Adding to the Commons
Since most of the work I have created for the course is either a blog or a non-textual representation based in Fair Use of someone else’s content, I decided to use a project I completed several years ago as my Creative Commons addition. Further, given the circumstances, I think it adds nicely to the conversation of licenses when grant funding is involved.
In 2012, I was approached by the George W. Bush Presidential Center, as part of their Human Freedom Initiative, to participate on an interdisciplinary team tasked with developing a curriculum to teach high school students about the nature of freedom. Incorporating the oral histories being collected from freedom dissidents around the world, the curriculum was intended to raise awareness of both the state of freedom in the contemporary world and modern movements for democracy. From start to finish, the project took about two years to complete. The final product, the Freedom Matters! Curriculum, includes four units of study and examines the following: the foundations of freedom; the individual’s experience of freedom; totalitarianism and 20th century freedom movements; and modern movements for freedom in the 21st century. Upon completion, and after its debut event at the Bush Center, the curriculum was made available online, with no licenses, via the Freedom Collection website. Several months later, I suggested that we adopt a Creative Commons license, in part because we were receiving questions from teachers as to allowed use and in part because I learned about them during my masters-level coursework and believed them to be in-line with the goals of the curriculum. The suggestion was well received and a BY-NC-SA license was adopted.
The license was selected for the following reasons:
- Attribution (BY): Creative Commons automatically adds this to all licenses, with the exception of those listed in the public domain.
- NonCommercial (NC): The Freedom Matters! Curriculum, as part of a larger Human Freedom Initiative project, was funded by a foundation grant from an external entity who targeted donations to charitable entities; the provisions of the grant disallowed financial gain on funded projects.
- Share Alike (SA): As the mission of the Freedom Collection is to “document the personal stories of men and women who have led or participated in freedom movements” while “reinforcing the moral and political importance of pro-democracy movements and remaining actively engaged in the world,” they benefit from continued awareness of the project. This is equally true of both their collection and preservation of the stories of dissidents and their work to raise awareness of the state of freedom in the world today. As such, the Share Alike license ensures that the curriculum, as well as those works adapted and shared by others, will continue to raise awareness of the important work they complete.
Scenario One, Correct Use
A new teacher begins teaching in a district where 75% of her students are first generation American citizens. She notices, as they’re studying the Constitution, that many of her students are struggling with the concepts of political, economic, and personal rights. To assist them, she downloads the Freedom Matters! Unit 2 lesson plans and then copies and distributes them to all of her students. Further, she copies and pastes the Unit 3 and 4 Introductions and sends her students’ parents the following email: “Good afternoon! I wanted to update you that we are currently studying political, economic, and personal freedoms. As part of our next unit, we will be studying modern movements for democracy. We will be using the Freedom Matters! Curriculum created by the George W. Bush Presidential Center. Please see the introductions for Units 3 and 4 that I have copied and pasted below. If you have personal experience relating to any of these events, I would love for you to share your story with the class. If we do not have parent volunteers, we will use the oral histories collected by the Freedom Collection.”
Analysis
In this instance, the teacher has decided to share the Freedom Matters! Curriculum with her students by copying and distributing the Unit 2 lesson plans; this action is clearly permitted under the Share portion of the license. Further, when she decides to copy and paste text into an email to parents, she provides an attribution and a link to the site.
Scenario Two, Incorrect Use
A college student is completing a video project on the Solidarity movement in Poland in the 1980s. He’s interested in incorporating first-hand video accounts of the leaders. Upon completing a Google search, he discovers the oral history of Lech Walesa. He downloads the video and intersperses clips of Walesa describing the movement with his commentary and that from other sources. The video does not include a works referenced section at the end. When the student’s professor sees the video, he raves about the quality and urges him to enter the video into a film contest where he then wins $5,000 and a chance to license the video to a for-profit educational video service with strict copyright requirements. He opts to license the video to the service.
Analysis
In this instance, the student is clearly violating the terms of the license. First, he has used material from the Freedom Matters! Curriculum without providing attribution. Second, he has won money for the video and is licensing it to a for-profit service thus violating the non-commercial terms of the license. Finally, he will be placing the video with a service which requires strict copyright permissions – this violates the Share Alike portion of the license. In this instance, I would send a letter to the student making him aware of the violation of the Creative Commons license under which the materials were released. The letter would inform him that he is able to use the material, however, he must provide attribution, must license any derivative works as share alike, and may not profit from the derivatives. I would also send a letter to the educational video service making them aware that copyright is not his to sell.
