Intellectual Property ‘Grab’; Inside Higher Ed, August 17, 2020

Colleen Flaherty, Inside Higher Ed; Intellectual Property ‘Grab’

"COVID-19 has upended so many academic norms. Now Youngstown State University may be poised to turn another tradition on its head: faculty ownership of textbooks, articles and other nonpatentable works.

According to documents from the university’s ongoing contract negotiations with its faculty union, Youngstown State wants to fundamentally change how it defines scholarship, copyright, intellectual property, distance education and the legal term "works for hire." It also wants to introduce the concept of commercialization into the faculty contract."

How copyright law hides work like Zora Neale Hurston’s new book from the public; The Washington Post, May 7, 2018

Ted Genoways, The Washington Post; How copyright law hides work like Zora Neale Hurston’s new book from the public

"Now, according to the Vulture introduction, the Zora Neale Hurston Trust has new representation, interested in getting unpublished works into print and monetizing those archives. That’s great, from a reader’s perspective, but it also reveals a larger problem where scholarship of literature between World War I and II is concerned. It’s mostly due to the Walt Disney Co.’s efforts to protect ownership of a certain cartoon mouse. Over the years, the company has successfully worked to extend copyright restrictions far beyond the limits ever intended by the original authors of America’s intellectual property laws. Under the original Copyright Act of 1790, a work could be protected for 14 years, renewable for another 14-year term if the work’s author was still alive. In time, the maximum copyright grew from 28 years to 56 years and then to 75 years. In 1998, Sonny Bono championed an extension that would protect works created after 1978 for 70 years after the death of the author and the copyright of works created after 1922 to as long as 120 years.


This worked out great for Disney — which, not coincidentally, was founded in 1923 — but less so for the reputations of authors who produced important work between the 1920s and 1950s. Because copyright law became such a tangle, many of these works have truly languished. Here, Hurston is the rule rather than the exception. I have a file that I’ve kept over the years of significant unpublished works by well-known writers from the era: William Faulkner, Langston Hughes, William Carlos Williams, Hart Crane, Sherwood Anderson and Weldon Kees, among others. The works aren’t really “lost,” of course, but they are tied up in a legal limbo. Because of the literary reputations of those writers, their unpublished works will eventually see the light of day — whenever their heirs decide that the royalties are spreading a little too thin and there’s money to be made from new works. But other important writers who are little-known or unknown will remain so because they don’t have easily identifiable heirs — or, worse, because self-interested, or even uninterested executors, control their estates."

Sara Fine Institute presents: Christine Borgman, "Big Data, Open Data, and Scholarship": Mon Feb 29th 3.00pm - 5.00pm, University of Pittsburgh

Sara Fine Institute presents: Christine Borgman, "Big Data, Open Data, and Scholarship" :

"Monday Feb 29th 3.00pm - 5.00pm

University Club, Ballroom A, 123 University Pl, Pittsburgh, PA 15260

"Big Data, Open Data, and Scholarship"

by Christine L. Borgman

Distinguished Professor & Presidential Chair in Information Studies

University of California, Los Angeles

Scholars gathered data long before the emergence of books, journals, libraries, publishers, or the Internet. Until recently, data were considered part of the process of scholarship, essential but largely invisible. In the “big data” era, the products of these research processes have become valuable objects in themselves to be captured, shared, reused, and sustained for the long term. Data also has become contentious intellectual property to be protected, whether for proprietary, confidentiality, competition, or other reasons. Public policy leans toward open access to research data, but rarely with the public investment necessary to sustain access. Enthusiasm for big data is obscuring the complexity and diversity of data in scholarship and the challenges for stewardship. Data practices are local, varying from field to field, individual to individual, and country to country. This talk will explore the stakes and stakeholders in research data and implications for policy and practice.

Join us Feb. 29, 2016 at 3pm at the University of Pittsburgh’s University Club (Ballroom A). This event is free to attend and no RSVP is required. A reception will follow."

Panel Issues Guide to Using Copyrighted Material in the Classroom - Chronicle of Higher Education, 11/11/08

Via Chronicle of Higher Education: Panel Issues Guide to Using Copyrighted Material in the Classroom

"The guide, to be released today, is called "Code of Best Practices in Fair Use for Media-Literacy Education." The center created the guide over the course of 10 meetings that involved more than 150 educators, and it was reviewed by a panel of lawyers who are experts in fair use—the doctrine that allows people to reproduce portions of copyrighted works for purposes like teaching or scholarship...

The guide argues that discussion of copyright in education has too often been shaped by copyright holders, "whose understandable concern about large-scale copyright piracy has caused them to equate any unlicensed use of copyright material with stealing." The authors say they hope their work will help professors understand their rights better under current law...

Will a misstep on copyright in the classroom get you sued? "That's very, very unlikely," says the new guide. "We don't know of any lawsuit actually brought by an American media company against an educator over the use of media in the educational process.""

http://chronicle.com/free/2008/11/7151n.htm?utm_source=at&utm_medium=en