The document discusses several issues with the current system of copyright and access to knowledge. It notes that most publicly funded research cannot be easily accessed or reused by the public. Libraries are spending large amounts on journal subscriptions. Younger educators often have to build teaching resources from scratch due to a lack of access. The potential of the internet to more widely share and build upon knowledge is not being fully realized due to restrictive copyright laws. The document advocates for more open licensing of publicly funded work, including research, educational resources, and cultural heritage materials, using Creative Commons licenses to expand access to knowledge for the public and support continued knowledge creation.
3. Most publically funded research cannot be accessed and
reused by the public (including me)
4. Most publically funded research cannot be accessed and
reused by the public (including me)
Libraries are spending an exorbitant amount on journal
subscriptions
5. Most publically funded research cannot be accessed and
reused by the public (including me)
Libraries are spending an exorbitant amount on journal
subscriptions
Many younger educators are building their teaching
resources from scratch (with no training)
6. Most publically funded research cannot be accessed and
reused by the public (including me)
Libraries are spending an exorbitant amount on journal
subscriptions
Many younger educators are building their teaching
resources from scratch (with no training)
Higher education is struggling to make the case for
more public funding, especially for non-commercial
research
7. Most publically funded research cannot be accessed and
reused by the public (including me)
Libraries are spending an exorbitant amount on journal
subscriptions
Many younger educators are building their teaching
resources from scratch (with no training)
Higher education is struggling to make the case for
more public funding, especially for non-commercial
research
Our publically housed cultural heritage is becoming
more accessible, though is still difficult to reuse
22. Copyright was intended to
be a pragmatic solution,
balancing the interests of
authors, publishing AND the
public
Authors
23. IT’S MEANT TO WORK LIKE THIS:
The commons is a public good
24. IT’S MEANT TO WORK LIKE THIS:
The commons is a public good
+
People need an incentive to create
25. IT’S MEANT TO WORK LIKE THIS:
The commons is a public good
+
People need an incentive to create
=
Limited monopoly, i.e. copyright
26. IT’S MEANT TO WORK LIKE THIS:
The commons is a public good
+
People need an incentive to create
=
Limited monopoly, i.e. copyright
=
A vibrant culture
36. What to do?
“Grayson, Westley, Stanislaus County, Western San Joaquin Valley, California. Seventh and
eighth grade class in Westley school after lesson in Geography” 1940, US National Archives 83-
G-41445, via Flickr. No known copyright.
61. CCANZ argues that CC should be used to
share all publically funded works,
including culture, research, data and
educational resources.
62. CCANZ argues that CC should be used to
share all publically funded works,
including culture, research, data and
educational resources
(Unless there is a good reason not to,
such as privacy)
77. Major commitment to towards
OERs in nearly every nation
US: $2 billion on open textbooks
Latin America: Project LATIN
Mongolia: OER portal
UNESCO Paris Declaration on
OER
78. Massive Open Online Courses (MOOCs)
Oct 2011: 127 million visits to OCW content
1,018 courses translated and 290 mirror sites globally
79. Source: Brandenburg, U., Carr, D., Donauer, S., Berthold, C.
(2008) Analysing the Future Market – Target Countries for
German HEIs, Working paper No. 107, CHE Centre for Higher
Education Development, Gütersloh, Germany, p. 13.
“Accommodating the additional
98 million students would
require more than four major
universities (30,000 students) to
open every week for the next
fifteen years.”
Stamenka Uvalić-Trumbić of
UNESCO
80. Also major potential in the
compulsory education sector
(53,000+ teachers; 2500+
schools)
87. The infamous 'low hanging fruit.'
1. Public domain works
→ clear usage rights statements
2. Materials with easy permissions
→ CC friendly donors
3. Institution's own copyright
→ release under CC-BY
99. What about
students?
Banks 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
106. Mix & Mash 2013: The New Storytelling
mixandmash.org.nz
August 9 and November 10
Prizes of $50, $500 and $2000
107. THANKS CREATORS
‘THE PIRATE KING. The Kaiser hoists the "Jolly Roger" and announces his intention of sinking every merchant ship on the seas!’
“Wanganui Chronicle, Issue 20354, 14 May 1915, Page 3, via Papers Past. No known copyright.
“2500 Creative Commons Licences” by qthomasbower, via Flickr. Made available under a Creative Commons Attribution-Share Alike
2.0 licence.
YOUNG FEMALE FOX NEAR GALBRAITH LAKE CAMP, 08/1973.” ARC Identifier 550432 / Local Identifier 412-DA-7947. Item from
Record Group 412: Records of the Environmental Protection Agency, 1944 – 2006. No known copyright.
“Caxton Showing the First Specimen of His Printing to King Edward IV at the Almonry, Westminster,” by Daniel Maclise, 1851. Out of
copyright.
‘The worker K. G. Persson in Gottfridsberg, Linköping. Born in 1860.’ By Einar Erici, 1932. Via Flickr. No known copyright.
“Grayson, Westley, Stanislaus County, Western San Joaquin Valley, California. Seventh and eighth grade class in Westley school
after lesson in Geography” 1940, US National Archives 83-G-41445, via Flickr. No known copyright.
Photograph of Card Catalog in Central Search Room, 1942, US National Archives, via Flickr. No known copyright.
Wikihouse NZ at the Makertorium at Te Papa, 27 April 2013, via WikihouseNZ/SpaceCraft. Used with permission.
Teacher, outside with a blackboard, taking a geography class. Northwood brothers :Photographs of Northland. Ref: PA1-o-394-05.
Alexander Turnbull Library, Wellington, New Zealand. http://natlib.govt.nz/records/22829561 Out of copyright.
Beehive, Wellington, NZ. Creative Commons Attribution Non Commerical No Derivatives by stewartbaird via Flickr.
Traffic squad police’ by Bain News Service, July 20, 1911. Library of Congresss, LC-B2- 2298-16. via Flickr. No known copyright.
Screenshot of “Manny’s Story” by Casey Carsel, via Youtube. Made available under a Creative Commons Attribution 3.0 licence
Screenshot of Wellington City Harbour, Wellington City Aerial photography, by Wellington City Council, via Koordinates. CC-BY
“Keene Grammar School Class, Keene, New Hampshire” by French, J.A., Keene NH, via Flickr. 1896 Keene Public Library and the
Historical Society of Cheshire County. HS259-P819. No know copyright restrictions.
“Teacher, Lorraine Lapthorne conducts her class in the Grade Two room at the Drouin State School, Drouin, Victoria,” by Fitzpatrick,
Jim. 1944. National Library of Australia, via Flickr. nla.pic-an24229822. No known copyright restrictions.
Screenshot of Nelson and surrounds, “NZ Mainland Topo50 Maps” by LINZ, via LINZ Data Service. CC-BY