Remixing Plagiarism: a #digped Discussion
February 26, 2013 | Filed in: #digped
by Sean Michael Morris
Issues of ownership, intellectual property, and plagiarism are as old as the academy itself. But new media, and the permeability of text and image within them, create dilemmas not previously faced in our classrooms, research, and professional disciplines. Today, reuse, repurposing, even outright copying can serve artistic and creative purposes; but how these practices affect the original creators of content, how they can or should be viewed by the law, and how we -- as producers and consumers of content -- make determinations of ethical behavior are active questions in intellectual and pedagogical arenas.
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Issues of ownership, intellectual property, and plagiarism are as old as the academy itself. But new media, and the permeability of text and image within them, create dilemmas not previously faced in our classrooms, research, and professional disciplines. Today, reuse, repurposing, even outright copying can serve artistic and creative purposes; but how these practices affect the original creators of content, how they can or should be viewed by the law, and how we -- as producers and consumers of content -- make determinations of ethical behavior are active questions in intellectual and pedagogical arenas.
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Of Icebergs and Ownership: A Common-Sense Approach to Intellectual Property
February 18, 2013 | Filed in: Open Education
by Robin Wharton
Instead of taking decisions out of the hands of students by establishing bright lines about what they may and may not do with their own and others' work, we should instead concentrate on the pedagogical goal of helping them hone their rhetorical awareness. As a general rule, addressing intellectual property issues as part of the rhetorical context within which students are working can help them cultivate a better understanding of discipline-specific attitudes towards ownership, sharing, and attribution. Rather than focusing on regulatory compliance, classroom discussions of copyright and intellectual property should center around ethos and the implicit and explicit obligations professional communities impose upon their members and “outsiders” who wish to communicate effectively within them.
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Instead of taking decisions out of the hands of students by establishing bright lines about what they may and may not do with their own and others' work, we should instead concentrate on the pedagogical goal of helping them hone their rhetorical awareness. As a general rule, addressing intellectual property issues as part of the rhetorical context within which students are working can help them cultivate a better understanding of discipline-specific attitudes towards ownership, sharing, and attribution. Rather than focusing on regulatory compliance, classroom discussions of copyright and intellectual property should center around ethos and the implicit and explicit obligations professional communities impose upon their members and “outsiders” who wish to communicate effectively within them.
Read More...Blurring Lines, Breaking Rules: a #digped Discussion
September 11, 2012 | Filed in: #digped
by Robin Wharton
This Friday, September 14 from 1:00 - 2:00pm Eastern (10:00 - 11:00am Pacific), Hybrid Pedagogy will host a Twitter discussion under the hashtag #digped to consider the promises and pitfalls of open source and open access learning resources. The work of students and pedagogues alike depends upon our ability to access, use, remix, and transform the texts and technologies we study. In her recent post, “Doing DH versus Doing Digital,” Lee Bessette writes, “I might not know much about coding (and only slightly more about encoding and mark-up languages) but I am getting tired of being at the mercy of the software that I use (she says while typing this in her least-favorite program ever, Word).” Bessette continues by observing how she is drawn to Digital Humanities as a discipline because it offers us “the possibility we might create interfaces and software that give us environments that critically engage with and produce what we want, rather than limit ourselves to what we’re told we can do.”
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This Friday, September 14 from 1:00 - 2:00pm Eastern (10:00 - 11:00am Pacific), Hybrid Pedagogy will host a Twitter discussion under the hashtag #digped to consider the promises and pitfalls of open source and open access learning resources. The work of students and pedagogues alike depends upon our ability to access, use, remix, and transform the texts and technologies we study. In her recent post, “Doing DH versus Doing Digital,” Lee Bessette writes, “I might not know much about coding (and only slightly more about encoding and mark-up languages) but I am getting tired of being at the mercy of the software that I use (she says while typing this in her least-favorite program ever, Word).” Bessette continues by observing how she is drawn to Digital Humanities as a discipline because it offers us “the possibility we might create interfaces and software that give us environments that critically engage with and produce what we want, rather than limit ourselves to what we’re told we can do.”
Read More...Bright Lines and Golden Rules: Copyright, Fair Use, Critical Pedagogy
September 05, 2012 | Filed in: Open Education
by Robin Wharton
The slippery semiotics of the word “fair” render fair use/dealing a murky and changeable concept. What is “fair” in one set of circumstances will not be “fair” in another. […] When I was a practicing attorney, I thought answering the question, “Is this fair use?,” with the Golden Rule, “Do unto others as you would have them do unto you,” was a pretty good strategy. Because context matters in the fair use/dealing analysis, many professionals can do a quick fairness check by asking how they might respond as a copyright owner to whatever use they might be contemplating.
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The slippery semiotics of the word “fair” render fair use/dealing a murky and changeable concept. What is “fair” in one set of circumstances will not be “fair” in another. […] When I was a practicing attorney, I thought answering the question, “Is this fair use?,” with the Golden Rule, “Do unto others as you would have them do unto you,” was a pretty good strategy. Because context matters in the fair use/dealing analysis, many professionals can do a quick fairness check by asking how they might respond as a copyright owner to whatever use they might be contemplating.
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