Copyright 2.0: Issues for Digital Natives

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Presentation given to Southern California Theological Librarians Association, October 10, 2008


<ul><li> 1. <ul><li>Copyright 2.0: </li></ul></li></ul> <ul><li>Issues for Digital Natives </li></ul> <ul><li>John McDonald </li></ul> <ul><li>Claremont Colleges </li></ul> <ul><li>SCATLA Meeting </li></ul> <ul><li>October 10, 2008 </li></ul> <p> 2. Defining Copyright 2.0 Content 1.0:printed, physical, libraryUsage 1.0:browse, read, use, storeContent 2.0:print, audio, visual ; analog or digital Usage 2.0:search, repurpose, store, manipulate, manage 3. Defining Digital Natives </p> <ul><li> I've coined the term digital native to refer to today's students (2001). They are native speakers of technology, fluent in the digital language of computers, video games, and the Internet.</li></ul> <ul><li>Marc Prensky (2005/06). Listen to the Natives. Educational Leadership, v.63:4, p.8-13. </li></ul> <p> 4. Who are Digital Natives? </p> <ul><li>IBM has never made typewriters.</li></ul> <ul><li>Caller ID has always been available on phones.</li></ul> <ul><li>Windows made IBM PCs user-friendly the year they were born.</li></ul> <ul><li>High definition television has always been available.</li></ul> <ul><li>GPS systems have always been available.</li></ul> <ul><li>Whats a fax?</li></ul> <ul><li>"Google" has always been a verb.</li></ul> <ul><li>Text messaging is their email.</li></ul> <ul><li>Computers have always suffered from viruses. </li></ul> <ul><li>They have done most of their search for the right college online. </li></ul> <ul><li>Cher hasn't aged a day. </li></ul> <ul><li>Beloit College Mindset List </li></ul> <p> 5. </p> <ul><li>Everyone has the ability to be publishers, movie makers, artists, song creators, and story tellers </li></ul> <ul><li><ul><li>33% of teens share their own creations online, such as artwork, photos, stories, or videos </li></ul></li></ul> <ul><li><ul><li>32% have created or worked on webpages or blogs for others, including those for groups they belong to, friends or school assignments </li></ul></li></ul> <ul><li><ul><li>22% report keeping their own personal webpage </li></ul></li></ul> <ul><li><ul><li>19% have created their own online journal or blog </li></ul></li></ul> <ul><li><ul><li>19% say they remix content they find online into their own artistic creations </li></ul></li></ul> <p>Usage 2.0 + Content 2.0 6. </p> <ul><li>Mashup Example </li></ul> <ul><li><ul><li>NPRs Day to Day program interviewed a musician this morning about creating content. </li></ul></li></ul> <ul><li><ul><li>Mash-up artistGirl Talkhas over 300 samples on his new album,Feed the Animals . </li></ul></li></ul> <ul><li><ul><li>Its sole creator, Greg Gillis, says that he only has 100 MP3s on his laptop. </li></ul></li></ul> <ul><li><ul><li>Gillis never pays for the use of his samples. </li></ul></li></ul> <ul><li><ul><li>He doesn't ask permission.</li></ul></li></ul> <ul><li><ul><li>He says he's covered by fair use laws. </li></ul></li></ul> <ul><li><ul><li>Is he risking legal trouble with the labels and bands that he samples? </li></ul></li></ul> <ul><li><ul><li>LISTEN: </li></ul></li></ul> <p>Usage 2.0 + Content 2.0 7. Copyright Issues for Users </p> <ul><li>Print extension </li></ul> <ul><li>Findability </li></ul> <ul><li>Accessibility blur </li></ul> <ul><li><ul><li>tragedy of the commons </li></ul></li></ul> <ul><li>Manipulation </li></ul> <ul><li><ul><li>creative commons </li></ul></li></ul> <ul><li><ul><li>Open source / open access </li></ul></li></ul> <ul><li><ul><li>Mash-ups </li></ul></li></ul> <ul><li>Usage </li></ul> <ul><li><ul><li>Restrictions on usage Prohibited users </li></ul></li></ul> <ul><li><ul><li>Prohibited use </li></ul></li></ul> <p> 8. Copyright Issues for Libraries </p> <ul><li>Course Reserves </li></ul> <ul><li>Media encoding </li></ul> <ul><li>Digital Fair Use </li></ul> <ul><li>Passworded systems </li></ul> <ul><li>Orphan works </li></ul> <ul><li>Orphan technologies </li></ul> <ul><li>Peer-to-Peer file transfers (P2P) </li></ul> <p> 9. Copyright Issues for Publishers </p> <ul><li>Piracy </li></ul> <ul><li><ul><li>Intentional </li></ul></li></ul> <ul><li><ul><li>Accidental</li></ul></li></ul> <ul><li>Misuse </li></ul> <ul><li><ul><li>Data harvesting </li></ul></li></ul> <ul><li><ul><li>Systematic downloading </li></ul></li></ul> <ul><li>Plagiarism </li></ul> <ul><li>New media forms </li></ul> <ul><li><ul><li>Discrete sales units </li></ul></li></ul> <ul><li><ul><li>New formats and new readers </li></ul></li></ul> <p> 10. Developments in Copyright </p> <ul><li>Less litigation </li></ul> <ul><li>Creative Commons </li></ul> <ul><li>Open Access mandates </li></ul> <ul><li>SERU licensing principles </li></ul> <ul><li>Section 108 study group </li></ul> <p> 11. What should you do? </p> <ul><li>Be informed about copyright laws and rules </li></ul> <ul><li>Advocate aggressively </li></ul> <ul><li>Educate users </li></ul> <ul><li>Document changes and adjust practices </li></ul> <ul><li>Negotiate better licenses </li></ul> <ul><li>Support more liberal usage/licensing models </li></ul> <p> 12. Resources Prensky, Marc (2005/06). Listen to the Natives. Educational Leadership, v. 63 : 4 , p.8-13. Section 108 Study Group. Stanford Copyright &amp; Fair Use: Claremont Copyright: Creative Commons: Copyright Infringement Project</p>