Guy Rub Explains that Copyright is Alive and Well…

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Guy Rub Explains that Copyright is Alive and Well…
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Benson: You are tuned in to Copyright Chat.  Copyright Chat is a podcast dedicated to discussing important copyright matters. Host Sara Benson, the Copyright Librarian from the University of Illinois, converses with experts from across the globe to engage the public with rights issues relevant to their daily lives.  Today, we have Professor Guy Rub with us remotely. He works for the Ohio State University Moritz College of Law. Welcome.

Rub: Thank you. I am happy to be here, Sara, virtually.

Benson: So today, I wanted to talk to you about a recent paper that you wrote, but first, I wanted to ask you a question that I asked all of my participants on my podcast which is, how did you get interested in copyright law?

Rub: Well you see. It happened when I did my PhD at the University of Michigan, and I had various interests there, but at some point I got interested in copyright. It’s a very complex set of rules and standards and legal principles. I like the way that it interacted with so much other stuff, with so many other areas of the law, but also with so many things that has nothing to do with the law or supposedly, nothing to do with the law, like art and movies.  So it just happened, and I like it.

Benson: OK, and I agree with you that it’s fascinating how much art and law intertwine in copyright which is always fun. So I read with interest your most recent paper titled, “Copyright Survives: Rethinking the Copyright Contracts Conflict,” which is forthcoming in the Virginia Law Review. And I often tell folks that contract trumps copyright. Is that too simple a statement?

Rub: It’s likely. It’s almost. When they conflict, you’re mostly right. Wow, that was a difficult statement to make.  Yes. When I can write the contract, and if we enforce it, that contract can override what the arrangement that are said by copyright law. That is correct.

Benson: OK.

Rub: Let me give you an example. We have an arrangement, we have many arrangements like that, in other areas of the law, and the law sets sort of a baseline, and we can agree on something else. You know, I can, between me and my neighbor, you know, the law says what right I have and what right my neighbor has, but if we agree on something else, that something else can sort of change the underlying arrangement.

Benson: Right, and so where is this copyright contacts conflict that you’re addressing in your paper, in what realm does that exist?

Rub: Well, the reason that it exists is because there are many people, and we can talk why and where they’re coming from, who don’t think that contract should always trump copyright. They believe that, you know, we can’t contract about everything, right, there’s some stuff we’ve all agreed that we can write contracts about. The easier example is, you know, slavery. I can’t write the contract that I sell myself even if it’s agreed upon. So it’s possible, at least, that what some people suggest, that some arrangements with in our corporate system should not be subject to contract, cannot, basically, in that when those two are clashing, at least in some area, some people say, you know, copyright should actually triumph, and so, if I write an agreement, that’s the argument, right, if I write an agreement that suggests that I’m waiving my fair use rights, maybe the argument is, well that’s not true. We should not let the contract trump my fair use rights. They’re unwaivable. That’s the fault of the technical term, right. So that’s where the conflict is, the conflict is, if you accept the idea that, you know, it doesn’t work that way. So fair use is the big one, the stuff that copyright does not protect, like ideas and facts, so it’s easy to say that copyright does not protect them. Who knows, it’s actually a difficult question, what are ideas, but once we identify something as an idea, it’s not protected by copyright, but, as much freedom as a want to write a contract that protects ideas or facts, that’s a difficult question. That sort of goes to the heart of the question, what do you think copyright is all about, just initial arrangement or something more than that.

Benson: This is fascinating, and I think I would agree that we shouldn’t allow folks to contract away their fair use rights, because that seems inimical to the purpose of section 107, which is to carve out that exception to copyright, and if we can easily just contract that away, that’s a problem, but how do we enforce that idea, I guess, because quite often people do it, engage in these contracts. I know, as an author, if you grant all of your rights to a publisher, for instance, in your work, you no longer personally even have the fair use rights that maybe other people can use your work for fair use, and you, having engaged in that contractual one-on-one relationship with that publisher, can’t use your work, so would you argue that that is an unfair contractual term?

Rub: So they’re ways to do that. First of all, I’ll talk about my view in a second, but those people who want a very strong copyright system that does trump more and more contractual arrangement, will have several answers. The answer is, first of all, I just might not enforce the contract as a matter of contract law. It’s against public policy maybe, or it may be unconscionable. However, the most common way in the United States to deal with those conflicts is for preemption. The argument is that, copyright, there is a technical aspect and a substantive aspect to it. The technical aspect is copyright is federal law. Contract law is state law. We know that as a general matter, when there is a conflict between federal and state law, federal law triumphs, right, the state law has to basically be preempted and not enforced when federal law answers that question. So that’s the argument, and that’s most of the litigation on this question revolves around preemption. The argument is, this state law cause of action, breach of contract, is just preempted by federal law, and therefore federal policy, basically, is to get priority over freedom of contract which is a concept coming from state law.

That’s the main issue. That’s where my paper goes. There are almost three hundred paper a decision, court opinion, that deals with that specific question.

For me, I mean, I think it’s a difficult question whether you can contract away fair use. What my researchers found was that those three hundred opinions don’t really contract away fair use. The clashes are, with one exception, that I can talk about in a second, which is reverse engineering, putting that aside, fair use is not the issue. We were afraid that fair use would be an issue, right, but it’s more innocent clashes between the two. I write the software set, I let you use the software, you can’t let another person use the software, and now you did, and now I sue you for breach of contract, right, or I’m going to tell you an idea, it’s all protected, that’s the most common one is this one. I’m going to tell you an idea for, let’s say, a movie, and you’re a movie producer, and we agree, and sometime, you place in it something explicit that that if you use the idea, you need to pay me for it, and the document is never about how much you need to pay, the argument, do I even need to pay. And you tell me, thank you very much, I don’t want this idea, and then you go around and produce the movie. Now I don’t have a cause of action in copyright law because it’s an idea, and we know ideas are not protected. Can I sue you for breach of contract? When I do, you will say, with all due respect, do we have federal policy of keeping ideas in the public domain, and therefore your cause of action for breach of contract just cannot stand. It’s inconsistent with federal policy, and that this bill, that question came up in the case that they filed, maybe. I don’t have the exact number, seventy times, but that’s roughly the number.

As a general matter, most courts say no no no, that’s fine, but that’s a difficult question, right. That’s the common type of clashes that we see in the case law. I agree that there are very difficult questions, I think if we would see agreement in which people promise not to create a parody of one another’s work, that will start to be really troubling. I can see that type of litigation.

Benson: So interestingly, you mentioned a contract about the public domain, and that to me, is one of the most fascinating thoughts is, to me, the public domain is, by definition, owned by everyone, and so you shouldn’t be able to make a contract saying, for instance, I found this book. It’s in the public domain, but now I’m going to allow you to use portions of it or for this fee or what have you. It seems, at that point, unless you’ve added any benefit, you know, anything to the work, you shouldn’t be able to contract about the public domain. Is that a correct statement?

Rub: Well, it’s a difficult question because we need to start to break down this example.  So the question that arises, if you’re telling me, I’ll give you this book that is already published, but here is all the limitations we need to agree to. The first question I would ask myself is, why would anyone agree to that?  Right. I would go to the library, and take the book.

Benson: You say this, but it happens a lot, and here’s where it happens. It happens with online digital collections of public domain materials through libraries where they have digitized, and they think that they have spent enough manpower, I guess, digitizing it that they should get a cost recovery, and I don’t personally have a problem with the cost recovery. I have a problem with them charging more than the cost recovery. Right, because at that point they’re charging for access to a public domain item that is owned by everyone.

Rub: Yeah, that’s very interesting, but they do provide a service, right, the fact that it’s available in the digital form, I mean, the physical form everybody can still get, but they provide a benefit in the digital only. I think that’s very interesting. Let me give you another example if you tell me if it sounds the same. Let’s assume that I have a Van Gogh painting in my basement. I wish, but let’s assume that, because, you know, those are worth one hundred million dollars, but if I have that, and I want to give it to a museum, now this is clearly the public domain. Those things were created two hundred years ago or more, so that that’s obviously in the public domain.

Can I have limitations? And we see it in museums, right, you go to a museum, and they tell you, no pictures in this room, and I sometimes, because when people tell me, no I usually ask a question, I asked why, and they tell me, no, the person who gave us that picture to show here, that’s the requirement that they made that we won’t let other people take a picture, and you said yeah but it’s in the public domain. So, I think you’re touching on a very interesting question, and that’s things that are in the public domain, but are difficult to access in the public domain, right, because it’s easy to access in the public domain, I would not get your contract, I would just get it myself, but when it’s something more difficult to sell, the digital file that other people just don’t have it. If I wanted to have it, I have to agree to the contract, or that painting, that I have the only painting, if you want it, that’s my terms. Yes, that’s a situation in which the item is in the public domain, but it’s not easily accessible, so the contract is basically a contract for access, right, and I think that’s the situation that we have in mind. Yes, that’s really, I mean, it’s this all the time, right, with secret information, for example, which is not exactly the same but also, you know. I have some secret information that is not protected by copyright. It’s factual information. I can give it to you only if we’re going, I mean, I won’t tell you what it is unless you agree to all those terms that I want, and yes, I think that’s an interesting and difficult question, but I think we should recognize the fact that we can ask ourselves, if we don’t enforce the contract, is this better or worse? Because some people might not give us the information, or in the example you gave, some people won’t digitize the work if they can’t use it later on, right.

Benson: Right. I think that’s true.

Rub: It’s a difficult question. I wouldn’t think, right.

Benson: Yeah.

Rub: That’s true.

Benson: I agree with you that you should be able to take photographs of the public domain painting, although I do see the one reason for not allowing, at least, flash photography is because of preservation of the actual work, right, because I think the flash can affect the work, but if they’re just saying no photography at all then at that point it becomes unreasonable in a way. Because public domain works, in my view, are really meant to be owned by everyone not by any particular person so it’s problematic.

Rub: If the person that’s has the Van Gogh his basement or in his house won’t give it to the museum unless the museum agrees to enforce those terms. So are we as a society, do we want society, I mean, maybe that’s the price we have to pay as a society to have that exhibition, but I don’t know, I mean, it’s a difficult question.

Benson: Well, yeah, it is. It is, and would they be able to get, I guess, how much contract law and copyright law conflict for instance, I wish, we could get a judge to say, no, you can’t hold on to that Van Gogh, right, that that has to go back, that has to be publicly available.

Rub: I don’t know about that.

Benson: Hey, I just wish…

Rub: I don’t know about that, Sara, this is private property, now we’re having judges…

Benson: Yeah, now, we’re getting into that yeah but that’s where we’re…

Rub: Right?

Benson: Right. That’s where we get into these issues, right, is that the museums also quite often paid a lot of money to procure these documents, maybe when they were not public domain items, and when the copyright expires, even so, they are running on low budgets, etc. So there are a lot of considerations, and yes. No, in my ideal world, public domain items would just be easy to access for everyone, but true, that’s a little unfair, right, to the people who have been collecting them when they weren’t public domain. I mean, at some point, they were protected, and they may have paid a lot of money for it, so I understand that, and there’s an inherent conflict there, and for librarians and museums and libraries, that’s also a that’s a conflict, too.

Rub: Or they spend a lot of resources getting, exposing that public domain, you know, think about lost piece of art or archaeologists who are just digging somewhere. I mean that person cannot know of copyright before they find, although, there’s a pretty separate issue about that, but as a general matter, they cannot, but that doesn’t mean they should have no rights whatsoever because then they won’t do the work.

Benson: Oh yes, that is the inherent conundrum between fair use and creator’s rights, as well, right, is that we have to have an incentive, or else no one will do anything, and so if fair use eats up everything, then no one would create things, so. Well, this has been really interesting conversation. It doesn’t come up too often in my work in terms of preemption, but I found it really useful as a thoughtful exercise, so I thank you so much for engaging with me about this topic today, and I really encourage everyone listening to read the paper when it comes out in the Virginia Law Review. It’s a worthwhile read, and it’s very well thought out. Thanks for being on the show today.

Rub: Thank you, Sara, I really appreciate it. That was a really, really engaging and fun conversation.

Music credit: http://www.bensound.com/royalty-free-music

Lisa Hinchliffe Connects Copyright and Info Lit

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Lisa Hinchliffe Connects Copyright and Info Lit
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Lisa Hinchliffe

Benson:  Today’s episode of Copyright Chat features Lisa Hinchliffe, colleague of mine at the University of Illinois Library, coordinator of Information Literacy Service and Instruction, full professor, and chair of the IFLA Information Literacy Section. Thank you for being here, Lisa.

Hinchliffe: Thank you for having me.

Benson: So you recently co-organized an offsite meeting at IFLA 2017, titled “Models for Copyright Education and Information Literacy Programs.” Can you tell me a little bit about why you organized that program?

Hinchliffe: Sure. It was a really very successful program. I’m really proud of it I co-organized this with my colleagues Janice Pilch, who’s a faculty member at Rutgers library, and Tom Lipinski, who is the Dean of the iSchool at the University of Wisconsin at Milwaukee.

Collectively, we have an interest in making sure that everyone who’s using information understands the way that copyright impacts the work that they do, but then, a special angle of this particular program was to look at the ways that libraries educate users around copyright, through primarily, of course, our information literacy programs. So we are able to look at the question of, you know, how do we make sure through staff training and development that library workers are aware of copyright, fair-use related issues, but then also how are we passing those along to the people that we are responsible for educating, often undergraduate students, but also graduate students, post-docs, faculty, staff–there’s so many people who are seeking that kind of guidance on information literacy­­. They’re seeking that kind of guidance on copyright, and that we are able to serve them through our information literacy programs.

Benson: So when you originally proposed this conference, offsite session of IFLA, was this a natural connection between copyright and information literacy that others saw, or was this something that you had to kind of make apparent to others in terms of the connection that you saw between the two?

Hinchliffe: Sure, actually, we were quite pleased to see that it was not difficult to explain the importance of bringing these two issues together at all. The way IFLA works is a group will make a proposal that they want to hold such an offsite meeting, and as that proposal is reviewed, the review committee will often encourage them to participate and engage other groups in IFLA, and so the copyright and other legal matters committee of IFLA had wanted to do something around copyright education, and as that proposal was reviewed, they were encouraged to talk to the information literacy section. And it was no question at all within the information literacy section that we wanted to engage in this, because we know that libraries and librarians are engaging in the issues of copyright education as part of their information literacy programs, whether it’s the most sort of, if you will, sort of the routine of the importance of siting your sources, up to, of course, our more robust scholarly communications information literacy programs that particularly have an emphasis, for example, on making sure that scholars understand their rights as authors and as copyright owners. So there was no question. I think everyone saw both the natural fit for these groups to work together, but also, I think, the increasing importance of making sure that we are talking across what can be library silos. You know, the scholarly communications copyright unit may or may not be organizationally connected to the information literacy education team, and I think through this program we are able to help see the importance of forging those partnerships within a library as well as within the profession as a whole.

Benson: And do you see a need for additional conferences that have an international audience in terms of copyright, because I’m familiar with a United States copyright conference, the Kramer Conference, but I’m not familiar with an international conference, so this was rather unique in that aspect.

Hinchliffe: Right, I think that, you know, IFLA is often that site where we bring these different national perspectives together, regional perspectives, and I, for one, really value the way that coming to understand how librarians in other parts of the world are engaging these issues can often inspire me to see my own work in a different way, and I think we saw that at the offsite meeting. So it is, of course, the case that we all work under different legal regimes with our national laws, but I think we also know that increasingly intellectual property is being addressed and affected by many of our global organizations. WIPO obviously comes to mind as a very important one. So I think it is valuable for us to see, not just how we do things locally or nationally, but also how those same issues are playing out in other countries, not the least of which is now, it’s very easy for our users in the United States to be accessing content that is produced elsewhere in the world, and that may have interesting effects. I use the word “interesting,” could be “difficult,” or “challenging” issues for us to help them resolve around what kinds of rights and responsibilities they have if they want to use those materials. So I think this kind of international dialogue and exchange is very very critical. There’s already been quite a bit of conversation about asking, you know, is there a way to continue this conversation within IFLA, and I’m quite hopeful that we’ll see a path forward over the coming years to continue that at IFLA, but I also think this may have sparked some desire to do some programming at more of a regional level. So perhaps we’ll see some things happening in Western Europe, perhaps in other parts of the world.  So I think it’s important not to only have national and then IFLA, but also look at when regional programming makes some sense as well.

Benson: I think that’s a good point, and it seemed to me that it was interesting to just see a variety of different perspectives about copyright, because I get kind of caught up in the United States perspective so often that you don’t realize how varied the differences are in terms of whether people like the concept of fair use, for instance, which I’ve always kind of taken for granted. And there’s actually quite a debate on the international scene regarding that. So is there anywhere that folks can find out more information about the offsite session, is there a website they can go to? Where can people look to find more information if they weren’t able to attend IFLA?

Hinchliffe: Sure. So, as you said, the name of the off-site session itself was, just to repeat it now, “Models for Copyright Education and Information Literacy Programs,” and with many of your users or your listeners to this Copyright Chat being librarians, I know that they can use Google to find that on the IFLA website. But at this point, I also want to mention that over the coming months, we’ll be depositing, inviting our scholars who presented at the conference to deposit their work within the IFLA library, so hopefully we’ll see the powerpoints from the presentations deposited in the IFLA library where everyone will be able to access them. And then, we are working on publishing a special issue of The Journal of Copyright in Education and Librarianship, which will be working through the peer review process and the like, so that peer review process and submission process will happen this fall, and so hopefully we’ll see that issue come out early next year in 2018. That journal itself is an open access journal, and so we’re really pleased to have been able to create a partnership with them with the memorandum of understanding, so that the work can continue to be propagated through that scholarly forum as well.

Benson: Great! Well, I thank you for joining me today. I hope if any of our listeners have any questions about the conference that they will find you on the University of Illinois Library website, and they can certainly filter questions through me as well. And I look forward to reading that special issue.

Hinchliffe: Thank you, Sara, it was a pleasure to talk with you today.

 

Music credit:  http://www.bensound.com/royalty-free-music

Professor David Nimmer Discusses Juries and Fair Use

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Professor David Nimmer Discusses Juries and Fair Use
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David Nimmer

Copyright Chat welcomes Professor David Nimmer to the show.  Professor Nimmer is of counsel to Irell & Manella LLP in Los Angeles, California. He also serves as Professor from Practice at UCLA School of Law and Distinguished Scholar at the Berkeley Center for Law and Technology. Nimmer has authored and updated Nimmer on Copyright since 1985.

Benson: You are tuned in to Copyright Chat.

Copyright Chat is a podcast dedicated to discussing important copyright matters. Host Sara Benson, the copyright librarian from the University of Illinois, converses with experts from across the globe to engage the public with rights issues relevant to their daily lives.

Today, Copyright Chat is pleased to host Professor David Nimmer. David Nimmer is of counsel at Irell and Manella LLP in Los Angeles, California. He also serves as a Professor from Practice at UCLA School of Law and Distinguished Scholar at the Berkeley Center for Law and Technology. Since 1985, Professor Nimmer has authored and updated Nimmer on Copyright, the standard reference treatise in the field.

Today, I have Professor David Nimmer with me on Copyright Chat. He is here remotely. Thank you for joining me today.

Nimmer: It’s a pleasure to be here.

Benson: So Professor Nimmer, as I understand it, you’re working on an article about fair use as a jury issue. Can you talk a little bit about that?

Nimmer: Yes. Classically, fair use is one of the defining features of copyright law and in order to give a definition, we need to have judges tell us what the parameters are of fair use and ultimately, we need the U.S. Supreme Court to tell us, and fair use is the issue that has been most litigated at the Supreme Court level.

In fact, there have been four decisions that have talked about fair use. So those decisions are typically a pronouncement by district judges, and then they get reviewed by circuit court judges who typically reverse what the district court said, at least in the context of cases that have gone up to the U.S. Supreme Court. And then at the U.S. Supreme Court level, they are in turn reversed, so we’ve seen that at least three times, that district court says one way, court of appeals reverses, then the Supreme Court reverses that. So those are a bunch of judges giving us their determination of fair use, and once we have enough definitive pronouncements from precedential courts, we can say what fair use is.

But the irony in it though is that fair use unfolds in a copyright infringement trial, and classically, both sides are entitled to trial by jury, so one would think that this is really an issue that should be decided in the first issue, by the first impression, by jurors rather than by judges so I’m talking about that anomaly in the law.

Benson: That’s an interesting proposition, and are most fair use cases decided by judges because a bench trial is requested or because they are decided on summary judgment?

Nimmer: Well, they can be decided by a judge for one of several reasons. First of all, it could be that it’s a motion for a preliminary injunction. That gives rise to a lot of these decisions, and so that’s an early stage in the proceeding at which there’s only a judge, there’s no jury. Second, even if the case proceeds, it could be a motion for summary judgment, in that both sides agree that the facts are not contested. Plaintiff says, I’m right. Defendant responds, no, based on those uncontested facts, I’m right, and then it’s up to the judge to decide it.

But, sometimes, the issues percolate along, and then they are presented to a jury for resolution. That’s exactly what happened in one of the major copyright cases that is now pending: the case of Oracle America versus Google. In that case, the allegation is that Google copied APIs, applications program interfaces, that are needed for compatibility with Java, and Oracle said, we’re the owner of Java, you copied thirty seven of our APIs, you’ve committed copyright infringement. First, the district judge said the APIs are not subject to copyright protection. That was reversed by the federal circuit, which said there has to be a trial. But then, when they set a trial, they said there were contested issues of fact, meaning that there has to be a jury that’s going to resolve the issue. So this is a very very celebrated case that led to a jury determination regarding fair use.

Benson: And what do you say to folks who think that fair use is hard to understand even for judges, let alone juries?

Nimmer: Well, fair use is very hard to understand for judges. In fact, there was a lovely opinion by Judge Newman some decades ago in which he said, I find the copyright and trademark cases very difficult to understand, so I can only imagine how difficult it is for jurors to understand it. And the reflections are very apropos. When a jury is being asked to decide one of the core issues of copyright law, such as, is the defendant’s work substantially similar to the plaintiff’s work, or did the defendant make a fair use of the plaintiff’s work, the jury has two challenges. One is to understand what the facts are, and two, to understand what the law is. And the jury is not even trained in the law, so they simply have to go based on these things called jury instructions, which is a long, confusing recitation that the judge makes to them to try to explain to them what the law is. So, it’s terribly daunting.

Benson: And so what is your conclusion about fair use as a jury issue? Are you more studying it in terms of how many times it’s been a jury issue, or what the issues are that juries face? I mean, I’m just trying to guess at your conclusion here, I suppose.

Nimmer: I’m trying to look at, why is it that, in this case, Oracle v. Google, there’s been a jury determination of fair use, and how rare is it? So, my research indicates that it is not altogether unusual, I would say, it is something that does not happen all the time. But this is far from a one off to have the jury decide this case.

In my own experience, I once defended Compaq Corporation on appeal before the Fifth Circuit Court of Appeals. And that was a case in which there was a jury trial, and the jury came back with a multiple verdict, on behalf of the defendant, my client Compaq Corporation.  It said that what was done was fair use, and therefore the defendant wins, but it also said that various other defenses applied, such as that there was estoppel, that the plaintiff could not complain because the plaintiff had lulled the defendant with inactivity. And also that there was a license that the plaintiff had essentially agreed. So in that particular case, there were many many disputed facts at issue that required a jury, and for that reason, it was a dilemma. On the one hand, the judge wants to define what the law is and to make a determination of fair use, but on the other hand, that would just be hefting off one disputed issue for resolution without the benefit of all the others, so the judge reasonably said, I’m going to let the jury look at all of these issues, and the jury then came back on behalf of the defendant on all those bases. So it sometimes happens that there needs to be a trial on fair use because there are multiple issues.

The further question, though, arises: what if there’s only the defense of fair use? What if that’s the only matter that essentially is going to require resolution? Are there disputed facts there that require a jury to decide it? Well, any time that there’s a question of history, disputed historical fact, did A shoot B? Did C agree to deliver widgets to D? When one party says yes, and the other party says no, those are disputed issues of historical fact. And when those are an issue, then it’s up to the fact finder to make the determination, and in our system, that means it’s up to the jury. So sometimes that does happen.

Now, that could happen rarely in a fair use case. I’ll give you an example. Let’s say that the allegation is the plaintiff says, I own a literary work, and the defendant performed it without authorization, that the defendant dramatized some portion of my literary work. It would only happen on one occasion. There could be a disagreement as to how much it was. The defendant could say, oh I only spoke ten lines that the plaintiff wrote, and the plaintiff could say no, I was in the audience, and I heard him say at least fifty lines. So that would be a dispute of historical fact. And the third factor of fair use is, what was the amount and substantiality of the use? And so the fact finder would have to make a factual determination in order to resolve that fair use case. So I’ve just given you an example of a possible instance in which there could be a live dispute of historical fact that requires a jury, but I had to be somewhat belabored to come up with that. Most cases are not for a one-off performance, and so most cases do not have a reasonable dispute as to how much of the plaintiff’s work the defendant actually copied.

So the further question comes, where is there a dispute of historical fact such that the fact finder needs to resolve it? Well, in Oracle v. Google, there is a lot of back and forth a lot of dispute as to who authorized what, but that does not really go to fair use, that goes to a separate defense of license. So I don’t think we needed to have a jury because of that.

Okay, so now the further question becomes, why on earth did we need a jury? Well, there are many many aspects of fair use, and let me just talk about two now. One is how transformative is the use? In order for there to be extreme transformation, the defendant has to do something that the plaintiff did not intend, did not the write to work for. For instance, if the plaintiff writes a letter, and then that becomes transformed into the basis of a song or the basis of a commentary about anomie in the early twenty first century. It’s possible that the use is transformative. It’s not what the plaintiff intended. Conversely, if the plaintiff who wrote a song, and the defendant decides to put a song in the middle of her musical and that song is the plaintiff’s song, maybe it’s being used for the same purpose. So there could be disputed issues of fact as to transformation. And that goes to the first fair use factor: what’s the purpose of the new use? How transformative is it? A jury could be called upon to decide that.

And the second thing I’ll talk about is the fourth factor of fair use, which looks to the potential market so in that case, the jury has to decide, the fact finder has to decide, what is the potential market? If the plaintiff wrote a song, what is the potential market for that song? Is it only for musicals, or is it any time musical entertainment is desired, including at restaurants? Or does it go even further? Let’s say the song is copied by Shazam, which just identifies music. Is that within the potential market of the plaintiff work, or is it outside of it? Well, the fact finder could be called upon to resolve that. So for all these reasons, in some cases, it could be requisite to have a jury to make a determination of fair use. The Federal Circuit decided in this case, that a jury was needed on remand to decide the question of fair use by Google of the API’s. And the jury did come back, and it made a determination that it was fair use, and that case is currently on appeal for a second time to the Federal Circuit Court of Appeals.

Benson: I wonder, given this discussion of the jury in fact finding, what your feeling is about the jury instructions themselves? Because I’ve noticed that in some court cases, the judge has been assigning a particular percentage to each factor of fair use, for instance. Is that something that you think is appropriate in a jury instruction, or should the jury just be told to weigh the four factors? Or they just have to figure out the facts, and then the judge weighs the factors? How does that work out?

Nimmer: Well, if the jury is being asked to make the determination, then the jury is going to have to do the weighing, not the judge. And it strikes me as a bad idea to say give x percentage to factor one and give y percentage to factor two. Instead, the interplay of the four factors is an essential ingredient in their application, and so the same fact finder who’s going to make the determination under the factors also has to make the determination as to how much weight to give to each one.

Benson: Oh, I agree with that. Do you think in non-transformative uses the fourth factor should weigh more heavily, in general? If it’s just pure copying?

Nimmer: You know, I hesitate to make a blanket pronouncement, but obviously the more transformative the use, the stronger it is under the first factor and the stronger is on the fourth factor because it’s transformative, so therefore the plaintiff presumably did not have his or her eyes set on that particular potential market. But no, every fair use case has to be evaluated under it’s own merits so I would not want to make a blanket pronouncement about the fourth factor in non-transformative cases.

Benson: I find all of this really fascinating. I think it will be interesting to see if we have more jury cases on fair use, what different jury instructions are available, and how the juries are weighing the facts, and I really look forward to reading this article so thank you for joining me today, and do you have a placement for your article where we can look for it?

Nimmer: Yes, it’s going to be in the Harvard Journal of Law and Technology. My friend and colleague Professor Peter Menell of Berkeley has written a very long and wonderful treatment of the Oracle v.  Google case, and a number of us are writing reaction pieces. My reaction piece has to do with the jury decision as to fair use so the entire issue should be of interest to your readers.

Benson: Perfect, well, I will look forward to that issue, and again, I really thank you for joining me today.

Nimmer: My pleasure.

 

Music credit:  http://www.bensound.com/royalty-free-music

Sara Benson’s Take on GSU Copyright Case

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Sara Benson’s Take on GSU Copyright Case
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Sara BensonYou are tuned in to copyright chat.

Copyright chat is a podcast dedicated to discussing important copyright matters. Host Sara Benson the copyright librarian from the University of Illinois converses with experts from across the globe to engage the public with rights issues relevant to their daily lives.

Welcome to copyright chat. Today I actually do not have a guest with me. Today I’d like to speak with you a bit about the recent Eleventh Circuit oral arguments in the case of Cambridge University Press versus Patton.

If you’re not familiar with the case it has been ongoing for around eleven years. It started when Georgia State University adopted a policy which according to a professor who testified at trial routinely allowed professors to post digital copies of excerpts consisting of up to twenty percent of the work without obtaining a license from the copyright holder on course web pages. In 2009, the university adopted a new copyright policy requiring a fair use checklist to be completed before uploading e-reserves. The university was sued by Cambridge University Press Oxford University Press and Sage publications with funding provided by the Copyright Clearance Center.

In the original district court opinion from 2012, the district court found that GSU prevailed on all butof the 99 copyright claims which were at issue when the trial began.

The district court found that the copying was mostly justified by fair use except in thoseinstances. That holding was appealed to the Eleventh Circuit Court of Appeals where the case was reversed and remanded. The Eleventh Circuit found that not enough weight was given to the fourth factor, which loomed large according to the court in cases of non-transformative Fair Use. It also found that the approach of the district court giving each factor of fair use equal weight was not warranted. The district court on remand again found in favor of GSU noting on further consideration that there was little evidence of lost market value for the licensing in those cases– in other words– looking at the entire marketplace for licensing the plaintiffs are making very little proceeds on the works at issue. 

The Eleventh Circuit just held oral arguments and took issue again with the findings of the district court but did not issue its opinion in the case just yet. In the oral arguments the court took issue with how the lower court attempted to address the fourth factor and again stressed that a non-transformative cases the fourth factor is more important.

Here are some of my thoughts about the Eleventh Circuit oral arguments.

Do I think this case is likely to be remanded again? Yes, sadly I think so. 

But will the ultimate outcome likely change?  I don’t think so.  The district court analysis has each time been thorough and fair and has found in favor of GSU.

Should the fourth factor be more important in all non-transformative fair use cases as suggested by the Eleventh Circuit?  In my opinion definitely not. Each case of fair use must be evaluated on its own and the factors weighed appropriately in the old course pack cases the copying was made not by individual professors but by copy shops like Kinko’s who are making a profit off of the sale of the materials.  Those cases are easily distinguished from the case at hand where individual professors are making the copies for purposes of nonprofit educational use and are accepting no payment whatsoever.  Thus, if every case of non-transformative fair use were treated the same it would be much more difficult to distinguish these cases.  But, as I noted, they are very different and judges and juries need to have the flexibility to analyze the case at hand and not be burdened by strict rules such as those proposed by the Eleventh Circuit.

What about the way the Court determined whether the marketplace would be substantially harmed by the copying (was it fair?)  In this instance I think the district court was completely fair. The court looked at the evidence over the past five years of the total licensing paid for each book copied. This is eminently reasonable.  The attorney for the publishers argued that this is like a new licensing marketplace where publishers could be analogized to streaming services for music for instance how could you anticipate back in say 1999 that there is soon be availability of streaming licenses for music.  There’s  a major flaw to that argument– e-reserve services have been around for years if there was a harm to the market we would see it in the fees paid to the publishers and their total licensing for each book. Presumably earlier on the fees would be the greatest and the longer e-reserves were around the fees would get smaller and smaller as more professors put materials on course web pages without paying licensing fees. No such trajectory was demonstrated by the publishers. In fact many of the books that they excerpted from had very few licensing fees at all or zero in many years.  What that means is rather than supplanting the marketplace for these book excerpts there is indeed no marketplace for these books excerpts that’s being supplanted at all. Mostly,  professors are either requiring students to buy the entire book, which was demonstrated in the license in the fees paid for the books themselves, or they weren’t using the books at all.  It seems that the GSU  assignments were not the norm, but rather the exception and therefore don’t make good policy out of that kind of a decision on fair use.

Those are my two cents about the oral arguments from this case and  I’m really curious to see if you agree or if there’s any other kind of discussion that we should engage in.

Feel free to send me an email at srbenson@illinois.edu to let me know your thoughts and thanks for listening.

Music credit: http://www.bensound.com/royalty-free-music

Busting Common Copyright Myths with Gordon Speagle

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Busting Common Copyright Myths with Gordon Speagle
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Gordon SpeagleSara: Welcome to the podcast! Today we have Gordon Speagle with us. Hi, Gordon!

Gordon: Hi, Sara! How are you doing today?

Sara: I’m doing great. Today we’re going to myth-bust. Specifically we’re going to bust some copyright myths. Are you ready for that, Gordon?

Gordon: I’m ready to bust away, Sara.

Sara: Great. Well, can you tell our listening public a little bit about yourself?

Gordon: My name is Gordon Speagle. I’m an academic advisor at the College of Engineering at the University of Illinois, and I stay away from revolving doors.

Sara: That’s a good idea. Now, do you know anything about copyright?

Gordon: I know you can run afoul with copyright rules if you’re not paying attention.

Sara: Okay, so you basically know nothing about copyright. This is what we’re trying to communicate. In this game, I tried to recruit someone who did not know too much about copyright in order to see what the general public might think so we can myth bust. How does that sound?

Gordon: Sounds great. You found a wonderful willing and ignorant individual to have on the podcast.

Sara: Perfect! So this game is called two copyright truths and a lie. I’m going to read three statements for you, and you need to decide which is the lie. Pretty simple, right?

Gordon: It is.

Sara: Well, let’s practice on something totally unrelated to copyright. Which one is the lie? The sky is blue. The night sky is rainbow-colored. The grass is green.

Gordon: Hm…cue the jeopardy music.

Sara: This one’s tricky.

Gordon: As much as I’d like it to be true, I’m going to go with the second option is the one that is not true.

Sara: Correct. So now that you know how to play, let’s try some copyright related statements. First, if I scribble on a piece of paper, that’s generally enough to create a copyright. Second, anything that is on the unrestricted World Wide Web is free to use because the owner has waived copyright. Or three, I have the option to put a copyright symbol on my work if I want to.

Gordon: Hm…I would say that number one is going to be false.

Sara: This is why I love you, Gordon, because you’re completely incorrect. But, but this is a common copyright myth. Actually copyright is really easy to obtain. All you need to do is fix something, which means write it down or record it, that is minimally creative. And minimally creative is at a really low bar, so some of your child’s artwork likely works, and I don’t mean scribbling by just creating a few lines, but anything resembling artwork is copyrightable. The thing that most people think is true is that anything on the unrestricted World Wide Web is free to use because the owner has waived copyright, but that’s just not true. And I do want to bust that myth. Even if it doesn’t look like it’s copyright protected, even if it’s easy to access and it’s open to access, it doesn’t mean that they have somehow waived copyright protection. So we’ll get more into the weeds on that one later. Let’s go to another round of “do you know the copyright myth.” So first, I have to put a copyright symbol on my work to have a copyright. Second, everything before 1923 that was published in the United States is in the public domain and free to use. Or third, another important thing to consider when assessing copyright is licensing.

Gordon: Hm, let’s see. I’m going to go with number two, I believe is false.

Sara: Again, my favorite person in the world is Gordon Speagle right now because that’s wrong actually. But it’s really good to know this, right? Because public domain works are things where copyright has expired, and anything before 1923, if it was published in the United States, is free to use, unless under copyright terms. That’s a wonderful thing for people to understand that they can even sell things, like images and things like that, from pre-1923. The common myth here is that folks think that they have to put a copyright symbol on their work in order to have a protected copyright, and that is not true. You do not have to do any kind of formality anymore. That actually was abolished in 1989 when we joined the Berne Convention. And so we have a copyright on that scribbled piece of artwork on the paper, even if I don’t put the copyright symbol on it. All right, let’s go to another round.

Gordon: Sara, you’re blowing my mind this afternoon.

Sara: I’m so glad! Hopefully our listeners at home are also being blown away right now. All right, number one, I have to register my work with the copyright office to sue someone for infringing my copyright. Number two, if I record a song, I should mail myself a copy of the CD or other recording via registered mail to have a date stamp of creation when I need to enforce the copyright. Or three, even email messages can create copyrighted works.

Gordon: Hm…I’m going to say number two. I would say that seems to be a myth.

Sara: That is right. You finally got one. Congratulations! We threw you a bone here! So, you don’t have to register your work in order to have a copyright. As we noted earlier, you don’t have formalities. But if you want to sue someone in court, you do have to register it. So that’s the sort of catch-22. You have to register it before you sue anybody. And this whole myth of mailing yourself—I guess this is common in the music industry and something people say recently. It’s not something you can’t do, but you don’t have to do that. In fact, a lot of times people are creating digital works now, and they’re date stamped down to the second. So you don’t need anything further than that to prove when you created the work, right? Because copyright attaches from the time of creation. And so, a lot of folks think they need to do this. They’re wasting their money on that certified mail, but if it makes them feel good, let them do it. All right, another round. One, there is a general copyright exception for teaching. Two, fair use is a right. Or three, if someone emails me asking me to take something off of my website, they first have to do a fair use assessment to make sure my use isn’t a fair use.

Gordon: Hm, I want to say that number one is false.

Sara: You are getting good at this, Gordon! You’re on a roll here. That’s right. You can use fair use for teaching, and there is an exception for teaching, but it is not a general, catch-all, broad exception. It is more specific and limited, and it’s specifically for face-to-face teaching in a college or other designated area for teaching, like an elementary school classroom or a college classroom with students enrolled in the course. At that point, there’s a fairly broad copyright exception, but it’s limited to those spaces. All right, so you’re getting better. Fair use is a right; it’s also an exception to copyright protections. And the third one, I thought I was trying to trick you there, but there’s some case law on that. If you send someone a notice telling them to take something off their website, there’s a famous dancing baby case called Lenz where this baby was dancing on YouTube to Prince music, and Prince directed his folks to go after everyone who was using his music without permission. The woman said no, I’m not taking this video off of YouTube because it’s fair use, and the court said yeah, they should have done that fair use assessment before they sent that takedown notice. So that’s a really interesting thing, and you got that round right! And that was a tricky one, so you should pat yourself on the back here. All right, so here’s another round. We’ve only got two rounds to go, I’m just letting you know because I know this is hurting your brain. One, John and Sue co-author a work. Now Sue tells me that I can publish the work on my website, so I put it on my website because I legally can. Two, I want to show a movie in an after-school club. I play a copy of a DVD that I own, and that is legal. Or three, I want to show a movie during class. I play a DVD I own, and that is legal.

Gordon: I’m going to say that number two is false.

Sara: You’re myth busting all over the place here. That’s right because we just talked about the face-to-face teaching exception. It doesn’t apply to after school clubs and things like that. It applies when you’re showing a movie during class with students, so number three is correct. Number one, the default rule under copyright is that joint owners own 100% of the work. Now they have to split any fees halfway, but if one of them gives you the permission to put it up, you’re totally welcome and within your rights to do that even without seeking permission from the second author. Now, I would note that maybe ethically, and if you’re doing business with these folks later, you may want to consider asking the other author, but legally you don’t have to. All right, this is the final round. This is going to determine if you win or lose, because I think you might be even right now.

Gordon: I think I am.

Sara: I think you’re even, so the pressure is on whether you’re going to win at myth-busting or not. Number one, when making e-reserve copies of a copyright protected book, you can only copy ten percent of the book without paying a fee. Number two, the more transformative the use you intend to make of the copyright protected work, the more likely it is a fair use. And number three, if you’re getting money from your use of a copyright protected work, it is less likely to be considered a fair use.

Gordon: I would say that number three is false.

Sara: Oh you were so, so close. You lose at myth-busting, but you win at helping me educate the public, so we’re all winners today. The first one is actually incorrect because that is a common myth. It was grounded in the Circular 21 guidelines from the US Copyright Office, so the copyright office is to blame here. I guess I’m going to make some enemies right now, but in those guidelines they state —they do say they’re not hard and fast rules, but unfortunately some people have interpreted them as such, and when they’re taken as such, that’s just not right. Fair use is very flexible and is not based on any particular percentage, and courts have said that. Now, if you’re getting money from your use of a copyright protected work, it is less likely to be considered a fair use, but it doesn’t mean it isn’t one, right? Because we know from Google books for instance, they’re a money-making entity, and they put those books that are copyright protected online for snippet viewing, and the court has held that that is a fair use. iI’s just less likely. And of course, we do all agree that the more transformative your use, the more likely it is a fair use because you are creating something new, and you are using the work in a way that’s different from the way it was intended. So you’re usually not trying to supplant the market value for the original work. Well, this was a pleasure. I hope that the audience learned something today. Gordon sounds like he did.

Gordon: Sara, this has been an enlightening and a stimulating afternoon.

Sara: Well I’m so glad and really appreciate you coming out, and if I ever find any folks with some engineering based questions, I will send them your way.

Gordon: Send them my way.

Sara: All right, thanks to everyone for listening.

Music credit: http://www.bensound.com/royalty-free-music

Jane Secker’s Got Game . . . Copyright Game

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Jane Secker’s Got Game . . . Copyright Game
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Jane SeckerDr. Jane Secker is a Senior Lecturer in Educational Development in the Learning Enhancement and Development (LEaD) Department at City University of London

Sara: Welcome to an episode of Copyright Chat. Today, Copyright Chat is pleased to welcome Dr. Jane Secker, the Senior Lecturer in Educational Development at City University of London. Thanks for joining me today!

Jane: Thank you for inviting me, Sara!

Sara: I just wanted to begin by asking you, how did you get involved in copyright?

Jane: Okay, it goes back a little way, really. I did my PhD in the late nineties. I was really interested in digitizing collections and the implications of digitizing newspapers, and when I finished my PhD and was looking for work, there were a lot of digital library projects that were out there. My second job was at University College London (UCL) where they had a project to look at digitizing course materials. It was published extracts of books that were clearly in copyright, and they said, “Oh, you’ve worked on lots of digitization projects; you understand this, you must understand copyright.” And what was interesting was that I’d mainly dealt with historical materials out of copyright. In fact, I didn’t know that much about it, and I was very interested to find out more and through the course of that project found out a huge amount about how that was being managed in the states at the time. I was interested in all the electronic reserves projects and the work that was going on — that sort of work wasn’t happening at the time in the UK. And it kind of went from there. One other thing of why it intrigued me was that I found early on it was a subject lots of library staff didn’t seem to like very much. They wanted to avoid it, and that intrigued me.

Sara: You don’t have a law degree, is that correct?

Jane: That’s correct; no, I don’t have a law degree.

Sara: I think it’s an interesting point that you don’t need a law degree to understand copyright law. Would you agree?

Jane: I think I would agree. I think having a good understanding of how the law affects libraries is really important when we work in this field. I was very fortunate; I worked in the early days at LS with a law librarian a lot who also was teaching copyright with me, and so I think that gave me a bit of an understanding of how law works, the kind of case law, and how that relates to legislation. I didn’t have any kind of formal training in that area. I think that sort of background and being friends with the law librarian was really helpful to me.

Sara: I saw your presentation at ACRL in Baltimore, and it seems that one of your passions is copyright literacy. So how did you get involved in copyright literacy, and what are you working on right now?

Jane: Okay, so I’m really interested in information literacy and the teaching that librarians do to help students but also information literacy in its broadest sense about helping people get access to information and how to use, evaluate, and find it. There are all sort of aspects of information literacy, and I’ve been going to the European Conference of Information Literacy for a number of years. Three years ago I was at the conference and attended a presentation about Bulgarian research by a lady, Dr. Tania Todorova. She’s a lecturer in one of the library schools in Bulgaria, and she’d started this copyright literacy survey, which was to find out how much librarians knew about copyright to find out what areas of education they needed to know more about—so how much had been covered in their degree and how much they wanted to continue to learn in professional development. She was asking people to participate in the second phase of the research, and so I spoke to my friend Chris, who is a copyright officer at the University of Kent. I said, “Would you like to run this survey with me?” If we’re going to do it properly, it’s quite an undertaking to get as many librarians in the UK to fill this in, and it covered people who worked in museums, archives, galleries. He had a lot of contacts in that field. Together we managed to get over six hundred people to reply to our survey, which gave us loads of great data, but because it was quite a quantitative survey with a lot of closed answer questions, it left a lot of answered questions we wanted to find out more about. It did reveal the huge range of topics that librarians wanted to find out more about. Something that we started working on was this idea of how to teach librarians about copyright in a way that’s a bit more engaging. Traditionally thought of, or what some people said in the survey, is that it’s a dry subject. That’s not my style when I teach; I try to make things more lively, and that led us to thinking about gamespace learning and working on a card game to teach librarians about copyright. And on to our project we’re working on at the moment, which is another game.

Sara: I agree with you. First of all, I think copyright is one of the most exciting things that I’ve studied in law, and I think it’s a misperception to think that it’s not exciting and fun; it certainly can be. I’m really curious about this card game—how easy is it for someone to get access to this card game, to use the card game? Can you print it from a computer, do you have to order it, do you have to pay for it; how does that work?

Jane: Yeah, so when we were working on it—and Chris Morrison, he’s the real creator behind it—it’s quite interesting. We talk about joint authorship and what that means, but it was really his idea. I fairly early on said, “What would be really great if we were to produce this result for librarians and other educators is if we could put a Creative Commons license on it,” because that, to me, felt like the right way to do this—to be promoting open education. So we set up the copyrightliteracy.org website and we have the game available there; you can download it for free and slides that we use and the instructions. The key thing to know about the game is it’s based on UK copyright law, so we’ve been working with some US librarians who are working on a set of cards that are pretty much finalized and adapted, so it works for American law. We have an Irish librarian, and Irish copyright law is very similar to the UK but does have some key differences, so he’s working on a version for Irish law. And I’m trying to persuade some Canadians to work on a Canadian version as well. And then the idea is that all of those will be put on our copyrightlieracy.org website.

Sara: You can download it and print it?

Jane: You can—they are PDF files, and they have instructions you can print fairly easily.

Sara: And the Creative Commons license, just out of curiosity, are you using a noncommercial license?

Jane: We are actually. We talked about that quite a bit, and I think one of the things that we felt was that if somebody, like a commercial organization, wanted to make use of the card game, then they should get in touch with us and talk about it. So we’re really happy for any educational institution to use it, but we did decide to put the noncommercial license on there partly because we just felt it was appropriate—that it’s about copyright education and not something we’re making money out of.

Sara: I’m curious about who you think the target audience for these games are. Do you think that it’s librarians, is it students, is it librarians with students, is it just everybody? Who’s your audience here?

Jane: So the game was originally developed for librarians; they were the primary target audience. In 2014 there were changes in UK law, and there were some new copyright exceptions that were for libraries and education. So we developed it because librarians wanted to know about those changes to the law, but I use the card game with faculty. I’ve tried it with students as well. I’ve tried it with research students. So I think the scenarios we use are specifically designed more for the scenarios librarians might encounter, but it’s quite adaptable because you can make your own scenarios that apply more to teachers, or to students, for example. It can be a really great way to engage them. I have about five undergraduate students; I asked if they would come along to a session I did and what they thought of it. They weren’t law students; they were studying a range of subjects, and they said it was fun. They actually all said I learned something about copyright, and I enjoyed myself. They felt they’d learned things that were useful as well; that seems to me the most important thing when you teach anything, particularly copyright: you do need to pitch it right. What is it the faculty need to know, what might students be interested in, what subjects are they studying? I think it’s like any other type of information literacy. It needs to be customized and suitable for the audience.

Sara: Do you think that these two games build on each other? So for instance the first set of cards in the game seems to be about basic copyrights and what rights you have and what exceptions are available, and the second game seems to be about author’s rights an author might have. Do you think that they can be utilized independently or should they should be together, or does it just depend on what your teaching approach is?

Jane: I think you could use them together. We haven’t done that. So the second game, the publishing trap, is pretty much at a working prototype stage, and that’s really aimed at early career researchers who have recently completed or PhD students or someone a little bit further along in their research. It’s about the choices that they make around the research that they do and how to share that with the world. That game doesn’t assume that they know lots about copyright, so we’ve had to structure it quite carefully actually, because in some of the early tests that we did, people couldn’t answer some of the questions. We had some earlier questions about Creative Commons and they were saying, “I don’t really know anything about Creative Commons, so I can’t choose between these different licenses.” But we’ve tried to build it in that it is a standalone game, and you don’t have to have played copyright the card game first. And again you play on a team. I think that’s been quite important in both games—that they’re both about starting conversations, not necessarily that you come along and after the game you’ve got all the answers, but you come away aware of some of the issues. And then you know where to come back to when you have more questions.

Sara: I think that’s a really excellent way to get people to engage in copyright literacy, and I hope to see the publishing game, the publishing trap, when it’s available. I’m assuming it will need some tweaking potentially for different audiences in terms of the UK versus US versus Irish?

Jane: That’s interesting because I was just thinking that this afternoon, and I’m wondering if that game…it doesn’t make specific reference to the law. It covers fairly broad concepts we’re all grappling with. A lot of the things we’ve talked about at ACRL around scholarly communications about how you educate faculty about issues around open access and open education. It covers all of that. It covers things like article processing charges and predatory publishing. It’s got a whole range of things in it, so what would be great if, when it’s ready, to get some keen US librarians to actually road test it and provide feedback such as, is there something else we might be missing. I’m trying to think whether there is anything really specific to the UK that is in there — perhaps how our funding for research works, which might be a little bit different. But I think it takes the life cycle of an academic, and you start at the point in which you’ve just finished your PhD, and you’re being asked to put it in a repository, and you’ve got to make some choices. It takes it all the way through your academic career, through scenarios such as going to conferences, publishing in journals, thinking about impact, thinking about books, maybe considering open textbooks versus a scholarly monograph. Then at the end of the game is a sort of a point or award based on how much knowledge has been generated in the world. You play it as a character, and the characters get a certain number of points that show who has really been the most open. What happens when somebody outside of the academic environment tries to get access to their research? So there are various points when that’s sort of highlighted. If you only publish in a very traditional way, yes you might get high ratings, you might have high impact, but will there be more knowledge in the world? Many people who are in schools or perhaps the charity sector won’t be able to read your work.

Sara: That’s a very valid point. I look forward to testing out your game and will implement it and use it. The only thing that I can think of that might be US specific would be our grant requirements that we sometimes have in terms of making our data publicly available, and I don’t know if the UK has similar requirements.

Jane: We do, actually, and that is something in one of the rounds of the game, about funder mandates, and we put in a scenario about making data available. But it is something we’ve talked about because that is a big issue in the UK as well. But it will be really great for you to try it out and give us really good feedback.

Sara: Well hopefully some of my listeners will try it out too; I encourage everybody to go to the website and try the game and check out other publications that Jane has been involved in. I heard her speak today publicly, and it was really engaging and fun, so I’m really looking forward to trying out these games, and thank you for joining me today on the podcast.

Jane: Thank you, Sara, it was great to meet you!

Nancy Sims Reflects on Digital Copyright Statements

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Nancy Sims Reflects on Digital Copyright Statements
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Photo of Nancy Sims
Photo image credit: Matt Baxter

You are tuned in to copyright chat.

Copyright chat is a podcast dedicated to discussing important copyright matters. Host Sara Benson the copyright librarian from the University of Illinois converses with experts from across the globe to engage the public with rights issues relevant to their daily lives.

Copyright Chat is pleased to host Nancy Sims today in lovely Los Angeles.  Nancy is the library’s subject specialist on copyright issues at the University of Minnesota.  She’s a real live librarian with long experience working in academic libraries.  She’s also a lawyer and is fascinated by the pervasiveness of copyright issues in everyday life.

Sara Benson: So welcome, Nancy Sims. Copyright Chat is happy to host you today in lovely Los Angeles.

Nancy Sims: Very exciting–never been here before.

Sara: Great, we’re glad to have you. I wanted to see if you would tell listeners how you got into copyright?

Nancy: Sure–go back far enough and I was a little bit of a computer nerd from fairly early on but only a little bit. But it sort of is a bit of a thread. Even from when I was a pretty small kid, I had a computer that I needled around with in my own room because my dad had computers around. And that is something that got me in my first job as a grown up, and I ended up doing a lot of computer support just because I was comfortable with them. And when I went to a library school, I ended up being the person who knew how to talk to the professors who did coding and tell them things like you’re teaching us methods of coding that are ten years out of date. And I wasn’t, like, up to date, but I knew enough to know that they were out of date, so I’ve always been on the cusp of knowing a lot about computers. So, more than many people, but not as much as somebody whose whole existence is computing, and that is sort of the niche I ended up in libraries from the very beginning. In library school I got involved in helping other people with coding-related assignments and then later helping people understand software that they hadn’t used before. And my first library job was as the Instructional Technology Librarian at the University of Michigan where we did things like help people use Photoshop to edit photos for publications but not lie with their photos with publications or learn how to use endnote or make a poster for a conference. And in all of that tech stuff has copyright threaded all through it. And so I was fielding questions like, “How do I rip from a DVD?” And then eventually somebody tells you that you can’t rip from a DVD because of copyright, and I wanted to know more about that. Eventually it became such a big part of what it was doing in terms of tech-related work that I decided I wanted to know the law side too. I actually just walked across the street to go to law school from my job at the University of Michigan library to the University of Michigan law school.

Sara: Well, that’s an interesting story. Sounds like it was pretty fortunate that you were so close to such a great law school at the same time when you became interested in it. So most recently I saw an article that you wrote about rights and the Creative Commons and online digital collections, and I wondered if you could explain to listeners a little bit about that article and what you were talking about there.

Nancy: Sure, the article came out of–it was for a scholarly communications column, but I wanted to write about how we talk about our collections. And so framing it as a scholarly communications this year was an interesting approach for me, anyway. How we communicate rights status has big effects for our users and for whether people can use things in their scholarship. That was part of the framing of that column. One of the reasons I was interested in the issue right now is because there’s been the development of the rights statements from the rightsstatements.org work, and I’ve been interested in how we will apply those, and I’m really excited; they’re really useful tools, and also I’m always excited by people who’ve been trying to get there previously. But a lot of our attempts to get there previously have not quite worked or in fact some of them were not really attempts to communicate with users at all. So the piece that we’re referring to kind of outlines a couple of different ways we’ve been wrong or confusing or legally incorrect when we’re trying to communicate how people can use things. Among other things some people have been attempting to use Creative Commons to indicate, “Yes, you can use this.” But for me, and really one of the reasons why the rightsstatements.org stuff is exciting, Creative Commons licenses require that you be an owner. And the whole reason copyright is a huge problem for most of our digital collections is because we aren’t usually the owners. So if copyright is a problem for libraries and archives and museums because we don’t own the copyrights, Creative Commons shouldn’t be a way we can fix them. But we didn’t have anything better. So a couple of the things people have used Creative Commons for is an attempt to communicate about status. People have put CC BY licenses on things when they wanted to say, “This is in the public domain, please use this.” And so sometimes their whole attempt was just to make it usable. And the CC license doesn’t do that, but it was better than the unavailable stuff. But sometimes people are using CC licenses because they don’t want to give up that little thread of control. We don’t own the copyrights, but we do a lot of the time feel like we sort our own the stuff. And so CC BY says you can use it but only under our terms. I don’t think most institutions were doing that latter thing—trying to exercise control—but a few of them maybe were. In either case those CC BY licenses mess everything up. They mess up real Creative Commons licensing because when we’re issuing Creative Commons licenses on the things that we don’t own, we’re undermining Creative Commons licenses on things that people do own, and they also kind of undermine us as authorities about the status of things in our collections. And so I get that we like to own things—we’re proud of our ownership; we’re proud of our stewardship. That’s good. But we’ve got to let go of that. And so maybe Creative Commons was a necessary step along the way, but the rights statements excite me because they solve most of the problems that Creative Commons licenses had. If what you’re trying to do is communicate to users, Creative Commons didn’t get you there, and the rights statements statements do in a lot of cases, but not every one.

Sara: So this is an interesting problem that you’ve pointed to because at least we’re moving in the right step of trying to not assert control over a collection that we don’t own. For instance, it’s what Jason Mazzone would characterize as copyfraud, like saying, “Copyright University of Illinois libraries 2017.” Absolutely that’s wrong, right. So at least it was Creative Commons licensing trying to make it public. So I guess I wonder where you think maybe the biggest challenges will come in implementing these rightsstatements.org, because to me, one of the biggest challenges is looking back and trying to understand where all those rights are located.

Nancy: There’s some pretty obvious challenges in terms of staffing. I mean some of the people who have done a ton of clearance have put in hundreds and hundreds of working hours—sometimes only a couple of staff members but still hundreds and hundreds of hours of those particular people. So there’s the challenge of historical documentation of these things. There are technical challenges. In my institution we’re going to have some problems implementing them because some of our systems don’t support rights at that granularity. And so we may actually have to do some systems work before we can do the full implementation that we want to do. Some of our other systems do support that, so we’re moving forward where we can.  But probably because I have a bit of a background way back in social sciences, my undergraduate, I’m really interested in the people challenges here, and I do think that kind of feeling of ownership is still there for people, and it’s not a bad thing. I think it is only a good thing when what you really are feeling is all about the stewardship. And so one of the things that we have in some of our regional collections is these statements that don’t even try to claim copyright, but they say you have to write to us for permission. And we’ve been sort of trying to prep the stage for quite a while to help people realize no, nobody has to write to us for permission; they never have had to write to us—once you put it online, unless you put terms of use on that they have to click through and agree to, nobody needs to come back later and ask you for permission. But that’s not a bad thing. Lots of people will tell you they’re using it. Lots of people will be excited to use it. And one of those things we’re working on and trying to figure out is the best language or best approach for helping people recognize that what you really want is credit for stewardship. So what are the best ways to say the things to users that we really want to be saying. We don’t really want to be saying we own it; that’s not ever what most of us want to say. But we do want people to recognize our stewardship sometimes and also to know where to find the originals. So we’re working on things like, instead of what have the rights statement that we hope will be legally correct and then potential other bits of metadata like suggested attributions. That gets to the value that these small local institutions have and the pride that many of them have in their communities and wanting that acknowledgement. I’m really excited by those challenges, but I’m also feeling like those may be bigger challenges sometimes than I think they are. Or maybe they’ll be smaller, maybe everybody’s ready to make these shifts but the people challenges are some of the things I’m looking at.

Sara: I think that’s right, and I think the CC BY issue is the wanting that recognition of where this came from and the attribution of the effort that the librarians went through to digitize this particular collection or item. And also, again, like you said, where to find the original because that’s what attribution is all about is trying to find the best copy of whatever piece that you’re citing. I think this will be an interesting challenge going forward for librarians, and I applaud you for the work that you’ve done thus far in educating our community about these issues.

Nancy: I do have to also give credit to a bunch of different people in the community for helping me understand that I have the legal perspective—that sometimes it takes me a little bit to get where the archivist is coming from, and lots of different people, including lots of folks from the University of Minnesota archives and our regional collaborative partnerships.

Sara: Well it always takes a village; I think that’s a true statement, and I’ve noticed that since I’ve joined librarianship, it’s always a collaborative effort, so thanks for being on copyright chat today, and I look forward to future conversations with you

Nancy: Thanks for having me.

Music credit: http://www.bensound.com/royalty-free-music

Kenny Crews Dispels Copyright Guideline Myths

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Kenny Crews Dispels Copyright Guideline Myths
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Kenneth Crews
Kenneth Crews

You are tuned in to copyright chat.

Copyright chat is a podcast dedicated to discussing important copyright matters. Host Sara Benson, the copyright librarian from the University of Illinois, converses with experts from across the globe to engage the public with rights issues relevant their daily lives.

Copyright chat is pleased to host Kenneth D. Crews today. Kenneth, affectionately known within the copyright community as Kenny, is an attorney author professor and international copyright consultant. For more than twenty five years his research policy making and teaching have centered on copyright issues of importance to education and research. He is the author of numerous books, articles, websites and more. Professor Crews established and directed the nation’s first university based copyright office at Indiana University where he also held a tenured law professor ship. He was later recruited to establish a similar office at Columbia University in New York City and to serve on the faculty of Columbia Law School. Professor Crews recently returned to his home city of Los Angeles and has a law practice and consultancy based in Century City with the firm of Gipson Hoffman & Pancione.

Sara: Kenny, can you tell me how you got into copyright? You’ve had a long and illustrious career and I’m just curious how that happened.

Kenny: Yeah I’m frightened when you say long career–my gosh–because it has been a surprising number of years. I’m going to tell you something about my first awareness of this copyright thing and it would have really begun as a lawyer. We had a few copyright matters come through the office and I handled those and that sparked my interest. Another thing that sparked my interest really early on was I knew I always enjoyed and wanted to write and then I discovered this copyright thing, concept, subject that related to writings and I love art and music and it related to all of that and you know and even clocking it back before my lawyer days while I was an undergraduate I picked up a book kind of a self-help book for legal issues for writers and it had a chapter about copyright and I kind of was discovering for the first time that this thing was out there. And then there’s a long story that got me interested in it from a library perspective which led to my doing a Master’s and PhD at U.C.L.A. which is where we happen to be sitting right now and earning a PhD here in the Library and Information Science analyzing copyright. And then it’s a big long story from there we don’t have enough recording time.

Sara: Well, thanks for that background. I’ve noticed that a lot of folks in copyright got into it because of their own endeavors such as, we met with a law professor today who told us that she was a documentary filmmaker. And I do appreciate you coming into it from the writing side, because I, too am a writer as well. So you have stated very publicly that we shouldn’t be too wedded to the guidelines that are provided and specifically I’m thinking of the Circular 21 guidelines that a lot librarians follow for teaching and fair use. Can you speak a little bit about where we are today in terms of the Circular 21 guidelines?

Kenny: Yeah it’s a fascinating legal story because the guidelines you’re talking about–there are several variations that have risen up over the years, but really the one that’s gotten the most attention is back at the beginning of the passage of the 1976 Copyright Act for the first time Congress was including a fair use statute. And so question was, “what is fair use” because the statute didn’t have any details in it. It had the four factors, but no details beyond that. Honestly, the reason why Congress said go develop some guidelines is because librarians, educators, and others around them were looking for some level of certainty about especially classroom use and Congress was not going to give greater certainty than the four factors, but encouraged interested parties to go negotiate your own guidelines. And out of that effort came what we know from 1976 as the classroom guidelines. Ever since I got acquainted with those guidelines many, many years ago I’ve been very critical of them both in their development–in the way they were crafted–and in the fact that they really have remarkably little to do with fair use. As I’ve sometimes somewhat cynically put it they are guidelines you may choose to follow if you choose not to follow fair use. They are not much of anything to do with fair use. But I’ve been concerned because once they’re out there once they look semi-official they’ve been picked up by universities and libraries and litigants as a measure of fair use. And that’s problematic for many different reasons.

In my dissertation I analyze university policies and identify that many universities were in fact relying on these guidelines and I’ve been harshly critical of them ever since. And then jumping forward to much more recent years what we know is the Georgia State case where Georgia State University was sued over electronic reserves and it raised the legal question what is fair use. The publisher parties, the plaintiffs, were advocating these guidelines and the defense was pushing back saying no this needs to be measured by the factors of fair use and what case law has told us those factors mean. And that argument really prevailed. The courts that have ruled in the Georgia State case have really given those guidelines a beating and it’s satisfying to me to have had a role in that in bringing that to the attention of the court. Because many of the issues that the court was facing factually and legally were issues that were straight out of the analysis from my dissertation many years before. So I was able to reach back to that dissertation, bring it up to date with other developments, and bring that as an expert witness to the attention of the court and I was pleased to see that whatever the court ruled they downplayed the significance of those guidelines. And I think it’s safe today for colleges and universities to really look to alternative understandings of fair use.

Sara: Do you think that we have come a long way since then, since you wrote your dissertation, in terms of the guidelines that Universities and libraries are following? Or do you think that there is still a significant faction that is following the letter of the Circular 21 Guidelines today?

Kenny: You can find all of the above. So if we were to take dozens of universities and colleges and look at what they’re doing we’re going to find potentially dozens of different answers. There definitely are trends because colleges, universities in their decision making in their policymaking they do look to one another. I don’t know if you’ve ever been in the room, and I’m sure you have, where a committee or group of faculty or whatever they have a task of putting together something–a report, a study, some guidance on copyright, or any other issue–one of the first things people say is, “Well, what is that other university doing?” Let’s pick it up and learn from them. So there’s a natural tendency to want to learn from your neighbor to get some ideas from your neighbor–to see what works see and what doesn’t work. So, if your task at the University at the library is to have the a policy you are assigned the task of developing policy on this issue of handouts one of your goals–I hope you have many goals addressing the law addressing teaching needs addressing all those good things–but one of your goals is to get the job done and if that becomes too much of a goal in the mix you’re going to look for some easy answers and the guidelines became a way of having an easy answer available for policy making. And especially it had the appearance of having some official stamp on it because of its introduction in a congressional report, which by the way certainly doesn’t make it law–that’s abundantly clear.

Sara: Also, after that it was adopted by the US Copyright Office which also made it look more official, but when I called the Copyright Office to ask how many times it had been revised over the years I was told almost never—since 1976.

Kenny: That’s right. Think of it this way about the copyright office: does the Copyright Office have a duty to interpret fair use? I think everybody inside that office and probably everybody who sits down to figure out the real answer is going to say no, that’s not what they do. If you go to their website you will find a lot of helpful things about fair use. They’re realizing this is where the questions are, so let’s put some more helpful material up here–and that’s really good.

I think having the copyright office as a source of information is a good thing, but they need to be careful, as I’m sure they know–I’m not lecturing them–this is no surprise, that they shouldn’t be making the interpretive decisions and the problem is–and I think it’s time that they did reflect on this– that promulgating those guidelines has the appearance of advancing a position, an interpretation of fair use. And I think it’s time for the copyright office to say let’s give this a fresh look and maybe set those aside. You know they’re part of the historical record, it’s a fact that they exist, but I think that’s just about all that they are at this stage of the development of the law.

Sara: You and I are in complete agreement there. I just published an article in Journal of Academic Librarianship telling the copyright office do away with those guidelines, and if not, to revise them significantly. But, I think you’re right this is an area where the courts are in control of the various decisions and the copyright office really isn’t meant to create law or interpret the law.

Kenny: And let me add to that, you’re probably aware there was something called CONFU, the conference on fair use, which lasted for about three years in the late 1990s from ’95 through ’97 into ’98. And it was an effort to bring together interested parties of all types potentially any point of view to negotiate some interpretive guidelines and it led to a report that included a few of what were discreetly labelled proposals for guidelines honestly that’s as far as they went. It’s kind of funny because you think back proposals for guidelines? Well, that suggests there’s another step before they become guidelines and then maybe tucked away in a paragraph somewhere in that report as an explanation of who’s supposed to take that next step, but there’s no authority to take that next step.

The real authority is you–whoever you are out there listening to this. It’s a question of what is your library’s policy on fair use for reserves for digitization for whatever your project might be? What is your institutional policy, board of trustees, parent university wherever your position may be located? What is your policy as a person? Individually, are you the kind of person that you’re going to interpret fair use broadly, fluidly? Are you the kind of person who needs some more defined standards of fair use? That’s okay. We’re all different people coming at these tasks bringing their own experience and personality to it, but we need to understand that we need to have a policy: A personal policy and an institutional policy.

Sara: That’s a good point. And I think that the reason we’re seeing such a proliferation of copyright advisory positions in libraries is because people are looking for that guidance and that informational literacy that we can bring to our campuses and through those discussions we can advise people and help them develop their own policy.

Kenny: I think that’s exactly right and I think you would agree to that that one of the key objectives when every college whenever a library sets up a copyright related position. That one of the one of the primary objectives is to educate the community. And that’s extraordinarily important, but I bet as you found out it’s tough to get people in the room to educate them so it’s a challenging position. And then, of course, when you educate them it means they’ve got questions and the questions may not come up till next week or next month or next year and that means it also is building more responsibility. This is a growing area of responsibility for each of our institutions and we need to be ready to treat it with the seriousness that it deserves.

Sara: I agree. Thank you so much for joining me today and I hope to have further conversations with you about copyright.

Kenny: Thank you very much it’s a pleasure and my best wishes to everybody out there listening and I hope to meet many of you in the future thank you.

Listen to Oxford University Press President Niko Pfund Discuss Publishing in the Digital Age

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Listen to Oxford University Press President Niko Pfund Discuss Publishing in the Digital Age
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Niko Pfund
Niko Pfund

You are tuned in to copyright chat.

Copyright chat is a podcast dedicated to discussing important copyright matters post therapists and the copyright librarian from the University of Illinois converses with experts from across the globe to engage the public with rights issues relevant their daily lives.

Copyright chat is pleased to announce that Niko Pfund is the guest for today’s episode. Niko Pfund is president of Oxford University Press USA and the global academic publisher for the press he joined Oxford University Press and the year 2000 after a decade at New York University Press during which he served as editor in chief and director. A graduate of Amherst College, he speaks widely on issues related to publishing and scholarly publication he lives with his wife and two daughters in Brooklyn New York.

Sara: Welcome Niko and thank you for taking the time to speak with me today.

Mr. Pfund: Happy to be here.

Sara: You are the president of the largest University Press in the world. Can you tell listeners how your career path developed along the way to lead you to that position?

Mr. Pfund: Of course. My career path basically developed I think as many people’s did in publishing, which was somewhat chaotically and unexpectedly. When I was an undergraduate I was enamored of the license a foreign correspondent I thought that would be an ideal way to mesh my interest in geopolitics and in writing or maybe I had just seen the Year of Living Dangerously once too often—but, I had read a lot of books by the poet and journalist Ryszard Kapuściński and I was very keen on trying to see if I could travel and write.

I applied for an internship with R.W. Apple Jr who was a columnist at The Times at that point and the internship then paid the princely sum I believe of $22,000 a year seemed, which like a fortune. I’d heard a lot from other journalists whom I’d spoken that any career in journalism required you to spend the first five years covering sewer board meetings and municipal politics and so forth and that seemed rather less exciting than some of the books I’ve been reading so it seemed like a great opportunity. Unfortunately, The Times cancelled the internship almost immediately after I applied for it and so I sent out a great many letters to people who looked like they had interesting jobs—those who had attended my alma mater and those who hadn’t–and one of them was a young woman who had just been named the Politics, Sociology, and Law Editor at Oxford University Press. And so I interviewed with her spring break and started a couple weeks after I graduated college and was there for about three years actually three years to the day and then moved to a smaller press about thirty blocks south, New York University Press, and spent a very happy decade there in the last three or four years as the director and editor in chief and then moved back to Oxford in two thousand and as the economic publisher and have been there ever since.

Sara: That’s a fascinating story and it just goes to show that networking can go a long way can’t it?

Mr. Pfund: I think it’s one of the things we’ve been really focusing on at Oxford over course of last year or so is trying to diversify our staff. I just got back from stint visiting a number of historically black colleges and universities and I was struck by how many publishers tend to focus their recruitment efforts at the entry level on the Boston to New York corridor. What I was really struck by during this trip is when you talk to people about what publishing involves, people don’t think about publishing necessarily as a career path and when they do, they have a somewhat skewed notion of it. Just talking to people about the way in which enables you to mix your interests in subject matter with a focus on a commercialism that revolves around the dissemination of quality information– when you frame it that way it tends to draw a lot more folks in. And I was really pleased by the degree of interest that was in evidence at some of these during some of these campus visits and conversations. So I think that we generally need to do a better job of representing what a publishing life looks like to people who might not necessarily come into contact with it very often.

Sara: Since this podcast is about copyright I thought I’d ask you about the intersection of copyright and publishing. From your perspective, what do you see as the biggest copyright challenge in the publishing industry?

Mr. Pfund: Now, where to begin? I think that copyright has obviously been much more in the news in the last decade or so I think than the previous 25. In the last quarter century or so most of the copyright issues arose when there were particularly high profile copyright questions around individual given works often of literature. I think in the last decade you’ve seen a great many controversies arising about different kinds of usages that revolve around the digital dissemination and use of copyrighted materials and I think that there are a great many perspectives swirling around copyright these days, but I think there’s one thing that almost everybody can agree on and that’s that current copyright law is really not ideally suited for the current environment. I think it’s safe to say when people are reading the current copyright laws they did not imagine an environment such as the one that we’re currently in. And I think that a lot of people across the library industry across the authorship communities and across publishing struggle to try to ascertain exactly who can do what and how.

In terms of the biggest copyright challenges I think what I found as a real struggle is trying to marry up a lot of the talk and the ideology around notions of access. Of course, as a university press that is a mission based institution access, to us, is our lifeblood. It’s really what we exist to try to increase and enhance.

But, I think that sometimes the questions of access get treated more in headlines than in terms of actual on the ground realities. I think one of the ways in which that is most in evidence is if you look at a lot of the discussions around open access. Open access is a recent movement, which is entirely defensible and makes a great deal of sense I think to everybody, which is that people should have as much access to information as is possible. Where this came about was first and foremost in the scientific medical community where a lot of researchers didn’t like the way in which there were paywalls that were put up on their research. What they have created or have helped institute is a system whereby an author or researcher can essentially pay a publisher for the services rendered in terms of disseminating that article: so editing it, getting it reviewed in terms of ensuring that the quality is good before actually is released. Providing the publisher a certain amount of money to do that and then at the point of dissemination the content is free. If you look at publishers through the prism of business models every publishing company is arguably a kind of intellectual venture capitalist. Each book or each… whether if you’re an academic publisher, or say a journal or a reference service it’s essentially a start-up: you invest a great deal early on or in the case of the individual book sometimes not a huge amount, but you hope then, downstream, that enough people will be interested that you can recoup your investment. This takes that model and essentially inverts it so that the financial transaction comes at the beginning and then downstream things are free.

My worry about that is not at all in terms of the way in which that has been applied in the scientific and medical research community because I think there it’s uncontroversial–it’s been institutionalized for a number of years now and it’s all going fine. I think where the danger arises is when you apply that model to the humanities and social sciences. I think generally speaking it’s safe to say that disciplines in those areas have less money–there’s less patent money available to those disciplines, for instance—they don’t really generate funds per se for the university. So the idea that authors who are specialists in romance languages or sociologists or what have you have access to those sorts of funds–they can’t dip into a lab budget or into a research fund and simply take that money to enable dissemination of their content. So my worry is that what happens is that you have essentially this two tier system. So that’s a kind of a systemic answer to your question with respect to copyright challenges, but I do think that in terms of the overall way in which my community and I think the academic community writ large is engaging with copyright that seems to me that the biggest structural question.

Sara: That’s a really interesting perspective–that there is more of a crisis in the publishing industry in the humanities than in the scientific fields. I think that’s accurate.

Mr. Pfund: Yeah, and I think you also have a system where for many, many years libraries engaged in a completist approach to their collections. The notion was that you had people who were managers in certain areas or disciplines or subject matter and they were then tasked with creating a local collection for that research community—their library and their constituent scholars at a given campus to make sure that it was a well-rounded collection. And, for decades publishers were generally not very good, which is to say actually quite bad, at estimating numbers of books in print–they were bound by the economies of scale such that they would print a thousand copies or choose your number in order to have not spent so much on a given book that it was prohibitive so you had to price it at a prohibitive level. As a result what would happen if you were selling twenty five or thirty copies of a book every year presses just would not reprint. Many presses waited until they had what was known as back orders, which is existing orders for a given book, before they would reprint. And that was an incredibly frustrating environment for first and foremost readers and authors, many of whom have spent years working on a book and it’s available for three or four years and then suddenly it’s not available for often an indefinite period of time. That was a source of enormous friction between the author community and the research and library community on the one hand and presses on the other. What we’ve seen in recent years is the advent of digital printing technology which enables presses to literally print single books at a time and that has meant that, in the term of business fill rates, the percentage of people who come to you and request something and that you were able to provide it to them then, right then, the fill rates have gone through the roof.

And that has been an incredibly positive development and it’s been to some extent largely overlooked I think in the welter of press around e-books and all the various digital developments that we’ve seen–this is a somewhat more prosaic development, but it has had an enormous impact on long tail publishers such as Oxford University Press.

Sara: That’s a good point as well that this print on demand that we’re in with digital availability of quick printing of books is really helpful in niche markets. For instance, I think copyright is really exciting, but maybe if I write a book about it, not everyone would agree.

Mr. Pfund: Well, I think copyright as, in my experience, is not necessarily intrinsically interesting. What’s more interesting are the ways in which copyright is brought to bear. I think that one of the ways in which the narrative of copyright has tended to exist is a David and Goliath narrative, where you have a large corporate entity that is engaging behavior that people find objectionable and that is at the expense of a David versus a Goliath.

I think we’ve seen in a great many complications of that in recent years. One of the examples that comes immediately to mind is the way in which Larry Lessig, the Stanford University law professor, who had historically taken on cases very much of that David and Goliath type at one point took action against Steven Joyce I believe it was who is the heir and the manager of the estate of James Joyce. And I believe, I think I have this right that, Lessig’s contention was that tight way in which the Joyce estate was being managed was actually having a repressive impact on the ability of scholars to engage in Joyce studies. And that, I thought, was quite interesting because it again it kind of exploded notion of a big guy versus or big press, big corporate publisher versus small guy.

But, as with everything else, I think as a species human beings respond to anecdote and to narrative and the way in which I think to get to these copyright systemic questions around copyright is often through individual cases, individual examples. So that’s where I think copyright law per se is not necessarily all that interesting, but the application of copyright and the different circumstance in which it arises I think that’s something that is endlessly interesting.

Sara: I have to agree with you there–I find copyright interesting in both senses myself. Do you have any advice for authors who are trying to work with university presses and are running into copyright issues. And, what is your view as a university press about fair use? Do you require authors to get express permission for every single source they use or is fair use part of your repertoire?

Mr. Pfund: Fair use is definitely part of our repertoire not only as a publisher in terms of our interactions with authors, but also as a publisher in our interaction with other rights holders. So, I think, certainly when it comes to the way in which fair use can have a restrictive impact on the pursuit of certain disciplines I am a very strong advocate of fair use.

I’m reminded, for instance, many years ago there was a book that I worked on called Extremism in America–this was when I was at N.Y.U. There was an article The New York Times about an archive of manifestos–extremist political manifestos that was housed, I believe, in the University of Kansas. And there was a carpenter his name was Laird Wilcox and he had spent his life as a hobby essentially collecting manifestos from various extremist organizations on all parts of the political spectrum. And there was a political science professor at the University of Missouri Kansas City named Lyman Terra Sargent who is quoted in the article saying this is the single most important trove of extremist manifestos in the country. So I just wrote him a quick note and said, would you be interested at all in possibly editing that archive down to a manageable volume that would have representative manifestos from all parts of the political spectrum and he was enthusiastic and so we proceeded to contract.

I spent, over course of the next couple of years, a lot of time corresponding with some of the most reprehensible, in some cases, and just unusual people I’ve ever come into contact with and because the intent here was to have a representation across the political spectrum. I was corresponding with people everywhere from the John Burke Society to the people who had been active in lesbian separatist movements during the sixties and seventies. And we were trying to get permissions from these various groups and individuals often who were camped in a small area in northern Idaho or what have you and it was a very fascinating experience in its own right, but the question also, at what point you decide that there is a fair use component when many of these people were no longer easily reached. So, we had to make a great many decisions about at what point had we made enough of an effort to actually locate the rights holder and at what point would be simply proceed.

But, I think the problem with fair use is because it’s so difficult to generalize. So, an excerpt from a book that would be fair use in one instance may not be fair use if that’s actually an excerpt from a piece of poetry or a song lyric. I was talking to professor at North Carolina A&T the other day and he said his book had been with the publishers for four years because it was about Jay Z, and he was having a hard time getting any response from Jay Z’s people about his request to use certain kinds of copyrights. Because, you know, if you’re an academic author, often you’re your requests just don’t enter into the universe–whether it’s a Hollywood studio a record label and, in my experience, if you ask for permission one of three things tends to happen: you get completely ignored despite repeated letters, or you’re told no because there’s no vested interest for a studio or a label to give you permission, or, if you plead your case very effectively, they will give you a permissions letter that says that you can use it for, you know, fifteen thousand dollars, which of course for an academic book is not a viable solution. So, the principles that one applies I think very widely from case to case.

We just had an example where we’re compiling some writings from a Pakistani extremist group that is, in the eyes of the U.S. government a terrorist organization, but they have a publishing house in Pakistan that disseminates their work and so we are not really in a position to request permission from an organization that is deemed to be a terrorist organization. So, we’ve had a lot of internal discussions as to whether or not we simply use those materials, what context we use those materials in, what sorts of prefatory comments we make before we would use those materials. So, each case is very different and that’s the maddening thing about fair use–is that you can’t really make very effective generalizations—but, I think we are quite active in trying to embolden our authors to take an expansive approach to fair use when it comes to including work–third party copyrighted work–in works of scholarship because, again, most of the monographs that we publish–these aren’t commercial entities in the traditional sense. No one’s making a lot of money off of these and they intend to advance knowledge, and so the idea that somebody would come after you because you’re including a portion of a copyrighted work in a book that’s going to sell six or seven hundred copies primarily into institutional libraries–I think people are quite nervous about that.

And I think one reason they’re nervous about it, not to go on here too long, is that fair use has come to encompass even something such as people taking entire books or large portions of books and putting them onto servers and providing access to students through those servers. And that’s something that we as a publishing community are in fact quite worried about because the effect relative to let’s say a pirate site like SCI hub which simply puts things up willy nilly with no regard whatsoever to copyright and, let’s say, an institution that is digitizing significant portions of books and essentially creating electronic course packs. That is something that would have a very detrimental impact on the higher education industry and many university presses–their lifeblood in addition to institutional library sales are these books that sell into seminars and upper level undergraduate courses and if those all were to move to a server with nobody buying the books then that would in fact have a very strong impact on our business model. Sorry, that was a very long answer your question.

Sara: Well I appreciate it–it was an interesting one, and I agree that university presses are part of the lifeblood of the university and we should protect them, but I also think that there is room for fair use in coursepacks and the Georgia State University case is ongoing–it will be interesting to see where that lines up. I agree that copying wholesale an entire book is a different story. To be continued on that front. I really hope I get to speak to you again soon–I hope the listeners enjoyed listening as well. Thank you so much for joining me today.

Mr. Pfund: Thank you very much for having me. Happy to come back anytime.

Music credit: http://www.bensound.com/royalty-free-music

Dr. Alperin discusses open access and the Public Knowledge Project

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Dr. Alperin discusses open access and the Public Knowledge Project
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You are tuned in to copyright chat.

Copyright chat is a podcast dedicated to discussing important copyright matters. Host Sara Benson the copyright librarian from the University of Illinois converses with experts from across the globe to engage the public with rights issues relevant to their daily lives.

Copyright chat is happy to host Juan Pablo Alperin live in studio today. Juan Pablo is an assistant professor in publishing studies and associate director for research with the public knowledge project at Simon Fraser University in Canada. He’s a recent graduate of Stanford University’s Graduate School of Education where he received his Ph.D. with a dissertation focused on the public impact of Latin America’s approach to open access. Continue reading “Dr. Alperin discusses open access and the Public Knowledge Project”