Copyright Literacy, Open Practice and the role of academic development
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Chris Morrison, Jane Secker
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Copyright Literacy, Open Practice and the role of academic development
- 1. COPYRIGHT LITERACY, OPEN PRACTICE AND THE ROLE OF ACADEMIC DEVELOPMENTCHRIS MORRISON, UNIVERSITY OF KENT JANE SECKER, CITY, UNIVERSITY OF LONDON SEDA CONFERENCE 14-15 NOVEMBER 2019
- 2. LEARNING OUTCOMES Definition and relevance Benefits and challenges Role of policy, strategy and staff development Embedding copyright literacy and open practice
- 3. OVERVIEW Time Activity 5 minutes Introductions to us and our work 10 minutes What are Copyright Literacy and Open Practice and why higher education now? 30 minutes Playing the Publishing Trap 10 minutes Overview of the approach at City, University of London 10 minutes Overview of the approach at the University of Kent 15 minutes Sharing your own experiences 10 minutes Final wrap up and reflections
- 7. UK game downloaded over 2,500 times from Jorum Over 11,500 hits on https://copyrightliteracy.org/resourc es/copyright-the-card-game International versions (US, Canada, Australia, New Zealand) US version of copyright card game by Paul Bond Playing Copyright the Card Game in Scotland OPYRIGHT THE CARD GAME Canadian version of Copyright the Card game
- 8. WHAT IS COPYRIGHT? Works (The things it protects) Usages (The activities it regulates) Licences (Legal use with permission) Exceptions (Legal use without permission)
- 9. QUESTION FOR THE ROOM What do the terms copyright literacy and open practice mean to you? Go menti.com and use the code 27 63 89
- 10. DEFINITIONS: COPYRIGHT LITERACY “acquiring and demonstrating the appropriate knowledge, skills and behaviours to enable the ethical creation and use of copyright material.” Secker and Morrison, 2016, p.211
- 11. DEFINITIONS: OPEN EDUCATIONAL PRACTICES “teaching and research practices that espouse openness including activities such as open teaching, the production and dissemination of open educational resources, publishing in open access journals, keeping a professional blog, and sharing of research data in online venues.” ~ Assumptions and Challenges of Open Scholarship by George Veletsianos and Royce Kimmons (2012)
- 13. WHY DOES IT MATTER? Teaching in a networked environment Rise of digital scholarship Teaching excellence and reputation Openness and equity in education Cost and commodification of education
- 14. RELATIONSHIP BETWEEN COPYRIGHT LITERACY AND OPEN PRACTICE
- 16. CASE STUDY - DIGITAL LITERACIES AND OPEN PRACTICE AT CITY Background and overview • Part of MA in Academic Practice at City (15 credits) launched in October 2018 • Informed by module: Open Knowledge in HE at University of Manchester (part of their PGCAP) • Built on experience of teaching Copyright Literacy and Open Practice teaching at the Universidad de la Republica Uruguay in August 2018
- 17. COURSE STRUCTURE 3 X teaching days • Day 1: definitions and terminology • Day 2: The digital scholar and open practices • Day 3: Embedding digital literacies and open practice 6 webinars in Adobe Connect 2 assessments • Video + 500 word reflection • Reflective essay (2500 words) on an aspect of digital literacy / openness on their academic practice
- 19. FEEDBACK FROM THE FIRST COHORT Jane had made the module interesting and relevant to my teaching. The design of the course enables good discussion to take place in the group This has the potential to be a dry topic, but Jane’s approach to teaching has made it my favourite module on the programme so far Opportunities to hear from a range of specialists outside City University of London via the Adobe Connect series. Jane is passionate about the topic, fun and interactive. The board game was educational and fun A little more supplementary guidance on Moodle about how to use media space (video uploads). Expectations around the video assignment could have been clearer.
- 20. A NEW RESEARCH PROJECT Exploring staff experiences of digital literacies and open practice at City University Group and individual interviews undertaken in summer 2019 Using phenomenography to understand the variation in experiences Interesting findings emerging on staff motivations, challenges and role of staff development
- 21. COPYRIGHT AS AN EXPERIENCE Category 4: Copyright is an opportunity for negotiation, collaboration and co- construction of understanding Category 1: Copyright is a problem Category 2: Copyright is complicated and shifting Category 3: Copyright is a known entity requiring coherent messages Morrison, C & Secker, J. (2017b). Understanding librarians’ experiences of copyright: findings from a phenomenographic study of UK information professionals. Library Management, 38 (6/7)
- 22. CASE STUDY 2 – COPYRIGHT LITERACY STRATEGY AT KENT Illustration for Instruction and the UK Higher Education Sector (Morrison, 2018) UUK/GuildHE Copyright Negotiation and Advisory Committee (CNAC): Response to UK government 2019 call for evidence on impact of copyright reforms (CNAC 2019)
- 23. MASTERS FINDINGS Examples of good practice, but inconsistently applied across the sector Tensions and difficulty of communication Issues with legislative drafting, but there is an opportunity to locate latent flexibility within the law
- 24. ACADEMIC PERCEPTIONS Were you aware that UK copyright law changed in 2014? Are you confident that you understand enough about copyright? UUK/GuildHE survey (2019) n = 464 (Kent responses n = 56) Kent: 32% Kent: 68% Kent: 32% Kent: 68%
- 25. CREATING A STRATEGY Vision Values Two-year vision? Valuing a responsible yet critical approach? To be a copyright literate institution? Acting lawfully but acknowledging the need to challenge assumptions? To take full advantage of the provisions in UK copyright law? Balancing copyright compliance with freedom of speech and academic freedom? Avoid copyright being a barrier, particularly around misunderstandings? Fostering a culture of… • Openness? • Risk management? • Community?
- 26. ACTIVITY 2 Discuss to what extend each of these approaches (creating a module and creating a strategy) might work in your institution? What is your institution’s appetite for a strategy on copyright literacy and/or open practice? Do you have an opportunity to address these issues in your academic development programme? What other approaches (including games and play) might you employ?
- 27. FINAL GROUP DISCUSSION What are the implications for academic developers? Do you need to develop a greater understanding of copyright literacy and open practice? How do we best support this at an institutional and sector wide level?
- 28. INDIVIDUAL REFLECTION What will you do after today? Who will you talk to? What do you want to find out more about?
- 29. CREDITS All content is © Chris Morrison and Jane Secker CC BY with the exception of: Slide 4: photo of Chris Morrison © Matt Wilson Slides 6-8: Copyright the Card Game images © Chris Morrison and Jane Secker licensed CC BY-NC-SA available at copyrightliteracy.org Slide 14: CC-0 from Unsplash.com
- 30. REFERENCES Cronin, C. (2017). Openness and praxis: Exploring the use of open educational practices in higher education. The International Review of Research in Open and Distributed Learning, 18(5). Gadd, E.; Morrison, C.; Secker, J. (2019). The Impact of Open Access on Teaching—How Far Have We Come? Publications, 7, 56. https://doi.org/10.3390/publications7030056 Morrison, C (2018) Illustration for Instruction and the UK Higher Education Sector: Perceptions of risk and sources of authority. Masters dissertation, King’s College London. https://kar.kent.ac.uk/73310/ Morrison, C & Secker, J. (2017a) The Publishing Trap. Available at https://copyrightliteracy.org/resources/the-publishing-trap/ Morrison, C & Secker, J. (2017b). Understanding librarians’ experiences of copyright: findings from a phenomenographic study of UK information professionals. Library Management, 38 (6/7) Universities UK/GuildHE CNAC (2019) Intellectual Property Office Call for Evidence: UK higher education response. https://www.universitiesuk.ac.uk/policy-and- analysis/Documents/2019/uuk-copyright-group-ipo-call-for-evidence-response.pdf University of Manchester (2018) Open Knowledge in Higher Education. Available at: https://medium.com/open-knowledge-in-he/about Veletsianos, G., & Kimmons, R. (2012). Assumptions and challenges of open scholarship. The International Review of Research in Open and Distributed Learning, 13(4), 166-189. https://doi.org/10.19173/irrodl.v13i4.1313 Weller, M (2011) The Digital Scholar: How Technology Is Transforming Scholarly Practice. London: Bloomsbury Academic. Available online: https://www.bloomsburycollections.com/book/the-digital-scholar-how-technology-is- transforming-scholarly-practice/ White, D. S., & Le Cornu, A. (2011). Visitors and Residents: A new typology for online engagement. First Monday, 16(9).
Notes de l'éditeur
- Define and articulate open practice and copyright literacy and their relevance to academic development Discuss the benefits and challenges of introducing open practices and copyright literacy into your institution Explore the role that policy and strategy play in helping academic staff understand these issues, and compare this to the approach of introducing a formal accredited module. Considering how open practices and copyright literacy might fit in their own institution and plan next steps.
- Jane
- Add in picture of Canadian version Chris Picture of Paul’s cards from the US
- Chris
- Add in Mentimeter poll
- Use definition from Catherine Cronin
- Teaching in a networked environment brings opportunities and threats. It involves navigating new risks which include legal challenge. Digital scholarship (Martin Weller) is here and involves developing new literacies (plug for Jane’s other session) Institutions want to be seen to be doing excellent teaching which means sharing what they’re doing as well as marking out some kind of comparative advantage in what they do. Openness in education provides an opportunity to make the world a fairer and better place. This is in line with established academic values. But the cost of education creates certain tensions. Digital provides the option for reducing costs and academics can work together to do this. But the commodification of the educational experience suggests exclusivity which works against the idea of openly sharing outputs. Copyright law, which is largely driven by commercial interests does not always sit happily with academic culture.
- Both to describe how we see this relationship. Get participants to think about it. Copyright often seen as a closed and commercially driven system, openness is often seen as the opposite. Doesn’t quite work like that in practice. HE has seen a drive towards open access, but is this the same as a drive towards open practice and there appears to be an issue with poor understanding of how copyright works. Copyright literacy attempts to fuse the philosophical consideration of copyright with practical ways of supporting teaching and research. Lecturers and researchers care about sharing their work but don’t necessarily engage with copyright law. Some also may feel protective about their work.
- Points to raise if they miss them: Copyright often seen as a closed and commercially driven system, openness is often seen as the opposite. Doesn’t quite work like that in practice. HE has seen a drive towards open access, but is this the same as a drive towards open practice and there appears to be an issue with poor understanding of how copyright works. Copyright literacy attempts to fuse the philosophical consideration of copyright with practical ways of supporting teaching and research. Lecturers and researchers care about sharing their work but don’t necessarily engage with copyright law. Some also may feel protective about their work.
- Digital, information, media literacies – frameworks and models Digital natives – visitors and residents Reviewing our own digital capabilities The Martin Weller book Making videos Embedding it using the Jisc tools and those from the OU Playing the publishing trap game =
- Jane to edit
- The overall aim of this project is to answer the following questions: What is the experience of staff who use educational technologies and how do their attitudes towards digital literacies and open practices impact on their teaching? How are staff currently supported to develop a good understanding of these literacies and practices as part of these two modules which form part of the MA in Academic Practice at City, University of London and what additional support might they need? To achieve the above aim, the project will specifically examine the following sub-questions: How do staff define terms such as digital literacies and open practice? What support do they need to develop their own (and their students) digital literacies and what is the role of EDM122 and the EDM116 module in supporting them? What attitudes do they have towards the concept of ‘openness’ in their teaching? Do they share their teaching or research materials openly and how do they make decisions about re-using others and licensing their own work? What changes might they have made to their teaching or research practices since completing the two modules and how is this impacting on their students or beyond?
- Jane
- Were you aware that UK copyright law changed in 2014? Kent: Y: 32% N: 68% Are you confident that you understand enough about copyright? Kent: Y: 32% N: 68%
- Post it note activities (or should we do another mentimeter poll so we can capture this feedback?)