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   5. Focus on methods and tools that are useful not only to students but accessible for teachers.
   5. Focus on methods and tools that are useful not only to students but accessible for teachers.
   6. Workshop Digital Natives’ initial curriculum efforts: receive critique, discuss issues, and move forward.
   6. Workshop Digital Natives’ initial curriculum efforts: receive critique, discuss issues, and move forward.
'''Understanding Youth Attitudes'''
1. 'In class, I have to power down' - children have been quick to grasp the joys of new technology. Why are schools lagging so far behind, asks David Puttnam http://www.guardian.co.uk/technology/2008/apr/07/digitalmusic.drm
2. 'Home copying - burnt into teenage pysche' - calls for action as study reveals 95% of young people are illegally copying music
http://education.guardian.co.uk/elearning/story/0,,2074232,00.html
3. Henry Jenkins and Joshua Green.  Forthcoming.  "The moral economy of Web 2.0: Audience research and convergence culture" in J. Holt & A. Perren, (Eds.), Media industries: History, theory and methods.  Malden, MA: Blackwell Publishing.  Available in four parts on Henry's blog at: http://henryjenkins.org/2008/03/the_moral_economy_of_web_20_pa.html
4. Renee Hobbs, Peter Jaszi, & Pat Aufderheide.  2007. "The Cost of Copyright Confusion for Media Literacy." http://www.centerforsocialmedia.org/resources/publications/the_cost_of_copyright_confusion_for_media_literacy/
5. Ian Condry. 2004. "Cultures of Music Piracy: An Ethnographic Comparison of the US and Japan."  International Journal of Cultural Studies, 7 (3): 344-363 http://ics.sagepub.com/cgi/content/abstract/7/3/343
'''Why Teach Copyright?'''
In the context of this workshop, they can show how difficult it is to design an objective curriculum on the consequences of copyright infringement when even few experts have a clear picture of what the consequences of unauthorized file sharing really are.
1. Free! Why $0.00 Is the Future of Business, Wired
http://www.wired.com/techbiz/it/magazine/16-03/ff_free?currentPage=all
Wired's editor in chief Chris Anderson argues that as maginal cost of
production approaches zero for certain products, new business models
emerge that allow these products to be distributed free of charge.
2. A Change of Tune, the Economist
http://www.economist.com/business/displaystory.cfm?story_id=9443082
Developing new income sources and new standard contracts, the music
industry is adapting to today's market conditions characterized by free
information flows.
3. Fair Use Worth More to Economy Than Copyright, InformationWeek
http://www.informationweek.com/news/internet/showArticle.jhtml?articleID=201805939
The values created by fair-use industries are almost twice as high as the values created by copyright industries.
4. Recut, Reframe, Recycle, The Center for Social Media, http://www.centerforsocialmedia.org/resources/publications/recut_reframe_recycle
5. Teaching Kids About Copyright Laws, Medialoper, http://www.medialoper.com/hot-topics/teaching-kids-about-copyright-laws/
6. RIAA partnership with i-Safe a dangerous step for Internet protection, Projectopus, http://www.projectopus.com/node/5730
7. Microsoft "Teaching" Kids Intellectual Property Rights With MyBytes, Profy, http://www.profy.com/2008/02/23/mybytes/
8. The Virgin Mobile /CC case: Parents of a 16-years old sued most parties involved in the distribution of a photo of their daughter: the counselor who upload on Flickr the photo of the teenage girl, the company (Virgin Australia) who reused the photo in the commercial context, and CC, the organization proposing the license used on Flickr. http://flickr.com/photos/sesh00/515961023/ http://creativecommons.org/weblog/entry/7680 http://lessig.org/blog/2007/09/on_the_texas_suit_against_virg.html
9. Pro-copyright propaganda distributed by companies and government to school principals and parents (in french, I can make an oral summary of the worst of brochure, e.g. "digital content can't be used without consent", "software cannot be copied to be sold or offered", regardless of private use exceptions and free software: press release calling for neutrality and non-consumerism principles: http://www.april.org/articles/communiques/pr-20050419.html guide in Flash: http://www.tousconnectes.com/tousconnectes/
telechargement.htm printed guide: http://www.foruminternet.org/particuliers/actualites/deux-guides-pratiques-a-telecharger-pour-les-ados-et-leurs-parents.html
10. A video by MCPS-PRS Alliance, two royalty collection societies in the UK. http://www.mcps-prs-alliance.co.uk/about_us/Pages/Theroyaltyroute.aspx
'''Building Curricula'''
1. The University of Minnesota's "Fair Use Analysis Tool" (for adults) that could inform interactive exercises in the copyright curriculum: http://www.lib.umn.edu/copyright/checklist.phtml
2. CSPD's comic book about copyright and fair use-- it targets a broader audience, but is currently being used in many middle schools and high schools: http://www.law.duke.edu/cspd/comics/digital.php
3. For contrast, WIPO's comic book (mentioned in the further reading section of the WIPO workbook analyzed in Overview of Current Efforts): http://www.wipo.int/freepublications/en/copyright/484/wipo_pub_484.pdf and a parody of the WIPO comic: http://www.altlawforum.org/lawmedia/CC.pdf
4. Copyright Kids!, The Copyright Society of the USA, http://www.centerforsocialmedia.org/resources/publications/recut_reframe_recycle

Revision as of 13:48, 15 December 2008

Workshop objectives

Our mission for the two days is to explore, discuss, and envision new modes of teaching copyright in ways that encourage creativity, promote collaboration, and empower youth. Key to the discussion will be looking towards creating curriculum that challenges students to think critically about the ethical, cultural, legal and economic factors at play within the realm of creativity and copyright. More specifically, we aim to, 

  1. Discuss the key issues relating to copyright and social norms for digital youth today.
  2. Use this knowledge and discussion in order to frame our mission of creating meaningful, balanced, and engaging curriculum for youth in this space.
  3. Explore ways to teach copyright in a way that encourages creativity, critical consideration of behavior, and emphasizes students’ active role amidst government, corporate, and artist actors.
  4. Consider how we may create a curriculum that may translate across the Atlantic.
  5. Focus on methods and tools that are useful not only to students but accessible for teachers.
  6. Workshop Digital Natives’ initial curriculum efforts: receive critique, discuss issues, and move forward.

Understanding Youth Attitudes

1. 'In class, I have to power down' - children have been quick to grasp the joys of new technology. Why are schools lagging so far behind, asks David Puttnam http://www.guardian.co.uk/technology/2008/apr/07/digitalmusic.drm

2. 'Home copying - burnt into teenage pysche' - calls for action as study reveals 95% of young people are illegally copying music http://education.guardian.co.uk/elearning/story/0,,2074232,00.html

3. Henry Jenkins and Joshua Green. Forthcoming. "The moral economy of Web 2.0: Audience research and convergence culture" in J. Holt & A. Perren, (Eds.), Media industries: History, theory and methods. Malden, MA: Blackwell Publishing. Available in four parts on Henry's blog at: http://henryjenkins.org/2008/03/the_moral_economy_of_web_20_pa.html

4. Renee Hobbs, Peter Jaszi, & Pat Aufderheide. 2007. "The Cost of Copyright Confusion for Media Literacy." http://www.centerforsocialmedia.org/resources/publications/the_cost_of_copyright_confusion_for_media_literacy/

5. Ian Condry. 2004. "Cultures of Music Piracy: An Ethnographic Comparison of the US and Japan." International Journal of Cultural Studies, 7 (3): 344-363 http://ics.sagepub.com/cgi/content/abstract/7/3/343


Why Teach Copyright?

In the context of this workshop, they can show how difficult it is to design an objective curriculum on the consequences of copyright infringement when even few experts have a clear picture of what the consequences of unauthorized file sharing really are.

1. Free! Why $0.00 Is the Future of Business, Wired http://www.wired.com/techbiz/it/magazine/16-03/ff_free?currentPage=all Wired's editor in chief Chris Anderson argues that as maginal cost of production approaches zero for certain products, new business models emerge that allow these products to be distributed free of charge.

2. A Change of Tune, the Economist http://www.economist.com/business/displaystory.cfm?story_id=9443082 Developing new income sources and new standard contracts, the music industry is adapting to today's market conditions characterized by free information flows.

3. Fair Use Worth More to Economy Than Copyright, InformationWeek http://www.informationweek.com/news/internet/showArticle.jhtml?articleID=201805939 The values created by fair-use industries are almost twice as high as the values created by copyright industries.

4. Recut, Reframe, Recycle, The Center for Social Media, http://www.centerforsocialmedia.org/resources/publications/recut_reframe_recycle

5. Teaching Kids About Copyright Laws, Medialoper, http://www.medialoper.com/hot-topics/teaching-kids-about-copyright-laws/

6. RIAA partnership with i-Safe a dangerous step for Internet protection, Projectopus, http://www.projectopus.com/node/5730

7. Microsoft "Teaching" Kids Intellectual Property Rights With MyBytes, Profy, http://www.profy.com/2008/02/23/mybytes/

8. The Virgin Mobile /CC case: Parents of a 16-years old sued most parties involved in the distribution of a photo of their daughter: the counselor who upload on Flickr the photo of the teenage girl, the company (Virgin Australia) who reused the photo in the commercial context, and CC, the organization proposing the license used on Flickr. http://flickr.com/photos/sesh00/515961023/ http://creativecommons.org/weblog/entry/7680 http://lessig.org/blog/2007/09/on_the_texas_suit_against_virg.html

9. Pro-copyright propaganda distributed by companies and government to school principals and parents (in french, I can make an oral summary of the worst of brochure, e.g. "digital content can't be used without consent", "software cannot be copied to be sold or offered", regardless of private use exceptions and free software: press release calling for neutrality and non-consumerism principles: http://www.april.org/articles/communiques/pr-20050419.html guide in Flash: http://www.tousconnectes.com/tousconnectes/ telechargement.htm printed guide: http://www.foruminternet.org/particuliers/actualites/deux-guides-pratiques-a-telecharger-pour-les-ados-et-leurs-parents.html

10. A video by MCPS-PRS Alliance, two royalty collection societies in the UK. http://www.mcps-prs-alliance.co.uk/about_us/Pages/Theroyaltyroute.aspx


Building Curricula

1. The University of Minnesota's "Fair Use Analysis Tool" (for adults) that could inform interactive exercises in the copyright curriculum: http://www.lib.umn.edu/copyright/checklist.phtml

2. CSPD's comic book about copyright and fair use-- it targets a broader audience, but is currently being used in many middle schools and high schools: http://www.law.duke.edu/cspd/comics/digital.php

3. For contrast, WIPO's comic book (mentioned in the further reading section of the WIPO workbook analyzed in Overview of Current Efforts): http://www.wipo.int/freepublications/en/copyright/484/wipo_pub_484.pdf and a parody of the WIPO comic: http://www.altlawforum.org/lawmedia/CC.pdf

4. Copyright Kids!, The Copyright Society of the USA, http://www.centerforsocialmedia.org/resources/publications/recut_reframe_recycle

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