Copy(write)

Description

Brings together stories, theories, and research that can further inform the ways in which writing teachers situate and address intellectual property issues in writing classrooms. The essays in the collection identify and describe a wide range of pedagogical strategies, consider theories, present research, explore approaches, and offer both cautionary tales and local and contextual successes.

Sujets

• Droit public
• Regulatory Practice
• Administrative Law
• Droit et juridique
• Law

Informations

• Publié par: Parlor Press, LLC
• Date de parution: 09 octobre 2011
• Nombre de lectures: 1
• EAN13: 9781602352650
• Langue: English

Extrait

Copy(write): Intellectual Property in the Writing Classroom
Edited by Martine Courant Rife, Shaun Slattery, and Dànielle Nicole DeVoss
The WAC Clearinghouse
wac.colostate.edu
Fort Collins, Colorado
Parlor Press
www.parlorpress.com
Anderson, South Carolina


Perspectives on Writing
Series Editor, Susan H. McLeod
The Perspectives on Writing series addresses writing studies in a broad sense. Consistent with the wide ranging approaches characteristic of teaching and scholarship in writing across the curriculum, the series presents works that take divergent perspectives on working as a writer, teaching writing, administering writing programs, and studying writing in its various forms.
The WAC Clearinghouse and Parlor Press are collaborating so that these books will be widely available through free digital distribution and low-cost print editions. The publishers and the Series editor are teachers and researchers of writing, committed to the principle that knowledge should freely circulate. We see the opportunities that new technologies have for further democratizing knowledge. And we see that to share the power of writing is to share the means for all to articulate their needs, interest, and learning into the great experiment of literacy.
Other Books in the Series
Charles Bazerman and David R. Russell, W riting Selves/Writing Societies (2003)
Gerald P. Delahunty and James Garvey, The English Language: from Sound to Sense (2009)
Charles Bazerman, Adair Bonini, and Débora Figueiredo (Eds.), Genre in a Changing World (2009)
David Franke, Alex Reid, and Anthony Di Renzo (Eds.), Design Discourse: Composing and Revising Programs in Professional and Technical Writing (2010)
Doreen Starke-Meyerring, Anthony Paré, Natasha Artemeva, Miriam Horne, and Larissa Yousoubova, Writing in Knowledge Societies (2011)


Publication Information
The WAC Clearinghouse, Fort Collins, Colorado 80523
Parlor Press, 3015 Brackenberry Drive, Anderson, South Carolina 29621
© 2011 by Martine Courant Rife, Shaun Slattery, and Dànielle Nicole DeVoss. This work is released under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License. All other rights reserved.
ISBN 978-0-97270-235-5 (pdf) | 978-0-97270-236-2 (epub) | 978-1-60235-262-9 (pbk.)
DOI
Produced in the United States of America
Library of Congress Cataloging-in-Publication Data
Copy(write) : intellectual property in the writing classroom / edited by Martine Courant Rife, Shaun Slattery, Danielle Nicole DeVoss.p. cm. -- (Perspectives on writing)Includes bibliographical references and index.
ISBN 978-1-60235-263-6 (hardcover : alk. paper) -- ISBN 978-1-60235-262-9 (pbk. : alk. paper) -- ISBN 978-0-97270-235-5 (pdf) -- ISBN 978-0-97270-236-2 (epub)
1. Fair use (Copyright)--United States. 2. Rhetoric--Study and teaching (Higher)--United States. 3. Universities and colleges--Law and legislation--United States. I. Rife, Martine Courant. II. Slattery, Shaun. III. DeVoss, Dànielle Nicole. IV. Title: Copyright.
KF3030.1.C67 2011
346.7304’82--dc23
2011036344
Copyeditor: Daisy Levy
Designer: Jeremy Harder
Series Editor: Susan H. McLeod
The WAC Clearinghouse supports teachers of writing across the disciplines. Hosted by Colorado State University, it brings together scholarly journals and book series as well as resources for teachers who use writing in their courses. This book is available in digital format for free download at wac.colostate.edu .
Parlor Press, LLC is an independent publisher of scholarly and trade titles in print and multimedia formats. This book is available in paperback, cloth, and Adobe eBook formats from Parlor Press at www.parlorpress.com . For submission information or to find out about Parlor Press publications, write to Parlor Press, 3015 Brackenberry Drive, Anderson, South Carolina 29621, or e-mail [e-mail] .


Dedication
The editors dedicate this collection to the late Russ Wiebe. We miss you, friend and collaborator.


Contents
Preface
Martine Courant Rife, Shaun Slattery, and Dànielle Nicole DeVoss
Part I: The Law, the Landscape
1. The Fair Use Battle for Scholarly Works
Jeffrey Galin
2. Plagiarism and Promiscuity, Authors and Plagiarisms
Russel Wiebe
3. Authoring Academic Agency: Charting the Tensions between Work-for-hire University Copyright Policies
Timothy R. Amidon
4. Soul Remedy: Turnitin and the Visual Design of End User License Agreements
Barclay Barrios
5. Images, the Commonplace Book, and Digital Self-Fashioning
Bob Whipple
6. Intellectual Properties in Multimodal 21st-Century Composition Classrooms
Tharon W. Howard
7. Is Digital the New Digital?: Pedagogical Frames of Reference and Their Implications in Theory and Practice
Robert Dornsife
8. Response to Part I—“An Act for the Encouragement of Learning” vs. Copyright 2.0
John Logie
Part II: The Tools
9. What We Talk About When We Talk About Fair Use: Conversations on Writing Pedagogy, New Media, and Copyright Law
Steve Westbrook
10. Parody, Penalty, and Pedagogy
E. Ashley Hall, Kathie Gossett, and Elizabeth Vincelette
11. Copy-rights and Copy-wrong: Intellectual Property in the Classroom Revisited
Janice R. Walker
12. Rhetorical Velocity and Copyright: A Case Study on Strategies of Rhetorical Delivery
Jim Ridolfo and Martine Courant Rife
13. Following the Framers: Choosing Pedagogy to Further Fair Use and Free Speech
TyAnna Herrington
14. Response to Part II—Being Rhetorical When We Teach Intellectual Property and Fair Use
James E. Porter
Part III: The Pedagogy
15. Toward a Pedagogy of Fair Use for Multimedia Composition
Renee Hobbs and Katie Donnelly
16. Intellectual Property Teaching Practices in Introductory Writing Courses
Nicole Nguyen
17. Moving Beyond Plagiarized / Not Plagiarized in a Point, Click, and Copy World
Leslie Johnson-Farris
18. Couture et Écriture: What the Fashion Industry Can Teach the World of Writing
Brian Ballentine
19. The Role of Authorship in the Practice and Teaching of Technical Communication
Jessica Reyman
20. Response to Part III—Fair Use: Teaching Three Key IP Concepts
Rebecca Moore Howard
21. Afterword
Clancy Ratliff
Biographical Notes


Preface
Martine Courant Rife, Shaun Slattery, and Dànielle Nicole DeVoss
You have been invited to participate on a college-wide committee to examine work-for-hire policies at your institution. During your first meeting, a committee member boldly claims that all work faculty and students create during their tenure at the institution should rightly be the property of the institution—especially considering the economic hardship and budget cuts facing most institutions of higher education. What is your response to this claim?
An undergraduate student has accepted work doing freelance web authoring and design. She comes to you to ask what materials produced in a freelance capacity can be included in her professional portfolio. As both professor and professional mentor to this student, how might you advise her?
You serve on an advisory committee for your college’s library. A library representative and faculty member co-present their proposal to adopt a college-wide media use policy. The policy includes requirements such as “faculty can use 30 seconds of a 5-minute song” in their teaching, or “faculty can post 10 minutes of a 90-minute film on the college’s streaming server” for class use. How might you advise in this situation?
While working with a departmental curriculum committee, a committee member claims that there is no need to revise a writing course to include copyright and fair use because “there’s not enough time to teach that, too.” What might your response be?
Intellectual property, more and more, rubs up against the work we do in our classrooms, libraries, and offices and in our curricula, teaching, and policies. When we craft teaching materials that include visuals, audio, and video, we implicate ourselves in intellectual property issues. When we ask students to craft multimodal compositions, we implicate them in intellectual property issues. What intellectual property issues are involved depend on each composition, audience, context, purpose, and use. Intellectual property is an inherently rhetorical set of laws and practices, worthy of our attention as researchers, teachers, colleagues, and members of our institutional communities.
Appropriately, more and more rhetoric and composition studies scholars have entered into the conversation about intellectual property issues, especially as these issues orbit around digital writing practices and new media texts. However, very, very few of us are lawyers; few of us have had formal training in U.S. law. The purpose of this edited collection is to gather together stories, theories, and research that can further inform the ways in which we situate and address intellectual property issues in our writing classrooms. We focus in this introduction on the motivations for this collection and the intellectual backdrop for the work presented here, we include an overview of the collection’s contents, and, in the appendix to this introduction, we provide a brief discussion of the foundational laws and legal precedents that frame our work.
WHY NOW?
We want to call attention to one tiny moment, one that might seem m