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Conquring Copyright
     Confusion:
The Future of intellectual property in a Remix
                 Generation


                                        PETE & C 2010
                                       Kristin Hokanson
                   http://ning.peteandc.org/profile/KristinHokanson
Copyright Clarity PETE & C 2010
Image: 'fuzzy copyright'
www.flickr.com/photos/58764797@N00/1384247192
To promote creativity,
innovation and the spread of
knowledge

                 Article 1 Section 8
                 U.S. Constitution, 1787
To promote creativity,
innovation and the spread of
knowledge

                 Article 1 Section 8
                 U.S. Constitution, 1787
Copyright Clarity PETE & C 2010
Copyright Clarity PETE & C 2010
Copyright Clarity PETE & C 2010
Copyright Clarity PETE & C 2010
Copyright Clarity PETE & C 2010
The Result
Copyright Confusion
Copyright Law Balances Rights of
           Owners and Users




OWNERS                       USERS
What are you teaching your
      students about...
• Copyright
• Exemption (Fair Use)
• Public Domain
• Creative Commons
How do teachers cope?
How do teachers cope?
See no Evil
How do teachers cope?
See no Evil   Close the Door
How do teachers cope?
See no Evil   Close the Door   Hyper-Comply
Copyright Clarity PETE & C 2010
It’s time to
replace old
knowledge
It’s time to
replace old
knowledge

with
accurate
knowledge
The Doctrine of Fair Use





 
   
   
   
   
    --Section 107

 
   
   
   
   Copyright Act of 1976
The Doctrine of Fair Use
                   Criticism, comment, news
                        reporting, teaching, scholarship,
                                     research

                            … but also many forms of
                         creative work that advance and
                                spread innovation





 
   
   
   
    
    --Section 107

 
   
   
   
    Copyright Act of 1976
The Doctrine of Fair Use





 
   
   
   
   
    --Section 107

 
   
   
   
   Copyright Act of 1976
The Doctrine of Fair Use



   Fair use of copyrighted materials is
  allowed when the benefits to society
        outweigh the private costs
         to the copyright holder



 
    
       
       
       
    --Section 107

 
    
       
       
       Copyright Act of 1976
The Doctrine of Fair Use



   Fair use of copyrighted materials is          Fair use prevents
  allowed when the benefits to society      copyright law from becoming
        outweigh the private costs                   a form of
         to the copyright holder                private censorship



 
    
       
       
       
    --Section 107

 
    
       
       
       Copyright Act of 1976
The effective use of copyrighted
materials enhances the teaching
     and learning process.
Copyright Clarity PETE & C 2010
Context & Situation
Is this Use of Copyrighted Materials
               a Fair Use?

•Did the unlicensed use “transform” the material taken from the
copyrighted work by using it for a different purpose than that of the
original, or did it just repeat the work for the same intent and value as the
original? 

•Was the material taken appropriate in kind and amount, considering the
nature of the copyrighted work and of the use?
Bill Graham Archives vs. Dorling Kindersley,
                Ltd. (2006)
An Example of Transformative Use

        The purpose of the original: to
         generate publicity for a concert



                The
purpose
of
the
new
work:

                to
document
and
illustrate
the

                concert
events
in
historical

                context
Range of comfort with use of
   Copyrighted materials
Range of comfort with use of
   Copyrighted materials
 See no Evil
Range of comfort with use of
   Copyrighted materials
 See no Evil   Close the Door
Range of comfort with use of
   Copyrighted materials
 See no Evil   Close the Door   Hyper-Comply
Educational Fair Use Guidelines
The effective use of copyrighted
materials enhances the teaching
     and learning process.
Does following “rules” for
       Educational Guidelines
     require students to think
         critically about the
Copyrighted materials they are using?
Does following “rules” for
       Educational Guidelines
     require students to think
         critically about the
Copyrighted materials they are using?
Excerpts from:
    http://www.ted.com/talks/larry_lessig_says_the_law_is_strangling_creativity.html
    http://www.youtube.com/watch?v=TPAO-lZ4_hU An anthropological introduction to YouTube
Creative Commons
We need to rethink a few
          things...
“We’re changing what it would mean to be a
creator just at the time that technology is
enabling anybody to be a creator. So, just when
it matters most, the law steps in and destroys
the opportunity...”

                       — Prof. Lawrence Lessig
Does requiring students to use
 ONLY Creative Commons content
     require students to think
        critically about the
Copyrighted materials they are using?
Does requiring students to use
 ONLY Creative Commons content
     require students to think
        critically about the
Copyrighted materials they are using?
Codes of Best Practices
Codes of Best Practices
Codes of Best Practices
Codes of Best Practices
Codes of Best Practices
Copyright Clarity PETE & C 2010
http://mediaeducationlab.com/video-overview
Context & Situation

•   A team of elementary educators
    shows the Disney movie The Little
    Mermaid to three classes of Grade 3
    students on the day before winter
    break in the school auditorium.
Fair Use Reasoning tells me...

• Claim Fair Use
• Ask permission
• Buy a License

• Use another Copyright Friendly source
Discuss
Fair Use Reasoning tells me...

• Claim Fair Use
• Ask permission
• Buy a License

• Use another Copyright Friendly source
Practice exercising your
                Fair Use Muscles...

•Did the unlicensed use “transform” the material taken from the
copyrighted work by using it for a different purpose than that of the
original, or did it just repeat the work for the same intent and value as the
original? 

•Was the material taken appropriate in kind and amount, considering the
nature of the copyrighted work and of the use?
Teach kids to reason
Video Case Studies
             Elementary School Case Study:
             P.S. 124 The Silas B. Dutcher School
             Brooklyn, NY




             High School Case Study:
             Upper Merion Area High School
             King of Prussia, PA




             College Case Study:
             Project Look Sharp at Ithaca College
             Ithaca, NY
Other Examples?
Copyright Clarity PETE & C 2010

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Copyright Clarity PETE & C 2010

  • 1. Conquring Copyright Confusion: The Future of intellectual property in a Remix Generation PETE & C 2010 Kristin Hokanson http://ning.peteandc.org/profile/KristinHokanson
  • 4. To promote creativity, innovation and the spread of knowledge Article 1 Section 8 U.S. Constitution, 1787
  • 5. To promote creativity, innovation and the spread of knowledge Article 1 Section 8 U.S. Constitution, 1787
  • 12. Copyright Law Balances Rights of Owners and Users OWNERS USERS
  • 13. What are you teaching your students about... • Copyright • Exemption (Fair Use) • Public Domain • Creative Commons
  • 15. How do teachers cope? See no Evil
  • 16. How do teachers cope? See no Evil Close the Door
  • 17. How do teachers cope? See no Evil Close the Door Hyper-Comply
  • 19. It’s time to replace old knowledge
  • 20. It’s time to replace old knowledge with accurate knowledge
  • 21. The Doctrine of Fair Use --Section 107 Copyright Act of 1976
  • 22. The Doctrine of Fair Use Criticism, comment, news reporting, teaching, scholarship, research … but also many forms of creative work that advance and spread innovation --Section 107 Copyright Act of 1976
  • 23. The Doctrine of Fair Use --Section 107 Copyright Act of 1976
  • 24. The Doctrine of Fair Use Fair use of copyrighted materials is allowed when the benefits to society outweigh the private costs to the copyright holder --Section 107 Copyright Act of 1976
  • 25. The Doctrine of Fair Use Fair use of copyrighted materials is Fair use prevents allowed when the benefits to society copyright law from becoming outweigh the private costs a form of to the copyright holder private censorship --Section 107 Copyright Act of 1976
  • 26. The effective use of copyrighted materials enhances the teaching and learning process.
  • 29. Is this Use of Copyrighted Materials a Fair Use? •Did the unlicensed use “transform” the material taken from the copyrighted work by using it for a different purpose than that of the original, or did it just repeat the work for the same intent and value as the original?  •Was the material taken appropriate in kind and amount, considering the nature of the copyrighted work and of the use?
  • 30. Bill Graham Archives vs. Dorling Kindersley, Ltd. (2006)
  • 31. An Example of Transformative Use The purpose of the original: to generate publicity for a concert The
purpose
of
the
new
work:
 to
document
and
illustrate
the
 concert
events
in
historical
 context
  • 32. Range of comfort with use of Copyrighted materials
  • 33. Range of comfort with use of Copyrighted materials See no Evil
  • 34. Range of comfort with use of Copyrighted materials See no Evil Close the Door
  • 35. Range of comfort with use of Copyrighted materials See no Evil Close the Door Hyper-Comply
  • 36. Educational Fair Use Guidelines
  • 37. The effective use of copyrighted materials enhances the teaching and learning process.
  • 38. Does following “rules” for Educational Guidelines require students to think critically about the Copyrighted materials they are using?
  • 39. Does following “rules” for Educational Guidelines require students to think critically about the Copyrighted materials they are using?
  • 40. Excerpts from: http://www.ted.com/talks/larry_lessig_says_the_law_is_strangling_creativity.html http://www.youtube.com/watch?v=TPAO-lZ4_hU An anthropological introduction to YouTube
  • 42. We need to rethink a few things... “We’re changing what it would mean to be a creator just at the time that technology is enabling anybody to be a creator. So, just when it matters most, the law steps in and destroys the opportunity...” — Prof. Lawrence Lessig
  • 43. Does requiring students to use ONLY Creative Commons content require students to think critically about the Copyrighted materials they are using?
  • 44. Does requiring students to use ONLY Creative Commons content require students to think critically about the Copyrighted materials they are using?
  • 45. Codes of Best Practices
  • 46. Codes of Best Practices
  • 47. Codes of Best Practices
  • 48. Codes of Best Practices
  • 49. Codes of Best Practices
  • 52. Context & Situation • A team of elementary educators shows the Disney movie The Little Mermaid to three classes of Grade 3 students on the day before winter break in the school auditorium.
  • 53. Fair Use Reasoning tells me... • Claim Fair Use • Ask permission • Buy a License • Use another Copyright Friendly source
  • 55. Fair Use Reasoning tells me... • Claim Fair Use • Ask permission • Buy a License • Use another Copyright Friendly source
  • 56. Practice exercising your Fair Use Muscles... •Did the unlicensed use “transform” the material taken from the copyrighted work by using it for a different purpose than that of the original, or did it just repeat the work for the same intent and value as the original?  •Was the material taken appropriate in kind and amount, considering the nature of the copyrighted work and of the use?
  • 57. Teach kids to reason
  • 58. Video Case Studies Elementary School Case Study: P.S. 124 The Silas B. Dutcher School Brooklyn, NY High School Case Study: Upper Merion Area High School King of Prussia, PA College Case Study: Project Look Sharp at Ithaca College Ithaca, NY

Editor's Notes

  1. small groups discuss...what terms arose in the conversation
  2. What IS the purpose of copyright
  3. Government can establish a copyright system to promote the progress of science and useful arts, by securing for limited times to authors and inventors the exclusive right to their respective writings and discoveries.
  4. What are our kids being taught? When? How? Discuss in small groups
  5. willfully ignorant of the law
  6. willfully ignorant of the law
  7. willfully ignorant of the law
  8. willfully ignorant of the law
  9. willfully ignorant of the law
  10. willfully ignorant of the law
  11. It’st time for educators to get smarter about their rights under the law About c & fair use and how it relates to our work
  12. It’st time for educators to get smarter about their rights under the law About c & fair use and how it relates to our work
  13. Introduce users rights video as a way to teach kids to start to think about the 4 factors of fair use.
  14. willfully ignorant of the law
  15. willfully ignorant of the law
  16. willfully ignorant of the law
  17. willfully ignorant of the law
  18. willfully ignorant of the law
  19. willfully ignorant of the law
  20. When should we think about use of Creative Commons Resources....
  21. all it does is give kids right to copy & paste
  22. Talk about the process and discuss involvement. MY EXPERIENCE in understanding the difference between Best Practices and what traditionally is recognized as Fair Use
  23. Talk about the process and discuss involvement. MY EXPERIENCE in understanding the difference between Best Practices and what traditionally is recognized as Fair Use
  24. Talk about the process and discuss involvement. MY EXPERIENCE in understanding the difference between Best Practices and what traditionally is recognized as Fair Use
  25. Talk about the process and discuss involvement. MY EXPERIENCE in understanding the difference between Best Practices and what traditionally is recognized as Fair Use
  26. SMALL GROUP discuss after video.
  27. Darfur Video... Watch & analyze in small group
  28. SCENARIOS....
  29. Break into groups by level...how did the teachers in the video exercise their rights to fair use....