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Descriptors:
Business Administration Education; Law Related Education; Undergraduate Students; Films; College Instruction; Experiential Learning; Cognitive Development; Business; Corporations; Web Sites; Course Organization; Course Content; Intellectual Property; Torts; Conflict Resolution; Ownership; Employment; Copyrights; Privacy; Assignments

Abstract:
Aaron Sorkin has a passion for words--his signature movie and television scripts are fast talking, jargon laced, word pictures that are instantly recognizable. "The Social Network," Sorkin's 2011 Academy Award Winning movie about the founding of Facebook, Inc., offers more than just witty banter; it provides an ideal teaching platform for undergraduate business law instructors. The movie's reach extends well beyond intellectual property law, presenting multiple business law and legal environment topics conveniently set in a student-friendly, reality-based, entrepreneurial context. The movie's story makes an ideal foundation for business law or legal environment courses. It can be a challenge to make a business school law course relevant and engaging for the young undergraduate student who is not pursuing legal studies. This article recommends teaching law to undergraduate business students through the lens of one current multidimensional business story already familiar to most undergraduate students: the founding and rise of Facebook. The story is dramatized in the movie "The Social Network" and Part II of this article provides a brief overview of the movie's plot. Part III reviews the pedagogical, experiential learning, and cognitive development theories that support the adoption of "The Social Network" as a course foundation. Part IV of the article describes how the movie and supplemental material can frame and contextualize typical business law and legal environment topics. The article concludes with lessons learned from the first attempt in Part IV and a discussion of exercises and assessments in the Appendices. (Contains 3 tables and 191 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Higher Education; Copyrights; Corporations; International Trade; Social Systems; Educational Change; Correlation; Global Approach; Attribution Theory; Commercialization

Abstract:
This article is based on the idea that if we are witnessing an on-going shift towards the transnational phase of capitalism, this objective structural change should also be taken into account in higher education studies. In this sense, this article reflects the increased scholarly attention into the relationship between globalisation and higher education since the 1990s. The main purpose of this article is to contribute to these discussions by developing dialogue between global capitalism theories and the theory of academic capitalism. In order to achieve this, William Robinson's concept of the transnational capitalist class (TCC) will be amended to include also the informational fraction. Furthermore, the causal history of TRIPS (Agreement on Trade-Related Aspects of Intellectual Property Rights) will be used as an illustrative example of how transnational corporations have stimulated the emergence of academic capitalism at transnational level. First, I will discuss the theory of academic capitalism. Second, I will introduce and amend the concept of the TCC. Third, I will present my conclusions. (Contains 2 tables and 5 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Libraries; Library Services; Library Administration; Library Development; User Needs (Information); Performance Technology; Improvement Programs; Access to Information; Change Strategies; Copyrights; Strategic Planning; Total Quality Management

Abstract:
Through vision, leadership, and creativity, Salisbury University's Blackwell Library transformed its access services department structurally and philosophically to better position itself to meet, and strive to exceed, today's user needs and expectations. Restructuring and the introduction of new leadership and new ideas provided the foundation for creating a more open and collaborative problem-solving environment. New services and models were introduced based on various user feedback channels and staff initiatives, producing a department better equipped to not only manage, but to proactively engage with the one constant of change that is universal among today's academic libraries. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Public Libraries; Copyrights; Financial Support; Court Litigation; Electronic Libraries; Law Schools; Search Engines; Universities; Private Financial Support; Archives; Cooperation

Abstract:
The tantalizing vision of universal access to the cultural and scientific heritage of humanity seemed close to fulfillment in 2008, when Google announced the settlement of a class-action lawsuit charging that its Google Book Search project infringed copyright by scanning in-copyright books from major research-library collections. But it was not to be. The very ambitiousness of the settlement was its undoing. In 2011 a federal judge ruled against it, mainly because it went too far beyond the issues in litigation, which concerned only whether scanning books to index their contents and make snippets available was infringement or the limited exception, fair use, since snippets would not supplant--and might enhance--demand for the works. Having failed to reach a more limited settlement, the litigants are expected to go to trial this fall. The failure of the Google Book settlement, however, has not killed the dream of a comprehensive digital library accessible to the public. Indeed, it has inspired an alternative that would avoid the risks of monopoly control. A coalition of nonprofit libraries, archives, and universities has formed to create a Digital Public Library of America (DPLA), which is scheduled to launch its services in April 2013. The San Francisco Public Library recently sponsored a second major planning session for the DPLA, which drew 400 participants. Major foundations, as well as private donors, are providing financial support. The DPLA aims to be a portal through which the public can access vast stores of knowledge online. Free, forever. Initially the DPLA will focus only on making digitized copies of millions of public-domain works available online. These include works published in the United States before 1923, those published between 1923 and 1963 whose copyrights were not renewed, as well as those published before 1989 without proper copyright notices, and virtually all U.S.-government works. If a way can be found to overcome copyright obstacles, many millions of additional works could be made available. It is no secret that copyright law needs a significant overhaul to adapt to today's complex information ecosystem. Unfortunately the near-term prospects for comprehensive reform are dim. However, participants at a conference last spring at Berkeley Law School on "Orphan Works and Mass Digitization: Obstacles and Opportunities" believe that modest but still meaningful reforms are possible. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Copyrights; Legal Problems; Lecture Method; Intellectual Property; Freedom of Speech; Legal Responsibility; Information Policy; Information Dissemination; Knowledge Management; Access to Information

Abstract:
Lecture capture technology has advanced to a point where implementing a solution can be disarmingly simple. But it is important for faculty and administrators not to be lulled into a false sense of security--recording faculty and guest lectures still comes with its share of legal issues covering copyright, intellectual property rights, distribution, and permissions. While some lecture capture technology provides assistance even in these areas, colleges and universities need to develop clearly defined guidelines on how recorded lectures can be used. Universities can use most recorded lectures for free, but in some cases payment may be required, distribution restricted, or permissions needed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Writing Skills; Ethics; Plagiarism; Educational Technology; Internet; Computer Uses in Education; Research Skills; Prevention; Copyrights; Integrity; School Culture; Teacher Role; Undergraduate Study

Abstract:
Plagiarism is a complex issue in need of reexamination. A common misconception is there is consensus on what constitute plagiarism, and general agreement that engaging in plagiarism and other forms of academic dishonesty is a major breech of ethics. There seems to be little concern for differentiating degrees of seriousness; the intentional copying of large amounts of text without acknowledgement is often viewed the same as failing to properly cite sources. Furthermore, instruction that addresses issues related to plagiarism is rare. In this article, the authors explore the issue in relation to the ever-changing digital environment, and provide one specific example of explicit instruction that engages students in copying information from the Internet, rewriting or paraphrasing, then citing appropriately. Knowing students will utilize technology for writing and research, instruction should aim at demystifying the concept of plagiarism while at the same time improving students' research and writing skills. (Contains 2 figures, 1 resource and 5 online resources.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Copyrights; Information Management; Academic Libraries; Library Services; Electronic Libraries; Library Science; Questionnaires; Surveys; Ownership; Intellectual Property; Higher Education

Abstract:
This paper presents a policy decision tree for digital information management in academic libraries. The decision tree is a policy guide, which offers alternative access and reproduction policy solutions according to the prevailing circumstances (for example acquisition method, copyright ownership). It refers to the digital information life cycle, focusing mostly on its creation (digitized or born-digital), acquisition, copyright and availability. The resulting decision tree is based on a policy model, which was initially divided into two branches--one for digitized and one for born-digital information. The decision tree simplifies and unifies commonly adopted rules which were identified through a questionnaire survey on the access and reproduction policies of 67 digital collections in 34 multidisciplinary libraries (national, academic, public, special, etc.) from 13 countries. The results of the decision tree are used to propose alternative policies. (Contains 15 notes and 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Evaluative Thinking; Preservice Teacher Education; Vignettes; Privacy; Accuracy; Access to Computers; Critical Incidents Method; Questionnaires; Gender Differences; Web Sites; Compliance (Legal); Data Analysis; Structured Interviews; Internet; Ethics; Copyrights; Content Analysis; Qualitative Research; Student Teachers

Abstract:
In this study, Turkish ICT student teachers' judgments and justifications in four scenarios involving ICT-related ethical problems were investigated. Scenarios were designed based on Mason's (1986) four ethical issues: privacy, accuracy, property and accessibility. The study was carried out in the fall of 2010. We used the critical incidents technique (CIT)--a qualitative research approach--and the data were gathered via a structured questionnaire. The questionnaire was conducted face-to-face with an in-person interview. Participants were 35 ICT student teachers from the Faculty of Educational Science at Ankara University. The associations between different categorical variables were analysed with Fisher's exact test. Open-ended questions were analysed through content analysis. The findings revealed that gender does not affect the ethical judgments and justifications of ICT student teachers. Furthermore the same reasons and justifications were reported by ICT student teachers who have taken course in ethic and those who have not taken the course. Moreover, out of the four issues considered in this study, accessibility was found as the most controversial issue. In addition to that it was observed that a number of ICT student teachers do not attain the right justifications due to the lack of knowledge on copyrights, intellectual property and the policies of web sites. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Guidelines; Instructional Design; Internet; Graduate Students; Student Research; Story Telling; Web Sites; Technology Integration; Educational Technology; Multimedia Materials; Copyrights; College Students; Personal Narratives; Production Techniques; Visual Aids; Computer Uses in Education; College Faculty

Abstract:
In this paper, the authors present some of the most important lessons they have learned from teaching courses, conducting workshops, writing articles, and supervising graduate student research on the educational uses of digital storytelling. The guidelines described here are categorized within the ADDIE instructional design framework and are presented as starting points that educators should consider when they begin to integrate digital storytelling in their classrooms. The guidelines provide useful information that will help educators teach students all phases of the digital storytelling process, including analysis, design, development, implementation and evaluation of digital storytelling projects that focus on educationally meaningful topics. (Contains 5 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Certification; Copyrights; Information Policy; Contracts; Faculty Publishing; Health Services; Health Sciences; Ownership; Open Source Technology; Intellectual Property; Electronic Publishing; Publications; Publishing Industry

Abstract:
One of the many challenges that content creators and repository administrators are both struggling with in this "born digital" information environment is the "ownership" of content. After several years of engaging directly with researchers across their campus and providing seminars on the National Institutes of Health (NIH) Public Access Policy, considering open access options, and integrating author copyright addenda whenever necessary, there has been increased and sustained improvement to the author's PubMed Central (PMC) repository submissions. The challenge in ensuring that authors are able to comply with the NIH Public Access Policy has not been in the technicalities of submitting a manuscript into the PMC system, but rather in the need for continued vigilance on the part of the authors who will receive the copyright transfer agreement from the publisher. In this article, the author shares his observations on "unanticipated" licensing agreements and born digital content. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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