Higher education and copyright: fair
use vital for the Australian policy
agenda

Roxanne Missingham
University Librarian
• The 21st century academic
• Massive Open Online Courses (MOOCs)
and more
• Data – digital humanities, data recreation
• ...
The 21st century academic

http://politicsjob.blogspot.com.au/2011/10/look-like-pro-clear-off-that-messy-desk.html

3
Tenopir, C. (2013) Scholarly Reading in a Digital Age: Some things change, some stay the same. Presentation given at ANU.
...
Porous boundaries
• Scholar needs
• When researchers cannot get hold of a
work in their library, 87% (US) and 90%
(UK) oft...
MOOCS and online learning

Reading: Libraries in the Time of MOOCs by Curtis Kendrick and Irene Gashurov
http://www.educau...
Kortemeyer, G. (2013) Ten Years Later: Why Open Educational Resources Have Not Noticeably Affected Higher
Education, and W...
Four major hurdles for open education
resources (Kortemeyer):
– discoverability,
– quality control,
– bridging the last mi...
MOOCs
• A major theme “using resources on a
global scale”.
• sometimes resources freely available in
the US but not in oth...
Changing scholarly publishing
• Work arounds – new approaches to rights
– Open publishing – ANU Press – over 500
titles an...
englishharmony.com/information-overload/

11
New forms of scholarship
• Data visualisation
• More coming

http://mashable.com/2010/07/21/twitter-moods-map/

http://www...
Policy objectives
• Open access (ARC and NHMRC
mandates)
• Data publishing
• Impact (Excellence in Research
Australia, com...
14
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Higher education and copyright

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Australian Digital Alliance Digital Forum 2014

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  • Open educational resources made a dramatic appearance with the 2002 debut of MIT's Open Courseware initiative.In the roughly 10 years since, OERs have not noticeably disrupted the traditional business model of higher education or affected daily teaching approaches at most institutions.Four major hurdles seem the likeliest hindrances to adoption of OERs: discoverability, quality control, bridging the last mile, and acquisition.OERs could unify and advance the essentially disconnected developments in digital textbooks and MOOCs by establishing a global enterprise learning content management system.
  • Higher education and copyright

    1. 1. Higher education and copyright: fair use vital for the Australian policy agenda Roxanne Missingham University Librarian
    2. 2. • The 21st century academic • Massive Open Online Courses (MOOCs) and more • Data – digital humanities, data recreation • Copyright: fractures 2
    3. 3. The 21st century academic http://politicsjob.blogspot.com.au/2011/10/look-like-pro-clear-off-that-messy-desk.html 3
    4. 4. Tenopir, C. (2013) Scholarly Reading in a Digital Age: Some things change, some stay the same. Presentation given at ANU. 4
    5. 5. Porous boundaries • Scholar needs • When researchers cannot get hold of a work in their library, 87% (US) and 90% (UK) often or occasionally search for a free online version. (Schonfeld) Schonfeld, R. (2013) “The Space Between: Our latest Ithaka S+R Issue Brief pinpoints where US faculty members and UK academics diverge and asks why?” http://www.sr.ithaka.org/blog-individual/space-between 5
    6. 6. MOOCS and online learning Reading: Libraries in the Time of MOOCs by Curtis Kendrick and Irene Gashurov http://www.educause.edu/ero/article/libraries-time-moocs 6
    7. 7. Kortemeyer, G. (2013) Ten Years Later: Why Open Educational Resources Have Not Noticeably Affected Higher Education, and Why We Should Care. Educause review. http://www.educause.edu/ero/article/ten-years-later-why-openeducational-resources-have-not-noticeably-affected-higher-education-and-why-we-should-ca 7
    8. 8. Four major hurdles for open education resources (Kortemeyer): – discoverability, – quality control, – bridging the last mile, and – Acquisition. Add strategy and sustainability Kortemeyer, G. (2013) Ten Years Later: Why Open Educational Resources Have Not Noticeably Affected Higher Education, and Why We Should Care. Educause review. http://www.educause.edu/ero/article/ten-years-later-why-openeducational-resources-have-not-noticeably-affected-higher-education-and-why-we-should-ca 8
    9. 9. MOOCs • A major theme “using resources on a global scale”. • sometimes resources freely available in the US but not in other countries • Our national agenda – copyright legislation has failed to keep up Davis, S. (2014) MOOCs and libraries: the good, the bad and the ugly SCONUL. http://www.sconul.ac.uk/sites/default/files/documents/20_12.pdf 9
    10. 10. Changing scholarly publishing • Work arounds – new approaches to rights – Open publishing – ANU Press – over 500 titles and 880k downloads per annum – Now eText books – Unglue it – Knowledge unlatched – Crowdsourcing eg Kickstarter, Pozible – OAPEN 10
    11. 11. englishharmony.com/information-overload/ 11
    12. 12. New forms of scholarship • Data visualisation • More coming http://mashable.com/2010/07/21/twitter-moods-map/ http://www.flickr.com/photos/blprnt/6281316931/in/set-72157627854698933/ 12
    13. 13. Policy objectives • Open access (ARC and NHMRC mandates) • Data publishing • Impact (Excellence in Research Australia, competitive edge) • Australia in the international environment 13
    14. 14. 14
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