la región. Gimena del Rio Riande, Martín Szyszlican, Virginia Brussa, Red Educación Abierta Argentina (Spanish)

---

DAY TWO – MARCH 6

7:00-7:20 – Equity-oriented Open Learning in the Marginal Syllabus (Recording)
A presentation about equity-oriented open learning as supported by the Marginal Syllabus project. The presentation will review design and learning practices summarized in Kalir (2018). Additional information about open learning via the Marginal Syllabus project. Remi Kalir, University of Colorado Denver

10:00-10:20 – Online roundtable on Growing Open Education Policies in 2019 (Recording)
This session is an opportunity for all activist to join and briefly present their organisations and plans for 2019. Host of this session is Centrum Cyfrowe Foundation from Poland – we will present some details about Open Education Policy Forum 2019. Alek Tarkowski, Centrum Cyfrowe Foundation

---

Be sure to share your Open Education Week activities with: #OEWeek

See you online!

I’m thrilled to share the first episode of our podcast, Plays Well with Others, with our community. It’s about the art, science, and mechanics of collaboration.

Ask yourself: How often have you walked into a room where you were about to work with colleagues, friends, or even strangers, and thought, “I’m going to focus on being a great collaborator today”? We spend so much time on leadership, and hardly any time on helping each other do great work together.

We hope to change that, in our own small way, with Plays Well with Others.

I couldn’t be more excited about this project — I’ve always wanted to produce radio journalism. I love interviewing people and helping them tell the best version of their stories. And it’s been a joy to work with my colleague and collaborator Eric Steuer on the podcast’s design and development. I’ve loved the opportunity to do creative work, and to work directly on something like this that is close to my heart, and that I feel is really good. We’re incredibly proud of how it’s turned out, and we hope you’ll enjoy it and learn something along the way.

Collaboration is a natural topic for me. My job at CC is all about making collaboration happen, and it’s been at the centre of my work for my entire career — across cultures and timezones. I’m fascinated by the things that we can only do together. Collective action — from the power of a union to build a more equitable world, to the ability of shared public investments to strengthen communities, to the potential of the commons to democratize knowledge — these ideas inspire me. It’s why I do what I do.

The first episode of our show focuses on the writer’s room on a comedy show. Our guests, Anne Lane and Wayne Federman, deserve our thanks for trusting us with their stories. They had no idea if what we were making would be any good, and there was no body of work to look at, since it was our first episode. Anne and Wayne were open and honest, and they gave us a view into a special room that very few people get to visit. But they also helped reveal insights into how collaboration works in groups: how to deal with the disappointment of watching your joke fall flat; the importance of picking up what other collaborators are laying down (“yes, and”); and an acknowledgment that many ideas, combined with the need to ship an episode, yields better results than writing alone in your basement.

I hope each episode yields such great insights — that’s certainly our goal. Our operating thesis is that digging into how collaboration really works might help us all become better collaborators ourselves.

Each episode homes in on an element of collaboration, told by some of the world’s great collaborators. We’ll publish one episode each month, and the first season will likely run around eight episodes. I hope you’ll join us along the way, and that we’ll all learn some new tactics, techniques, and approaches — together.

Listen now

In September 2018 the European Parliament voted to approve drastic changes to copyright law that would negatively affect creativity, freedom of expression, research, and sharing across the EU. Over the last few months the Parliament, Commission, and Council (representing the Member State governments) were engaged in secret talks to come up with a reconciled version of the copyright directive text.

The closed-door “trilogue” negotiations are now complete and a final compromise has been reached. The text is not yet published but MEP Julia Reda has shared unofficial versions of Article 13 (upload filters) and Article 11 (press publishers right). Both of these carried through with no major improvements on behalf of user rights and the public interest.

For an overview and evaluation of the key issues, check out Communia’s website: https://reform.communia-association.org/

 

Article 13 and 11: Still bad (or worse) for creators and users

It’s more clear than ever: Article 13 will require nearly all for-profit web platforms that permit user uploads to install copyright filters and censor content. While there was an earlier version that included an exclusion for small companies, that provision has been reeled in. Now only services that have been operating for less than 3 years, with annual revenue below €10 million, and with fewer than 5 million unique visitors each month, will be excluded from the rule. And the filters need to process all types of content — from music to text to images to software — anything that can be protected by copyright. If platforms don’t take action, they assume liability for what their uses publish online. This will surely harm creativity and freedom of expression in Europe. Some types of services will be exempted, for example Wikipedia, or open source software platforms such as GitHub. But for the vast majority of online platforms in Europe this will mean more regulatory burden and costs, and it will make it more difficult to compete with the big established platforms.

Article 11 got no better. It would force news aggregators to pay publishers for linking to their stories. The counterproductive press publishers right would last for 2 years. The text claims that the right will not apply to “individual words or very short extracts of a press publication.” At least openly licensed works such as those under Creative Commons or in the public domain would be exempted.

What’s next?

The final text of the directive will be released soon. While the trilogue negotiators focused on Articles 13 and 11, there were some productive changes that will improve the situation of the commons, cultural heritage, and research sectors. For example, we know that the negotiators agreed upon a provision to ensure that reproductions of works in the public domain will also be in the public domain. They included text to improve the ability for cultural heritage institutions to better serve their users online. And the negotiators slightly improved the exception on text and data mining by making mandatory an earlier optional provision that would expand the possibilities for those wishing to conduct TDM.

The European Parliament elections are coming up in May, and the existing Parliament will vote on the final text of the copyright directive beforehand. The plenary vote will take place between late-March and mid-April. This is when all 751 MEPs will get a chance to vote Yes or No on adopting the text as finalised by the trilogue.

With Article 13, it’s no exaggeration to say that it’ll fundamentally change the way people are able to use the internet and share online. And the European copyright changes will affect how copyright develops in the rest of the world. Even with some of the minor improvements to other aspects of the copyright file, it’s hard to see how the reform — taken as a whole — will be a net gain except for the most powerful special interests.

There is still time to make your voice heard on stopping the harmful upload filters and press publishers right. If you’re in Europe, visit www.saveyourinternet.eu to get more information and contact your MEPs before the vote.

Joining us at the Creative Commons Global Summit in 2018, NYU professor and legal scholar Jane Anderson presented the collaborative project “Local Contexts,” “an initiative to support Native, First Nations, Aboriginal, Inuit, Metis and Indigenous communities in the management of their intellectual property and cultural heritage specifically within the digital environment.” The wide-ranging panel touched on the need for practical strategies for Indigenous communities to reclaim their rights and assert sovereignty over their own intellectual property.

Anderson’s work on Local Contexts is a collaboration with Kim Christen, creator of the Mukurtu content management system and Director of the Center for Digital Scholarship and Curation at Washington State University. Local Contexts is both a legal and educational project that engages with the specific challenges and difficulties that copyright poses for Indigenous peoples seeking to access, use and control the circulation of cultural heritage. Inspired by the intervention of Creative Commons licenses at the level of metadata, the Traditional Knowledge Labels recast intellectual property as culturally determinant and dependent upon cultural consent to use of materials.

How can we have an open movement that works for everyone, not only the most powerful? How have power structures historically worked against Indigenous communities, and how can the Creative Commons community work to change this historic inequality?

Jane Anderson discussed these issues as well as some of her more recent work with the Passamaquoddy Tribe in Maine with Creative Commons.

Your project recasts the Creative Commons vision of “universal access to research and education and full participation in culture” through a local and culturally determinant lens. How is the vision of Local Contexts complementary to the CC vision, and how does it come into conflict?
The Local Contexts initiative began in 2010 when Kim Christen and I started to think more carefully about how to support Indigenous communities to address the immense and growing problems being experienced with copyright around Indigenous or traditional knowledge. We had both been working with Indigenous peoples, communities and organizations over a long period of time and had increasingly been engaged in a very specific way with the dilemmas of copyright that existed at the intersection of Indigenous collections in archives, libraries and museums. We were able to see more clearly the ways in which copyright has functioned as a key tool for dispossessing Indigenous peoples of their rights as holders, custodians, authorities and owners of their knowledge and culture.

Combining both legal and educational components, Local Contexts has two objectives. Firstly, to support Indigenous decision-making and governance frameworks for determining ownership, access to and culturally appropriate conditions for sharing historical and contemporary collections of Indigenous material and digital culture. Secondly, to trouble existing classificatory, curatorial and display paradigms for museums, libraries and archives that hold extensive Indigenous collections by finding new pathways for Indigenous names, perspectives, rules of circulation and the sharing culture to be included and expressed within public records.

Inspired by Creative Commons, we began trying to address the gap for Indigenous communities and copyright law by thinking about licenses as an option to support Indigenous communities.

Our initial impulse was to craft several new licenses in ways that incorporated local community protocols around the sharing of knowledge. Pretty quickly however we ran into a significant problem: with the majority of photographs, sound recordings, films, manuscripts, language materials that had been amassed and collected about Indigenous peoples, and that were now being digitized, Indigenous peoples were not the copyright holders. Instead, copyright was held by the researchers, missionaries or government officials who had done the documenting or by the institutions where these materials were now held. Or – at the other end of the spectrum, these materials were in the unique space that copyright makes – the public domain. This meant that not only did Indigenous peoples have no control over these materials and their circulatory futures, they also could not apply any licenses – either CC ones or ones that we were developing. This was a problem that we responded to by developing the TK Labels.

Why is it important to problematize the ways in which universal access can undermine cultural participation, particularly for traditionally marginalized groups?
Local Contexts is an effort to initiate questions about how ideas of the universal operate by pointing to sites of difference and locality, especially in how knowledge is shared, circulated and expanded. The vision of Local Contexts emphasizes specificity – that the circulation of knowledge and culture depends upon relationships and context – and if these relationships are formed unevenly, or privilege one cultural perspective above another, then that inequity continues to create a range of future problems.

One of the motivations behind Local Contexts, and this is an interesting question for Creative Commons to consider as well is: what would it look like if we invested time and support to Indigenous communities who have been disproportionately affected by colonial property laws – including copyright. How does access and openness perpetuate a colonial agenda of taking? And what can be done to change this direction? Where does the Creative Commons community come in to help think through these issues in conversation with Indigenous peoples and through Indigenous experiences? Is it possible to decolonize the commons? What would it look like to imagine a commons that is not totally open, but one that has an informed and engaged approach to openness; one that foregrounds the histories and exclusions embedded within calls for openness and open access. What would it mean to ask questions about the privilege that openness calls for and embeds?

We believe that Local Contexts is one of many efforts that are needed in order to take on this expansive problem. If you start thinking about what kind of information has been taken (through unethical and inappropriate research practices for instance) from Indigenous peoples, communities, lands and territories – and how this has been done without consent and permission, it is possible to start seeing the extent of the problem. For example, Indigenous names have been used for names of cars (Cherokee); for software (Apache); for varieties of strawberries (Sto:lo). For Indigenous peoples, names are not just words in common, they have embedded temporal and relational meanings including integral connections to place. For Indigenous peoples, names matter and are not open for others to use in ways that minimize and reduce them for commercial gain. How have settler-colonial laws and social frameworks created the conditions where no permissions are required to use Indigenous culture? What is the impetus to use Indigenous culture in these ways? Who benefits from using these exclusionary and extractionist logics?

How does information colonialism impact the communities where you work? How are you working to mitigate exploitation of cultural resources?
Information colonialism is an everyday problem for all the communities with whom we work and collaborate. It is not only the legacies of past research practices, but how these are continued into the present. There are more researchers working in Indigenous communities now than there were at the height of initial colonial documenting encounters from the 1850s onwards – and the same logics of extraction through research largely continue. This means that many of the same problems that we are trying to address in Local Contexts – namely the making of research derived from Indigenous knowledge and participation often conducted on Indigenous lands as owned by non-Indigenous peoples – continues.

There is an enormous need to support Indigenous communities as they build their own unique IP strategies and provide resources that assist in this project. At Local Contexts we are committed to this work and we provide as many resources as we can towards this end. Importantly we work directly with communities, and the resources we produce and offer come from these partnerships. We continue to develop tools and resources from direct engagement with communities. Partnering with the Penobscot Nation we just received an IMLS grant to run IP training and support workshops for US based tribes over the next two years. These trainings center Indigenous experiences with copyright law and the difficulties communities have negotiating with cultural institutions over incorporating cultural authority into how these Indigenous collections are to be circulated into the future.

The 6 CC licenses are designed to be simple and self-explanatory, but there are 17 Traditional Knowledge labels and four licenses, creating an intentionally local and culturally dependent information ecosystem. As a project both inspired by the Creative Commons licenses and in conversation with them, how do these labels better serve the contexts in which you work?
The 17 TK Labels that we have reflect partnerships that have identified these protocols as ones that that matter for communities in the diverse circulation routes for knowledge. What is important about the TK Labels part of the Local Contexts initiative is that they are deliberately not licenses. That is, we are not limited by the cultural (in)capacities of the law. Indigenous protocols around the use of knowledge are nuanced and complex and do not map easily onto current legal frameworks. For instance, some information should never be shared outside a community context, some information is culturally sensitive, some information is gendered, and some has specific familial responsibilities for how it is shared. Some information should only be heard at specific times of the year and still for other information, responsibility for use is shared across multiple communities.

The Labels embrace this epistemological complexity in a different kind of way – and they allow for flexibility as well as community specificity to be incorporated in ways that settler-colonial law cannot accommodate.

For instance, a central pivot of the TK Labels project from CC is that the TK Label icon remains static, but the text that accompanies each Label can be uniquely customized by each community and they maintain the control and the authority over the text. This is the sovereign right that every community has to determine and express their unique cultural protocols. Alongside this, the TK Labels also expand the meaning of certain kinds of legal terms, which have been historically treated as normative – for instance, attribution. With the TK Labels – attribution is usually the first label that a community identifies and adapts for their own purposes. This is because it has been Indigenous names – community, individual, familial that have been left out of the catalogue and the metadata. For example, the Sq’ewlets, a band of Sto:lo in Canada translated attribution as skwix qas te téméxw, which literally means name and place. (See how they use their labels.) For the Passamaquoddy Tribe in Maine, attribution is Elihatsik translated “to fix it properly”. The intention in the Passamaquoddy meaning of attribution is a specific call out for addressing mistakes in an institutional and therefore also in settler cultural memory.

What is one interesting outcome of your recent work?
One of our most important recent projects has been working with the Passamaquoddy Tribe to digitally repatriate and correct the cultural authority that the Passamaquoddy people continue to assert over the first Native American ethnographic sound recordings ever made in the US in 1890. When these recordings were made by a young researcher who visited the community for three days, they functioned as a sound experiment allowing for greater documentation of Indigenous peoples languages and cultures. The recordings were never made for the Passamaquoddy community but for researchers in institutions. This is evidenced by the fact that these recordings were not returned to the community until the 1980s – some 90 years after they were made. When this initial return, on cassette tapes, happened in the 1980s, the quality of the sound was poor. For community members thrilled to hear ancestors again after so long it was simultaneously heartbreaking not being able to hear what was being said.

In 2015, the Library of Congress’ National Audiovisual Conservation Center (NAVCC) included these cylinders in their digital preservation program for American and Native American heritage. At the same time as this preservation work was initiated, the American Folklife Center at the Library of Congress, the Passamaquoddy Tribe, Local Contexts and Mukurtu CMS joined together for the Ancestral Voices Project funded by the Arcadia Foundation. This project involved working with Passamaquoddy Elders and language speakers to listen, translate and retitle the recordings in English and, for the first time in the historical record in Passamaquoddy; explaining and updating institutional knowledge about the legal and cultural rights in these recordings; adding missing and incomplete information and metadata; fixing mistakes in the Federal Cylinder Project record and implementing three Passamaquoddy TK Labels. These add additional cultural information to the rights field of the digital record – in both the MARC record and in Dublin core – and provide ongoing support for how these recordings will circulate digitally into the future.

Changing how these recordings are understood in the Library of Congress and in the metadata into the future was only one part of this project. A complimentary part was working with the Passamaquoddy community to create their own digital platform for the cylinders, embedding them and relating them to other Passamaquoddy cultural heritage. The Passamaquoddy site utilizes the Mukurtu CMS platform and allows for differentiated access at a community level and for various other publics. It does not assume that everything created by Passamaquoddy people is for everyone, including non-Passamaquoddy people. It embeds Passamaquoddy cultural protocols as the primary means for managing access according to Passamaquoddy laws. This is then what is also translated into the Library of Congress through the TK Labels.

Working with Passamaquoddy Elders and language speakers to decipher the cylinders and for tribal members to now be singing these songs and teaching them to their children was what the work within this project required. When the Passamaquoddy recordings with community determined metadata and TK Labels were launched at the Library of Congress in May 2018, Dwayne Tomah called on the strength of his ancestors, and sang a song that had not been sung for 128 years. The ongoing strength of Passamaquoddy culture, language and Passamaquoddy survivance was felt by everyone who was in the room that day. The TK Labels were an important piece of this project as they functioned as a tool to support the correcting of a significant mistake in the historical record: namely that the Passamaquoddy people unreservedly retain authority over their culture which had been literally taken and authored by a white researcher from 1890 until 2018. (Read more in the New Yorker.)

What are you working on now?
At an international and national level, the TK Labels are an intervention directed at the level of metadata—the same intervention that propelled CC licenses to the reach they have today. Our current work at Local Contexts is threefold. We are finalizing the TK Label Hub. This will allow for a more widespread implementation of the TK Labels. It will be the place where communities can customize their Labels and safely deliver them to the institutions that request them and are committed to implementing them within their own institutional infrastructures and public displays. Our current work with the Abbe Museum in Maine will see the TK Labels integrated into the Past Perfect software as well, allowing for implementation across a wide museum sector. We continue to expand our education work on IP law and Indigenous collections for communities as well as institutions. More generally we believe that any education on copyright must have the history and consequences of excluding Indigenous peoples from this body of law incorporated into how it is taught and understood.

Finally we just developed 2 specific labels for cultural institutions. The Cultural Institution (CI) Labels are specifically for archives, museums, libraries and universities who are engaging in processes of collaboration and trust building with Indigenous and other marginalized communities who have been excluded and written out of the record through colonial processes of documentation and record keeping.

These CI Labels, alongside the TK Labels for communities and our education/training initiatives help close the circle, so that the future circulation of these cultural heritage materials, that have been held outside of communities, can be informed through relationships of care, responsibility and authority that reside within the local contexts where this material continues to have extensive cultural meaning.

Read more about the role that CC licenses play in the dissemination of traditional knowledge from our research fellow Mehtab Khan and listen to Jane Anderson speak about her work with the Passamaquoddy archives on the podcast “Artist in the Archive.”

The Cleveland Museum of Art is one of the most visited art museums in the world, and soon it will become one of the most important online collections as well. Today, we are announcing a release of 30,000 high quality, free and open digital images from the museum’s collection under CC0 and available via their API. CC0 allows anyone to use, re-use, and remix a work without restriction.

In line with the museum’s mission to work “for the benefit of all people in the Digital Age,” the Cleveland Museum is leading the charge for comprehensive metadata and open access policy. The museum sees its role as not only providing access, but also creating sincere partnerships that increase utility and relevance in our time.

Creative Commons CEO Ryan Merkley joined museum director William M. Griswold and Chief Digital and Information Officer Jane Alexander at the CMA to announce this release. “I hope this model of working closely together with visionary organizations will be one that we can replicate with other museums, and that this will become the new standard by which institutions share and engage with the public online,” he said. The museum’s leadership echoed the sentiment.

“Open Access with Creative Commons will provide countless new opportunities to engage with works of art in our collection. With this move, we have transformed not only access to the CMA’s collection, but also its usability—inside as well as outside the walls of our museum,” said Griswold.

The newly released images and their associated metadata can also be viewed on CC Search, the Creative Commons image portal that provides access to millions of CC Images from 21 providers. This portal is currently in development and growing, and the Cleveland Museum of Art’s images provide another access point for billions of learners around the world to experience and enjoy cultural heritage. In this release, the CMA joins other institutions that have made the choice to share, including the Metropolitan Museum of Art and the Art Institute of Chicago.

Highlights from the Cleveland Museum of Art’s collection include Claude Monet’s “Water Lilies (Agapanthus)”, William Merritt Chase’s “Portrait of Dora Wheeler,” Albrecht Dürer’s “The Four Horsemen, from the Apocalypse”, and many important works of Indian, African, and Asian art. Our profound thanks to the staff of the CMA for making this partnership possible. This release was due to their hard work and leadership, and we look forward to continued partnership with this important cultural institution.

Watch our social media and Slack for collection highlights and more information, and experience the collection yourself at CC Search.

January 14-18, 2019 is #CopyrightWeek, and today’s theme is Public Domain and Creativity, which aims to explore how copyright policy should encourage creativity, not hamper it. Excessive copyright terms inhibit our ability to comment, criticize, and rework our common culture.

---

On January 1, tens of thousands of books, films, visual art, sheet music, plays, and other works passed into the Public Domain in the United States for the first time in twenty years. It’s time to celebrate!

Join us for a grand reopening party in San Francisco on Friday, January 25 from 10AM-7PM.

Co-hosted with the Internet Archive, this celebration will feature keynote addresses by Lawrence Lessig and Cory Doctorow, lightning talks, demos, multimedia displays and more to mark the “re-opening” of the public domain in the United States. The event will take place at the Internet Archive.

In preparation for this event, we asked a few Creative Commons community members to provide reflections on some of their favorite works that have entered the Public Domain this year!

Shanna Hollich, Collections Management Librarian at Wilson College
The Prophet by Khalil Ghibran

I spent a lot of time in my late teens and early twenties feeling lost and alone and confused (as so many of us do). I often looked for solace in books, and it was at a used bookstore in Boston that I found The Prophet by Kahlil Gibran. I had never heard of it before, but I took it home on a whim and read it over and over and over again, finding human connection and comfort in the words of this long-dead Lebanese-American poet. I have treasured my dog-eared copy of that book for many years. Now that it’s in the public domain, I’m excited to have the opportunity to give the work new life and new meaning now that I can legally use, remix, and share these words that meant so much to me.

Eva Rogers, Development Manager at Creative Commons

Man Ray’s Object to be Destroyed (1923) — later destroyed and remade as Lost Object (accidentally printed/labeled Last Object) and, even later, as Indestructible Object — combines a metronome, an object that marks consistent time for musicians, with a photograph of an eye affixed to its ticking arm. Man Ray would set the piece going when he painted — a rhythm, an audience; keeping time, keeping watch. What does it mean for an art object — a destroyed art object, at that — to enter the public domain? What, now, belongs to the public? Can I recreate it? What if I accidentally (intentionally?) recreate a later iteration? Shall we the public gleefully apply the name Object to Be Destroyed to any number of our creations, which we will subsequently destroy and remake? You may destroy the metronome and the staring eye, but you cannot stop the ticking arm of time. Welcome to the public domain, Object to be Destroyed!

Ramona Ostrowski, Producer, Howlround Theater Commons

I saw an amazing production of George Bernard Shaw’s Saint Joan by NYC-based theatre company Bedlam in Cambridge about four years ago. They had four actors portray all the roles, with one woman playing Joan and three men covering everyone else. Seeing the story this way emphasized Joan’s power but also her humanity, and made her the true emotional center around which the inventive production whirled. I’m so excited that this play has now entered the public domain, because it’s the story of a woman clinging to her convictions and speaking her truth boldly even as the male power structures vilify her for it. It doesn’t take more than a quick scroll through Twitter or glance at Fox News to see the contemporary resonances. I can’t wait to see how inventive artists legally remix and riff off of this text in the coming years.

Jennie Rose Halperin, Senior Communications Manager, Creative Commons

In college I used to go to a long-defunct bar in Greenwich Village for a variety show curated by the old-time musician Eli Smith. (Himself a great interpreter of works in the public domain.) One night, a mostly xylophone band called the “Xylopholks” took the stage and performed “Yes, We have no Bananas!” while attired in banana costumes. Needless to say, they brought the house down. Some day, I hope to recreate this special moment, but until then, I have to enjoy the fact that I can legally use, remix, and reproduce this fabulous tune.