How does copyright law vary around the world? When you’re working across borders, which laws apply? Ana Enriquez, Scholarly Communications Outreach Librarian, created this interactive PowerPoint to address these questions. This is intended to be used as an interactive workshop. This workshop can be adapted for between 60 and 90 minutes depending on the content included. The content includes hypothetical questions of international copyright for discussion.

This 4-part course is modified from a FORCE11 Scholarly Communication Institute hosted in 2018. It consists of a syllabus, slides, and instructional strategies designed to introduce open education to novices while also developing a more critical and nuanced understanding of complex issues within open education. Concepts or pieces can be reconfigured or adapted to fit other contexts, including workshops, trainings, and online instruction. The first three days of the course provide a foundation by defining OER and Creative Commons, delineating differences between affordable course material solutions and OER, exploring various OER repositories and evaluation tools, and learning about open pedagogy models. The fourth day of the course uses this foundation to explore and interrogate more complex issues, including labor, technocracy, accessibility, openwashing, and the intersection between privacy and openness. We have structured the content so that anyone with some background in scholarly communication (but perhaps no familiarity with open education) is able to learn from the resources firsthand or efficiently adapt them to teach a Library and Information Science course that covers these topics.

Unit Summary
This unit provides a primer on aspects of United States copyright law that relate to library publishing and provides guidance on creating two essential copyright policies: 1. An externally facing copyright policy for authors considering publishing with the library publishing unit; and 2. A copyright review policy for internal purposes (i.e. how to review submitted publications for copyright issues). Nothing in this unit substitutes for legal advice or constitutes legal advice. It is important to work closely with University Counsel when working to comply with University copyright policies, legal requirements, and the needs of the publishing group.

Learning Objectives
At the end of the session, participants will be able to…
Understand basic copyright principles, including the length and scope of authors’ rights
Identify and create copyright policies that support publishing unit goals and authors’ rights
Apply the principle of fair use in publishing
Make informed decisions about when and how to register a copyright with the US Copyright Office

This PowerPoint presentation provides learners with the ability to actively participate in learning about negotiating author's agreements by engaging with the material using their own experiences. The lesson provides helpful information about Sherpa/Romeo as well as the SPARC Author's Addendum.After going through the PowerPoint, try using Ana Enriquez's Negotiation Exercises, available here https://deepblue.lib.umich.edu/handle/2027.42/143861 

This file contains the materials for two mock negotiations of scholarly publishing contracts. The first is for a journal article and the second is for a scholarly monograph. Both sets of materials include role sheets for two participants and a mock contract.

This is an edited volume of chapters from copyright experts around the globe explaining complex copyright issues in a clear, concise way. The majority of the chapters are licensed CC-BY. 

"Open Access Explained" is an excellent short YouTube video created by Nick Shockey and Jonathan Eisen that explains the reasoning for Open Access publishing.

Open Access publishing with a Creative Commons Attribution License Ageement, for example (CC-BY 4.0 Interntional) for publications and research data is currently required by federal agencies within the United States with Publication/Data public access policies. In addition, more International Foundations like the Gates Foundation have established an Open Access Policy effective for all new agreements.

The Internet lets us share perfect copies of our work with a worldwide audience at virtually no cost. We take advantage of this revolutionary opportunity when we make our work “open access”: digital, online, free of charge, and free of most copyright and licensing restrictions. Open access is made possible by the Internet and copyright-holder consent, and many authors, musicians, filmmakers, and other creators who depend on royalties are understandably unwilling to give their consent. But for 350 years, scholars have written peer-reviewed journal articles for impact, not for money, and are free to consent to open access without losing revenue.

In this concise introduction, Peter Suber tells us what open access is and isn’t, how it benefits authors and readers of research, how we pay for it, how it avoids copyright problems, how it has moved from the periphery to the mainstream, and what its future may hold. Distilling a decade of Suber’s influential writing and thinking about open access, this is the indispensable book on the subject for researchers, librarians, administrators, funders, publishers, and policy makers.

This module covers open licensing for open educational resources (OER) and the Creative Commons licenses.
Learning Targets:
I can recognize open licensing.
I know the difference between an open license and copyright.
I can explain the permissions of the six Creative Commons licenses.

This resource is intended to provide practitioners with introductory, practical content that they can learn from and adapt to better support their own campus Open Education efforts, particularly Open Pedagogy. It is not intended to be an extensive or exhaustive resource about the educational theories and frameworks out of which Open Pedagogy has emerged, as there are several other wonderful resources that cover that information. It includes a podcast series of teaching faculty interviews that will be helpful for other faculty seeking to learn more about their peers’ experiences with open pedagogy, and librarians will benefit from hearing firsthand perspectives so they can better understand the necessary support. Also included are one-shot lesson plans intended to assist academic librarians tasked with supporting faculty embarking on open pedagogy projects, however, we recognize that it often takes a village, and individuals in other roles will also benefit from these (adaptable) lesson plans.

This is a short micro-course that will introduce students to open education, copyright, and open licensing. It is helpful because it contains reading and practice assignments that guide students through copyright. There are optional pre-tests where you can test what you already know about the subject before engaging with the material as well. Throughout the modules, quizzes not only help to keep you engaged, but show you whether you are learning the material.
You are required to create a free account to access the course materials.
It is important to note that this is not strictly based on United States copyright law, but it does provide a good overview of general copyright rules.

This openly licensed whitepaper is all about how scholars own and use intellectual property. Thus, it covers copyright, patent, and trademark laws and explains how scholars on a university campus can engage with their own rights and the rights of others. It covers, among other things, university IP policies, the work made for hire doctrine, basic intellectual property, joint ownership of works, open access, licensing, fair use, and more. This is a great primer to discuss the legalities of academic scholarship on university campuses.

This guide provides a primer on copyright and use permissions. It is intended to support teachers, librarians, curriculum experts and others in identifying the terms of use for digital resources, so that the resources may be appropriately (and legally) used as part of lessons and instruction. The guide also helps educators and curriculum experts in approaching the task of securing permission to use copyrighted materials in their classrooms, collections, libraries or elsewhere in new ways and with fewer restrictions than fair use potentially offers. The guide was created as part of ISKME's Primary Source Project, and is the result of collaboration with copyright holders, intellectual property experts, and educators.

This guide focuses specifically on some of the decisions you may need to make regarding the materials you have created or used in your research process, including drawings and photographs, tables and charts, lab notes and datasets, interviews and newscasts, software and digital artworks. It describes in non-legal language the basics of a few important terms, including “fair use,” “public domain,” “Creative Commons,” and “patent” as they may apply to these materials. Failure to consider the implications of different copyright and patent approaches for your own work can limit the impact of your work. Failure to adequately review, vet, and seek permission to use others’ work can, in a worst-case scenario, prevent your work from getting published or (in rare cases) lead to legal actions.

In ScholCom 202X, you'll take on the role of a new scholarly communication librarian at a small public university somewhere in the US in the "distant future" of the year 202X.

You'll be given a number of scenarios derived from activities and questions a real scholarly communication librarian might expect to receive. These scenarios fall into four general areas: copyright; publishing; institutional repositories; and open access.

The game has two versions, an interactive fiction format written in Ink (located in the "Ink source" and "playable" folders) and a static PDF version (in "printables").

In the interactive fiction version, after reading each scenario you'll be given a chance to consult your "augment," a smartphone-like device which contains a very brief annotated list of some relevant sources and a calendar that tracks how busy you are. In the PDF/print version, these sources are listed below the scenario text, and are open access whenever possible.

After you've read the scenario text and consulted these sources (or not), put yourself in the place of the librarian in the game and think about how you would respond. Would you try to help just the person you're currently talking to, or would you rather build resources and develop strategies that could make the question easier to answer the next time it comes up, and potentially even reach and educate people who don't know the questions to ask in the first place?

As you think through each scenario, ask yourself how you would balance the desire to do a good job against the threat of overwork. You're welcome to write out what you would do, or just think about it. The PDF versions of the scenarios can also be used to role play in a classroom setting, with one student taking on the role of the librarian and another the role of the person who needs their help.

Playable version at https://people.wou.edu/~bakersc/ScholCom202X/index.html. Additional background available at https://lisoer.wordpress.ncsu.edu/2021/05/18/new-to-the-scn-scholcom-202x-an-interactive-fiction-game/.

This module was created in response to an observed need by BranchED and the module authors for efforts to increase the recognition, adaptation, and use of open educational resources (OER) among pre- and in-service teachers and the faculty who work in educator preparation programs. The module's purpose is to position teacher educators, teacher candidates and in-service teachers as empowered content creators. By explicitly teaching educators about content that has been licensed for re-use and informing them about their range of options for making their own works available to others, they will gain agency and can make inclusive and equity-minded decisions about curriculum content. The module provides instructional materials, resources, and activities about copyright, fair use, public domain, OER, and visual literacy to provide users with a framework for selecting, modifying, and developing curriculum materials.

These modules are meant to be very flexible so that instructors can use them in their courses as they see fit. They are organized into three categories: Basics Lessons, Fair Use Lessons, and Rights Statements Lessons. Each module explains the lesson objectives and is centered on an episode of the Podate ©hat (Copyright Chat). Some modules incorporate recommended readings as well. Each module has some “homework” for students to do outside of class as well as in-class exercises and discussion topics. The lessons are organized into modules because an instructor may only wish to engage with a particular topic, such as fair use or copyright myths, or might be more ambitious and have time to devote to all eight lessons. In any event, each module can stand alone or be used with other modules to create a course unit.

This lesson introduces you to the basics of U.S. copyright protection. Copyright is a form of legal protection that allows authors and other creators to control their original, creative work.By the end, you will be able to distinguish between what qualifies for copyright protection and what does not, as well as define basic copyright terms such as public domain and derivative.The content in this lesson is organized using the 6 Ws, outlined below:Why does copyright protection exist?Whose work is protected by copyright?What can copyright holders do with their copyrights?Which works can be protected by copyright?When is a work protected by copyright?Where are copyrighted works protected?

This Intellectual Property Supplement from eLangdell Press contains the text of federal laws and regulations in the area of copyright, trademarks and patents. The editors have endeavored to gather all relevant laws, rules and regulations. This collection is intended to be used primarily as a statutory supplement for law students and legal scholars in academic settings, although practitioners in this area of law will also find it useful.This volume, Volume 1: Copyright Statutory Law contains the text of Title 17 of the United States Code as it appears on the most current edition available on the U.S. Government website FDSYS. Updates to the U.S. Code not yet found in the FDSYS published editions can be found in the United States House of Representatives Office of Law Revision Counsel's Classification Tables.

Introduces the ethical dimension of finding, using, and sharing images in the context of the undergraduate research assignment. Students will understand the ethical aspects of finding, using, and sharing images; will engage with copyright issues and concepts of intellectual property; and will find and analyze specific images as examples.