More on copyright and OA in Canada

Kelly Edmonds, Off with their heads! Copyright infringement in the Canadian online higher educational environment, Canadian Journal of Learning and Technology, Spring 2006.  (Thanks to Stephen Downes.)

Abstract:   Issues of copyright infringement are contentious for academia in the online environment. The educational community on campus must carefully consider how digital materials are used, created and disseminated online given that present laws that regulate these actions are not well developed. It can seem like anyone's guess on how to proceed in order to avoid copyright infringement. This paper offers current descriptions of intellectual property, copyright laws, infringements, and plagiarism in a Canadian context with a view on creating, using and disseminating digital works. The impact of copyright infringement on students and faculty in higher education is explored and some suggestions are made for protective practice.

From the body of the paper:

It becomes increasingly frustrating to remain current on how to create, use and publish works in the digital environment in ways that respect copyright. The current Canadian laws and licenses on digital rights are lacking, and are currently hindered by a slow process for developing new recommendations. At stake is the integrity and reputation of educational institutions, libraries, educators and students. The consequences for copyright infringement, whether intended or not, are out of proportion to the need for open access for learning and knowledge creation. As educational practices and materials change in an online world, so should the attitudes towards copyright and the laws that govern the use, creation and dissemination of materials....With the growth of online access, education is becoming a sophisticated and desired commodity, which in turn changes the purpose and value of informational materials. Exactly who will emerge victorious from the current copyright struggle is yet to be seen. It may the content owners, or it may be the users. In the end, educators can hope it is those who create and share new knowledge.