1. Copyright2. Creative Commons3. CC in schools policy4. Government policy5. Creative and cultural fields6. Students7. Sea...
Lets begin with the obvious
Potential of digital technologiesand the Internet to:
Potential of digital technologiesand the Internet to:share teaching resources
Potential of digital technologiesand the Internet to:share teaching resourcescollaborate
Potential of digital technologiesand the Internet to:share teaching resourcescollaboratesave time and money
Potential of digital technologiesand the Internet to:share teaching resourcescollaboratesave time and moneystop reinventin...
Potential of digital technologiesand the Internet to:share teaching resourcescollaboratesave time and moneystop reinventin...
However:Two problems
First problem:Copyright
Second problem:Teachers dont hold copyright totheir resources
Two solutions,but first....
1. Copyright
What is copyright?
Bundle of rights:copy, distribute, perform, adapt
Automatic(no © required)
*applies online*
Lasts for 50 years after death
But what is the purpose ofcopyright?
Statute of Anne, 1710:“For the encouragement oflearning”
USA Constitution:“To promote the progress ofscience and useful arts.”
The commons is a public good+People need an incentive tocreate=Limited monopoly, i.e. copyright=A vibrant culture
However...
Copyright the opportunities andproblems of print culture“Caxton Showing the First Specimen of His Printing to King Edward...
‘All Rights Reserved’ copyrightrestricts the potential of digitaltechnologies and the Internet
What to do?“Grayson, Westley, Stanislaus County, Western San Joaquin Valley, California. Seventh andeighth grade class in ...
1. Copyright2. Creative Commons
Public DomainFew Restrictions
Public DomainFew RestrictionsAll Rights ReservedFew Freedoms
Public DomainFew RestrictionsAll Rights ReservedFew FreedomsSome Rights ReservedRange of Licence Options
Four Licence Elements
Attribution
Non Commercial
No Derivatives
Share Alike
Six Licences
More free More restrictive
More free More restrictive
More free More restrictive
More free More restrictive
More free More restrictive
More free More restrictive
More free More restrictive
More free More restrictive
Retaincopyright:CreativeCommonslicencepermission inadvance“2500 Creative Commons Licences” by qthomasbower, via Flickr.Ma...
Go to creativecommons.org/choose
LayersLicence symbolHuman readableLawyer readable<a rel="license"href="http://creativecommons.org/licenses/by/3.0/"<<img a...
However...
You cant apply a CC licence ifyou dont hold copyright
Teachers dont hold copyright totheir teaching resources
1. Copyright2. Creative Commons3. CC in schools policy
All teaching materials:Creative Commons Attribution
1. No need to ask permission
1. No need to ask permission2. Keep resources when youleave
1. No need to ask permission2. Keep resources when youleave3. Teachers receive credit whentheir work is reused
Case studies atcreativecommons.org.nz
“When I look outside at otherschools, I think, why aren’t youdoing this?”Nathan Parker, WarringtonSchool
“Teachers are collaboratingmore, and they’re also involvingtheir students in thedevelopment of those teachingand learning ...
1. Copyright2. Creative Commons3. CC in schools policy4. Government policyBeehive, Wellington, NZ. Creative Commons Attrib...
NZGOAL:Government guidance, approvedby Cabinet
NZGOAL:a)Provides a framework forrelease using CC BYa)Advocates release using CC BY
2. “It is widely recognised, in New Zealand andabroad, that significant creative and economicpotential may lie dormant in ...
BoTs are “invited” to:1) become familiar with NZGOAL2) take NZGOAL into account whenreleasing copyright material
Case Studies:Ministry for the EnvironmentWellington City CouncilLINZTe Papa
1. Copyright2. Creative Commons3. CC in schools policy4. Government policy5. Creative and cultural fields“Tosca Olinsky, A...
i) New ‘Business Models’
Creative Commons licences allowsfor changes in:1) production (new forms)2) distribution (new channels)3) consumption (read...
Case Studies:Meena KadriBronwyn Holloway-SmithDisasteradioOpen Source CinemaUttarayan Sunset by Meena Kadri/MeanestIndian,...
ii) Culture and Heritage
Many cultural works are incopyright but not commericalviable
Where public money is involved,we advocate for open licensing
The infamous low hanging fruit.1. Public domain works→ use the public domain mark2. Materials with easy permissions→ CC fr...
iii) Public Funding
The taxpayer—via CreativeNZ, NZOn Air, etc—funds a lot of culture
Many publicly funded culturalworks will not enter the publicdomain till at least 2100
Creative Commons can givepublicly funded work a second life
1. Copyright2. Creative Commons3. CC in schools policy4. Government policy5. Creative and cultural fields6. StudentsBanks ...
Creative Commons is a great wayto teach students aboutcopyright
Creative Commons shifts theconversation from what studentscan’t do, to what they can.
Teach students to critically,creatively and legally engagewith their intellectual andcultural heritageread only → read/write
Mix & Mash 2013: The New Storytellingmixandmash.org.nzPrizes of $50, $500 and $2000
Screenshot of “Manny’s Story” by Casey Carsel, via Youtube. Made available under aCreative Commons Attribution 3.0 licence
1. Copyright2. Creative Commons3. CC in schools policy4. Government policy5. Creative and cultural fields6. Students7. Sea...
More than 700 million works
General: search.creativecommons.orgNew Zealand: digitalnz.orgMedia: commons.wikimedia.orgPhotos from Flickr: flickr.com/cr...
creativecommons.org.nz@cc_Aotearoaadmin@creativecommons.org.nzfacebook.com/creativecommonsnz
Creative Commons Licences for School Libraries
Creative Commons Licences for School Libraries
Creative Commons Licences for School Libraries
Creative Commons Licences for School Libraries
Creative Commons Licences for School Libraries
Creative Commons Licences for School Libraries
Creative Commons Licences for School Libraries
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Creative Commons Licences for School Libraries

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This is a presentation given to LIANZA members, 19 May 2013.

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Creative Commons Licences for School Libraries

  1. 1. 1. Copyright2. Creative Commons3. CC in schools policy4. Government policy5. Creative and cultural fields6. Students7. Search
  2. 2. Lets begin with the obvious
  3. 3. Potential of digital technologiesand the Internet to:
  4. 4. Potential of digital technologiesand the Internet to:share teaching resources
  5. 5. Potential of digital technologiesand the Internet to:share teaching resourcescollaborate
  6. 6. Potential of digital technologiesand the Internet to:share teaching resourcescollaboratesave time and money
  7. 7. Potential of digital technologiesand the Internet to:share teaching resourcescollaboratesave time and moneystop reinventing various wheels
  8. 8. Potential of digital technologiesand the Internet to:share teaching resourcescollaboratesave time and moneystop reinventing various wheelsdisseminate our cultural heritage
  9. 9. However:Two problems
  10. 10. First problem:Copyright
  11. 11. Second problem:Teachers dont hold copyright totheir resources
  12. 12. Two solutions,but first....
  13. 13. 1. Copyright
  14. 14. What is copyright?
  15. 15. Bundle of rights:copy, distribute, perform, adapt
  16. 16. Automatic(no © required)
  17. 17. *applies online*
  18. 18. Lasts for 50 years after death
  19. 19. But what is the purpose ofcopyright?
  20. 20. Statute of Anne, 1710:“For the encouragement oflearning”
  21. 21. USA Constitution:“To promote the progress ofscience and useful arts.”
  22. 22. The commons is a public good+People need an incentive tocreate=Limited monopoly, i.e. copyright=A vibrant culture
  23. 23. However...
  24. 24. Copyright the opportunities andproblems of print culture“Caxton Showing the First Specimen of His Printing to King Edward IV at the Almonry, Westminster,” by Daniel Maclise, 1851.
  25. 25. ‘All Rights Reserved’ copyrightrestricts the potential of digitaltechnologies and the Internet
  26. 26. What to do?“Grayson, Westley, Stanislaus County, Western San Joaquin Valley, California. Seventh andeighth grade class in Westley school after lesson in Geography” 1940, US National Archives 83-G-41445, via Flickr. No known copyright.
  27. 27. 1. Copyright2. Creative Commons
  28. 28. Public DomainFew Restrictions
  29. 29. Public DomainFew RestrictionsAll Rights ReservedFew Freedoms
  30. 30. Public DomainFew RestrictionsAll Rights ReservedFew FreedomsSome Rights ReservedRange of Licence Options
  31. 31. Four Licence Elements
  32. 32. Attribution
  33. 33. Non Commercial
  34. 34. No Derivatives
  35. 35. Share Alike
  36. 36. Six Licences
  37. 37. More free More restrictive
  38. 38. More free More restrictive
  39. 39. More free More restrictive
  40. 40. More free More restrictive
  41. 41. More free More restrictive
  42. 42. More free More restrictive
  43. 43. More free More restrictive
  44. 44. More free More restrictive
  45. 45. Retaincopyright:CreativeCommonslicencepermission inadvance“2500 Creative Commons Licences” by qthomasbower, via Flickr.Made available under a Creative Commons Attribution-ShareAlike 2.0 licence.
  46. 46. Go to creativecommons.org/choose
  47. 47. LayersLicence symbolHuman readableLawyer readable<a rel="license"href="http://creativecommons.org/licenses/by/3.0/"<<img alt="Creative CommonsLicense" style="border-width:0"src="http://i.creativecommons.org/l/by/3.0/88x31.png" /<</a<<br /<This work islicensed under a <a rel="license"href="http://creativecommons.org/licenses/by/3.0/"<Creative Commons Attribution 3.0Unported License</a<
  48. 48. However...
  49. 49. You cant apply a CC licence ifyou dont hold copyright
  50. 50. Teachers dont hold copyright totheir teaching resources
  51. 51. 1. Copyright2. Creative Commons3. CC in schools policy
  52. 52. All teaching materials:Creative Commons Attribution
  53. 53. 1. No need to ask permission
  54. 54. 1. No need to ask permission2. Keep resources when youleave
  55. 55. 1. No need to ask permission2. Keep resources when youleave3. Teachers receive credit whentheir work is reused
  56. 56. Case studies atcreativecommons.org.nz
  57. 57. “When I look outside at otherschools, I think, why aren’t youdoing this?”Nathan Parker, WarringtonSchool
  58. 58. “Teachers are collaboratingmore, and they’re also involvingtheir students in thedevelopment of those teachingand learning resources.”Mark Osborne, ASHS
  59. 59. 1. Copyright2. Creative Commons3. CC in schools policy4. Government policyBeehive, Wellington, NZ. Creative Commons AttributionNon Commerical No Derivatives by stewartbaird by Flickr.
  60. 60. NZGOAL:Government guidance, approvedby Cabinet
  61. 61. NZGOAL:a)Provides a framework forrelease using CC BYa)Advocates release using CC BY
  62. 62. 2. “It is widely recognised, in New Zealand andabroad, that significant creative and economicpotential may lie dormant in such copyright andnon-copyright material when locked up inagencies and not released on terms allowing re-use by others.”...3. “The Government wants to encourage therealisation of this potential.”
  63. 63. BoTs are “invited” to:1) become familiar with NZGOAL2) take NZGOAL into account whenreleasing copyright material
  64. 64. Case Studies:Ministry for the EnvironmentWellington City CouncilLINZTe Papa
  65. 65. 1. Copyright2. Creative Commons3. CC in schools policy4. Government policy5. Creative and cultural fields“Tosca Olinsky, American painter, 1909-1984,”date unknown, Smithsonian American ArtMuseum J0115443, via Flickr. No knowcopyright.
  66. 66. i) New ‘Business Models’
  67. 67. Creative Commons licences allowsfor changes in:1) production (new forms)2) distribution (new channels)3) consumption (read only →read/write)
  68. 68. Case Studies:Meena KadriBronwyn Holloway-SmithDisasteradioOpen Source CinemaUttarayan Sunset by Meena Kadri/MeanestIndian, via Flickr. This image is madeavailable under a Creative CommonsAttribution Non Commercial No Derivativeslicence.
  69. 69. ii) Culture and Heritage
  70. 70. Many cultural works are incopyright but not commericalviable
  71. 71. Where public money is involved,we advocate for open licensing
  72. 72. The infamous low hanging fruit.1. Public domain works→ use the public domain mark2. Materials with easy permissions→ CC friendly donors3. Institutions own copyright→ release according to NZGOAL
  73. 73. iii) Public Funding
  74. 74. The taxpayer—via CreativeNZ, NZOn Air, etc—funds a lot of culture
  75. 75. Many publicly funded culturalworks will not enter the publicdomain till at least 2100
  76. 76. Creative Commons can givepublicly funded work a second life
  77. 77. 1. Copyright2. Creative Commons3. CC in schools policy4. Government policy5. Creative and cultural fields6. StudentsBanks College students playing leap frog. Wellesley College :Photographs relating to Wellesley College, Banks College and Croydon School.Ref: 1/2-147264-F. Alexander Turnbull Library, Wellington, New Zealand. http://natlib.govt.nz/records/22901144
  78. 78. Creative Commons is a great wayto teach students aboutcopyright
  79. 79. Creative Commons shifts theconversation from what studentscan’t do, to what they can.
  80. 80. Teach students to critically,creatively and legally engagewith their intellectual andcultural heritageread only → read/write
  81. 81. Mix & Mash 2013: The New Storytellingmixandmash.org.nzPrizes of $50, $500 and $2000
  82. 82. Screenshot of “Manny’s Story” by Casey Carsel, via Youtube. Made available under aCreative Commons Attribution 3.0 licence
  83. 83. 1. Copyright2. Creative Commons3. CC in schools policy4. Government policy5. Creative and cultural fields6. Students7. SearchPhotograph of Card Catalog inCentral Search Room, 1942, USNational Archives, via Flickr. Noknown copyright.
  84. 84. More than 700 million works
  85. 85. General: search.creativecommons.orgNew Zealand: digitalnz.orgMedia: commons.wikimedia.orgPhotos from Flickr: flickr.com/creativecommons orcompfight.orgMusic: Jamendo.orgPublic domain movies and music: archive.orgVideo: vimeo.com/creativecommons
  86. 86. creativecommons.org.nz@cc_Aotearoaadmin@creativecommons.org.nzfacebook.com/creativecommonsnz
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