About
The objective of this module is to provide some background information about the creator, talk about future plans for this work, and to provide links to useful references that were used in putting these modules together.
The objective of this module is to provide some background information about the creator, talk about future plans for this work, and to provide links to useful references that were used in putting these modules together.
My current plans are to take this professional development training and submit a proposal to EdTech 2013 to present this at the conference for additional feedback. Next I would like to expand the training into other media types that students would be interested in. I believe one of the biggest needs beyond photos are images and music. Both of these media types could be generated with the help of computers and with proper training make them available to an audience beyond just artists and musicians. If you would be interested in collaborating please contact me.
Bigham, J. P.; Kaminsky, R. S.; Ladner, R. E.; Danielsson, O. M. & Hempton, G. L. (2006). WebInSight: making web images accessible, Proceedings of the 8th international ACM SIGACCESS Conference on Computers and Accessibility (ASSETS '06), 181-188. Retrieved http://webinsight.cs.washington.edu/papers/webinsight.pdf
Images without alternative text are a barrier to equal web access for blind users. To illustrate the problem, we conducted a series of studies that conclusively show that a large fraction of significant images have no alternative text. To ameliorate this problem, we introduce WebInSight, a system that automatically creates and inserts alternative text into web pages on-the-fly. To formulate alternative text for images, we present three labeling modules based on web context analysis, enhanced optical character recognition (OCR) and human labeling. The system caches alternative text in a local database and can add new labels seamlessly after a web page is downloaded, resulting in minimal impact to the browsing experience.
Lyons, M. (2010). Open access is almost here: navigating through copyright, fair use, and the TEACH act. The Journal of Continuing Education in Nursing, 41(2), 57-64. Retrieved from http://www.nursingknowledge.org/Portal/CMSLite/GetFile.aspx?ContentID=112296
Dealing with the complexities of copyright, fair use, the TEaCH act, and the concept of open access can confuse even the most experienced educator. Online education has added to the dilemma. This article discusses the latest information on copyright issues, current guidelines for interpreting fair use and incorporating the TEaCH act, and recent developments in open access publishing.
Nimmer, D.D. (2003). "Fairest of Them All" and Other Fairy Tales of Fair Use, Law and Contemporary Problems, Vol. 66, No. 1/2, The Public Domain (Winter - Spring, 2003), 263-287. Retrieved from http://scholarship.law.duke.edu/cgi/viewcontent.cgi?article=1281&context=lcp
Once upon a time, in a happy land, courts decided which usage constituted fair use in copyright cases, and justice prevailed throughout the realm. Then the Royal Council (“Congress”) imported something from beyond the sea called “codification.” Hence forward, the Council proclaimed, the law-books would spell out if usage were fair or unfair in four pellucid factors. The Wisest Men of the Kingdom (“Supreme Court”) declared that the result in any given case would depend on all four of the factors. The Copyright Specialists (“Second Circuit”) added, “because this is not a mechanical determination, a party need not ‘shut-out’ her opponent on the four factor tally to prevail,” to which Soothsayers embroidered that if nonetheless “she does so, victory on the fair use playing field is assured.” But these are only fairy tales.
Pressman, R. R. (2008). Fair Use: Law, Ethics and Librarians, Journal of Library Administration, 47: 3, 89-110. Retrieved from http://courses.washington.edu/mlis550/au10/pdf/Module_2_Fair_Use_Pressman.pdf
The fair use doctrine allows the use of copyrighted works without the permission of the copyright owner. Fair use is a legal concept, and the test for determining if a use is fair is contained in the Copyright Act of 1976. But fair use is also an ethical concept because it involves a determination of when it is fair to use someone's property. This article discusses the librarians' legal obligation of fair use and the librarians' ethical obligation of fair use and the similarities and differences between them, concluding that the librarians' ethical obligation may be greater than their legal obligation. The article also suggests principles which librarians can advocate for in copyright policies to implement the ethics of fair use.
Silberberg, C. M. (2001). Preserving educational fair use in the twenty-first century. Southern California Law Review, 74, 617-656. Retrieved from http://www-bcf.usc.edu/~usclrev/pdf/074207.pdf
Fair use is an affirmative defense to copyright violation and remains “one of the most unsettled areas of [copyright] law.” Fair use allows authors, educators, and individuals to borrow from otherwise copyrighted materials without the permission of the copyright holder. Students and educators frequently rely upon it in their academic careers. Instructors photocopy excerpts from articles and newspapers or quote passages from novels, textbooks, or commentaries in their lectures and writings. Increasingly, they copy portions of books or articles to supplement and update antiquated or insufficient texts. Students also photocopy passages while researching and preparing for class and quote passages when writing.
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