cultivating creators: copyright in the classroom
DESCRIPTION
This webcast was presented by Stephanie Davis-Kahl, Scholarly Communications Librarian/Associate Professor, Illinois Wesleyan University, and Molly Keener, Scholarly Communication Librarian, Wake Forest University, for the Association of College & Research Libraries' e-Learning series on August 5, 2014. Information literacy and scholarly communication librarians are working together to create avenues for increased collaboration in the classroom. The Framework for Information Literacy and the Intersections of Scholarly Communication and Information Literacy white paper, plus continuing task force work within ACRL, demonstrates progress towards aligning scholarly communication education within undergraduate and graduate student information literacy outreach. This webcast will focus on how librarians can integrate copyright into the classroom with undergraduate and graduate students to raise awareness of not only ethically using others’ work, but also how to consider their rights and responsibilities as creators and copyright holders of their own work. Learning Outcomes: - Share strategies for discussing copyright with students in order to build instructional literacy for librarians. - Contextualize copyright and Creative Commons licenses within information literacy instruction in order to increase professional knowledge about scholarly communication. - Raise awareness of different options for sharing scholarship and creative activity among librarians in order to close the loop in information literacy instruction.TRANSCRIPT
Cultivating Creators: Copyright in the
Classroom
Stephanie Davis-Kahl & Molly Keener
Your Presenters
Stephanie Davis-Kahl, Illinois Wesleyan
University
Molly Keener, Wake Forest University
Who are you?
a. Instruction librariansb. Scholarly Communications
librariansc. Administratorsd. Liaison librarianse. Other? Please describe in the chat
box.
Session Outcomes
Share strategies for discussing copyright with students in order to build instructional literacy for librarians.
Contextualize copyright and Creative Commons licenses within information literacy instruction in order to increase professional knowledge about scholarly communication.
Raise awareness of different options for sharing scholarship and creative activity among librarians in order to close the loop in information literacy instruction.
In Your Teaching…
Who is currently talking about copyright with students?
a. I am!b. I am, sometimes.c. I am not.
If you ARE talking about copyright, how confident are you?
a. Extremelyb. Solidlyc. Somewhatd. Note. Ack! Get me out of here!
If you AREN’T talking about copyright, why not?
a. Too little time in instruction sessionsb. Not in faculty member’s requested
outlinec. Lack of own knowledged. Lack of own skills in teaching
copyrighte. Other
Hold for Whiteboard
Instruction Strategies
Strategy: Interweave(a.k.a. “The Stealth Approach”)
Works well with one-shot sessionsGoal is to integrate major points about
copyrightFraming within context of students’
experience, or within course content/discipline
Strategy in Action
Stephanie
Gateway (First Year Seminar)• Personal experiences with
copyright• Ask students what © is on
journal article, book, etc• Brief primer on purpose of
copyright
• Goal: Define
Molly
Gateway (Honors support group)Situating copyright in
context of article availability
Explaining open access and public access
Comparing and contrasting copyright and plagiarism
Goal: Accessibility
Who has tried this strategy?
a. I have!b. I haven’t, but now I’m strategizing.c. This doesn’t fit my library’s instructional
model.
Strategy: Building Blocks
Use time in multiple sessions to introduce, expound, experience and discuss copyright
Moderate depth when discussing grey areas of copyright
Can include or lead to our next strategy
Strategy in Action
“Horror Cinema” Gateway3 sessions, 75 minutes each• Session 1: General introduction, focus on articles• Interweave Strategy
• Session 2: Focus on books + workshop topics• Building Blocks
• Session 3: Focus on the web• Building Blocks Plus (Open Access, Creative
Commons, other varieties of Open)
Who has tried this strategy?
a. I have!b. I haven’t, but now I’m strategizing.c. This doesn’t fit my library’s instructional
model.
Strategy: The Dedicated Lecture(a.k.a. “All Copyright All The Time”)
In-depth introduction to copyright and author rights
Emphasize role of students as creators and copyright owners
Highlight academic and non-academic implications of owning and using copyrights
Opportunities to tie-in other areas of intellectual property
Strategy in Action
Undergraduate GatewayLIB 100: Real-world scenarios• Students work in groups to answer copyright and IP
scenarios• Interweave: Share and discuss answers with class
LIB 200: Discipline-specific instruction• Discuss copyright and author rights within framework of
disciplinary scholarship practices• Building Blocks Plus: Introduce students to OA, CC
Graduate GatewaySeminar course• Principles of copyright, author rights, authorship ethics,
publishing, scholarship cycle
Who has tried this strategy?
a. I have!b. I haven’t, but now I’m strategizing.c. This doesn’t fit my library’s instructional
model.
Strategy: Beyond the Classroom(a.k.a. “Copyright in Context”)
Opportunities to consult and instruct on copyright with various campus groups
Timely, practical adviceFramed within experiential contextExpectation that work will be shared
Strategy in Action
Molly
ETD GatewayPreparation workshopsIndividual consultationsIncorporating others’
copyrighted contentTo embargo, or not to
embargoGoal: Author = ©
Owner
Stephanie
Student PublishingUndergraduate Economic
ReviewUndergraduate Research
ConferenceHonors Students
Goal: Author = © Owner
Who has tried this strategy?
a. I have!b. I haven’t, but now I’m strategizing.c. This doesn’t fit my library’s instructional
model.
All Roads Lead to Copyright
External Requirements
Excellent way to bring in policy and advocacy into discussions of copyright
Connect with open movement, public access
Disciplinary Approaches
Examples:PhysicsHistoryAnthropologyHumanities (writ large)
Experiments in publishing:Open Humanities PressLibrary Publishing CoalitionLibrary Publishers – Amherst, Purdue, Michigan…Open Textbooks – Temple, UMass-Amherst, Oregon
State
Let’s Discuss!
Hold for Whiteboard
Resources/Further Reading
Intersections of Scholarly Communication and Information Literacy: Creating Strategic Collaborations for a Changing Academic Environment, ACRL, 2013. Online at http://acrl.ala.org/intersections/
Chapters from Common Ground at the Nexus of Information Literacy & Scholarly Communication. Online at http://digitalcommons.iwu.edu/bookshelf/36/: Gail Clement and Stephanie Brenenson, “Theft of the Mind: An Innovative
Approach to Plagiarism and Copyright Education” Isaac Gilman, “Scholarly Communication for Credit: Integrating Publishing
Education into Undergraduate Curriculum” Margeaux Johnson, Amy G. Buhler, and Sara Russell Gonzalez, “Communicating
with Future Scholars: Lesson Plans to Engage Undergraduate Science Students with Open Access Issues in a Semester-Long Course”
Jennifer Duncan, Susanne K. Clement, and Betty Rozum, “Teaching Our Faculty: Developing Copyright and Scholarly Communication Outreach Programs”
Copyright Basics: http://www.copyright.gov/circs/circ01.pdf Composition & Copyright: Perspectives on Teaching, Text-making, and
Fair Use, edited by Steve Westbrook, SUNY: 2010.
Thank You!
Stephanie [email protected]@StephDK
Molly [email protected]
Thanks to Margot Conahan of ACRL and Hope Kandel of LearningTimes for their time and help!