The document discusses several issues with the current system of copyright and access to knowledge. It notes that most publicly funded research cannot be easily accessed or reused by the public. Libraries are spending large amounts on journal subscriptions. Younger educators often have to build teaching resources from scratch due to a lack of access. The potential of the internet to more widely share and build upon knowledge is not being fully realized due to restrictive copyright laws. The document advocates for more open licensing of publicly funded work, including research, educational resources, and cultural heritage materials, using Creative Commons licenses to expand access to knowledge for the public and support continued knowledge creation.

2. The Situation Today

3. Most publically funded research cannot be accessed and
reused by the public (including me)

4. Most publically funded research cannot be accessed and
reused by the public (including me)
Libraries are spending an exorbitant amount on journal
subscriptions

5. Most publically funded research cannot be accessed and
reused by the public (including me)
Libraries are spending an exorbitant amount on journal
subscriptions
Many younger educators are building their teaching
resources from scratch (with no training)

6. Most publically funded research cannot be accessed and
reused by the public (including me)
Libraries are spending an exorbitant amount on journal
subscriptions
Many younger educators are building their teaching
resources from scratch (with no training)
Higher education is struggling to make the case for
more public funding, especially for non-commercial
research

7. Most publically funded research cannot be accessed and
reused by the public (including me)
Libraries are spending an exorbitant amount on journal
subscriptions
Many younger educators are building their teaching
resources from scratch (with no training)
Higher education is struggling to make the case for
more public funding, especially for non-commercial
research
Our publically housed cultural heritage is becoming
more accessible, though is still difficult to reuse

8. On the other hand:
The potential of the Internet

9. Potential to:
find and build on global
research

10. Potential to:
find and build on global
teaching resources

11. Potential to:
distribute work to a (much)
wider audience

12. Potential to:
stop reinventing the wheel

13. Potential to:
actively remake our
common culture

14. So, what's the problem?

16. What is Copyright?What is Copyright?

17. Copyright is:
Bundle of rights
Automatic
Copy, distribute, perform, adapt
*applies online*
Lasts for 50 years after death

18. What Is the Purpose of
Copyright?

19. To Expand the Commons

20. Statute of Anne, 1710:
“For the encouragement of
learning”

21. USA Constitution:
“To promote the progress of
science and useful arts.”

22. Copyright was intended to
be a pragmatic solution,
balancing the interests of
authors, publishing AND the
public
Authors

23. IT’S MEANT TO WORK LIKE THIS:
The commons is a public good

24. IT’S MEANT TO WORK LIKE THIS:
The commons is a public good
+
People need an incentive to create

25. IT’S MEANT TO WORK LIKE THIS:
The commons is a public good
+
People need an incentive to create
=
Limited monopoly, i.e. copyright

26. IT’S MEANT TO WORK LIKE THIS:
The commons is a public good
+
People need an incentive to create
=
Limited monopoly, i.e. copyright
=
A vibrant culture

27. However...

28. 1710
Statute of Anne
14 years

29. 1994
New Zealand Copyright Act
Life + 50 years

30. So what?

32. Nearly all of our (publicly
funded) intellectual work cannot
be easily accessed or legally
reused

33. Your (publicly funded) work may
not enter the commons for over
100 years (...)

34. ‘All Rights Reserved’ copyright
restricts the potential of digital
technologies and the Internet

35. Open Access is not enough

36. What to do?
“Grayson, Westley, Stanislaus County, Western San Joaquin Valley, California. Seventh and
eighth grade class in Westley school after lesson in Geography” 1940, US National Archives 83-
G-41445, via Flickr. No known copyright.

38. Pragmatic solution
Creators retain copyright
Permission in advance

39. Public Domain
Few Restrictions

40. Public Domain
Few Restrictions
All Rights Reserved
Few Freedoms

41. Public Domain
Few Restrictions
All Rights Reserved
Few Freedoms
Some Rights Reserved
Range of Licence Options

42. Four Licence Elements

43. Attribution

44. Non Commercial

45. No Derivatives

46. Share Alike

47. Six Licences

48. More free More restrictive

49. More free More restrictive

50. More free More restrictive

51. More free More restrictive

52. More free More restrictive

53. More free More restrictive

54. More free More restrictive

55. More free More restrictive

56. Go to creativecommons.org/choose

57. Layers
Licence symboll
Human readable
Lawyer readable

59. More than 700 million works

60. General:
search.creativecommons.org
New Zealand:
digitalnz.org

61. CCANZ argues that CC should be used to
share all publically funded works,
including culture, research, data and
educational resources.

62. CCANZ argues that CC should be used to
share all publically funded works,
including culture, research, data and
educational resources
(Unless there is a good reason not to,
such as privacy)

63. How will this work in higher
education?

64. 1. Open Access and Open
Licensing to Research

65. All research outputs should
be CC licensed, for four
reasons

66. First, the public should not
have to pay twice

67. Second, the current structure
of academic publishing is
economically unsustainable

68. Third, all cultural and
intellectual work builds on
other work

69. Fourth, the opportunities of
the Internet & digital
technologies for higher ed.
are massive

70. But what does OA even
mean?

71. Basic distinctions:
Access:
Gold & Green
Copyright:
Libre & Gratis

72. CC licensing will reduce
transaction costs of
publishing, decentralise
distribution & enable new
research

73. Different models have been
adopted by research funders
in the US, UK, EU the World
Bank.

74. What form will NZ take?

75. 2. Open Educational
Resources

76. Reinventing the wheel is
particular frustrating for
young academics

77. Major commitment to towards
OERs in nearly every nation
US: $2 billion on open textbooks
Latin America: Project LATIN
Mongolia: OER portal
UNESCO Paris Declaration on
OER

78. Massive Open Online Courses (MOOCs)
Oct 2011: 127 million visits to OCW content
1,018 courses translated and 290 mirror sites globally

79. Source: Brandenburg, U., Carr, D., Donauer, S., Berthold, C.
(2008) Analysing the Future Market – Target Countries for
German HEIs, Working paper No. 107, CHE Centre for Higher
Education Development, Gütersloh, Germany, p. 13.
“Accommodating the additional
98 million students would
require more than four major
universities (30,000 students) to
open every week for the next
fifteen years.”
Stamenka Uvalić-Trumbić of
UNESCO

80. Also major potential in the
compulsory education sector
(53,000+ teachers; 2500+
schools)

81. 3. Open GLAM

82. Heritage institutions have
digitised a great deal of
content

83. Heritage institutions have
digitised a great deal of
content
But there are some tensions
between kaitiaki and OA

84. Regardless, most people have
no idea what the GLAM
sector has

85. “Start from the other direction”

86. However, not everything is
suitable for licensing

87. The infamous 'low hanging fruit.'
1. Public domain works
→ clear usage rights statements
2. Materials with easy permissions
→ CC friendly donors
3. Institution's own copyright
→ release under CC-BY

88. So, I've referred to 'public
funding.'

89. What is the government
doing?

90. NZGOAL (2010)
Government guidance, approved by
Cabinet
Declaration on Open and Transparent
Government (2011)

91. Framework for release using CC BY
Advocates release using CC BY

92. Many public agencies are now
using CC

93. Open Government GIS Data (LINZ)

94. Open (Local) Government GIS Data (WCC)

95. Open Scientific Data

96. Open Heritage (Upper Hutt CL)

97. Open Culture (Te Papa)

98. Open Government

99. What about
students?
Banks College students playing leap frog. Wellesley College :Photographs relating to Wellesley College, Banks College and Croydon School.
Ref: 1/2-147264-F. Alexander Turnbull Library, Wellington, New Zealand. http://natlib.govt.nz/records/22901144

100. Creative Commons is a great way to
teach students about copyright

101. Creative Commons shifts the
conversation from what students can’t
do, to what they can.

102. Too often, young people are labelled ‘pirates’

103. And teachers become ‘copyright police’
‘

104. But remix should be encouraged

106. Mix & Mash 2013: The New Storytelling
mixandmash.org.nz
August 9 and November 10
Prizes of $50, $500 and $2000

107. THANKS CREATORS
‘THE PIRATE KING. The Kaiser hoists the "Jolly Roger" and announces his intention of sinking every merchant ship on the seas!’
“Wanganui Chronicle, Issue 20354, 14 May 1915, Page 3, via Papers Past. No known copyright.
“2500 Creative Commons Licences” by qthomasbower, via Flickr. Made available under a Creative Commons Attribution-Share Alike
2.0 licence.
YOUNG FEMALE FOX NEAR GALBRAITH LAKE CAMP, 08/1973.” ARC Identifier 550432 / Local Identifier 412-DA-7947. Item from
Record Group 412: Records of the Environmental Protection Agency, 1944 – 2006. No known copyright.
“Caxton Showing the First Specimen of His Printing to King Edward IV at the Almonry, Westminster,” by Daniel Maclise, 1851. Out of
copyright.
‘The worker K. G. Persson in Gottfridsberg, Linköping. Born in 1860.’ By Einar Erici, 1932. Via Flickr. No known copyright.
“Grayson, Westley, Stanislaus County, Western San Joaquin Valley, California. Seventh and eighth grade class in Westley school
after lesson in Geography” 1940, US National Archives 83-G-41445, via Flickr. No known copyright.
Photograph of Card Catalog in Central Search Room, 1942, US National Archives, via Flickr. No known copyright.
Wikihouse NZ at the Makertorium at Te Papa, 27 April 2013, via WikihouseNZ/SpaceCraft. Used with permission.
Teacher, outside with a blackboard, taking a geography class. Northwood brothers :Photographs of Northland. Ref: PA1-o-394-05.
Alexander Turnbull Library, Wellington, New Zealand. http://natlib.govt.nz/records/22829561 Out of copyright.
Beehive, Wellington, NZ. Creative Commons Attribution Non Commerical No Derivatives by stewartbaird via Flickr.
Traffic squad police’ by Bain News Service, July 20, 1911. Library of Congresss, LC-B2- 2298-16. via Flickr. No known copyright.
Screenshot of “Manny’s Story” by Casey Carsel, via Youtube. Made available under a Creative Commons Attribution 3.0 licence
Screenshot of Wellington City Harbour, Wellington City Aerial photography, by Wellington City Council, via Koordinates. CC-BY
“Keene Grammar School Class, Keene, New Hampshire” by French, J.A., Keene NH, via Flickr. 1896 Keene Public Library and the
Historical Society of Cheshire County. HS259-P819. No know copyright restrictions.
“Teacher, Lorraine Lapthorne conducts her class in the Grade Two room at the Drouin State School, Drouin, Victoria,” by Fitzpatrick,
Jim. 1944. National Library of Australia, via Flickr. nla.pic-an24229822. No known copyright restrictions.
Screenshot of Nelson and surrounds, “NZ Mainland Topo50 Maps” by LINZ, via LINZ Data Service. CC-BY

108. www.creativecommons.org.nz
@cc_Aotearoa
admin@creativecommons.org.nz
facebook.com/creativecommonsnz
This work is made available under a Creative Commons Attribution 3.0 New Zealand Licence.
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