>>Intellectual Property IP Action Agenda - IP Management: Education & Training Introduction & Scope | Members RIGHTS AND PERMISSIONS | IP MANAGEMENT: Education & Training | LICENSING & OTHER BUSINESS MODELS | PUBLIC DOMAIN | INTERNATIONAL IMPLICATIONS | IP MANAGEMENT: Education & Training Elizabeth Aldrich Peter Hirtle Christine Sundt Marta Teegen 1. INITIAL STATEMENT new mechanisms within the community for continuing education about IP issues, their importance and current developments; beyond extending our own Town Meetings creation of IP Managers as new staff positions within institutions to, for example: -- identify IP holdings and their status vis-a-vis an audit, -- develop IP policies for an entire institution that take into account legal, ethical and moral issues, as well as dealing with rights and permissions. 2. CURRENT DEVELOPMENTS What mechanisms are already in place for educating individual communities on IP issues? Do membership organizations have IP education programs, policies, or information posted on their websites? CAA has co-sponsored the Copyright Town Meetings and has hosted the meetings at its annual conference. CAA publishes the following IP guidelines "Reproduction Rights in Scholarly and Educational Publishing" on its website. AAM publishes "A Museum Guide to Copyright and Trademark" on its website. VRA publishes links to FAIR USE guidelines and information on other IP issues on its website. AAUP has a "Statement on Copyright" and "Sample Language for Institutional Policies and Contract Language" governing IP issues on its website. Individual colleges and universities publish IP information on their websites (e.g., University of Maryland University College, University of Texas, Indiana University, and Stanford University). SAA regularly offers a workshop on copyright for archivists. Peter Hirtle is working on a book for them on the same topic Universities are increasing their copyright education efforts since in order to secure the protection against liability for acts by faculty and graduate students afforded by Section 512(e)(c), the institution must provide "to all users of its system or network informational materials that accurately describe, and promote compliance with, the laws of the United States relating to copyright." Already we have gotten a letter from administrators here that stress the need to respect copyrights rather than the exemptions that are available to users. A model statement that could be used by universities to meet the requirements of this section could be very useful.... Are there guides to good practices for this? Several colleges and universities include IP Bibliographies on their websites (e.g., The University of Maryland University College Information and Library Services; Texas and Indiana. The Music Library Association has what they call a "Guide to Copyright for Music Librarians" (but it is not really a best practice tool. Are there IP Managers on staff at organizations/institutions? If so, how do they function? Are there any that deal with arts, culture, and humanities? I'm not sure about the arts and humanities (though there are certainly IP Managers for science and technology, there is little information about provision specifically for the arts and humanities). Schools certainly have IP centers where information is available (e.g., Indiana University), though I'm not sure if they are involved in conducting IP audits, etc. We are planning on implementing a copyright management service here at Cornell. In preparation for this, we have devised a model of the sorts of roles that such a service might provide. I have attached a draft of our latest version. Some models we have found for such a service in a library are at George Mason University (see <http://library.gmu.edu/libinfo/news.html>), NC State, Western Washington. Other places (Texas, Indiana, Catholic) run this service from the counsel's office.   2. NEW MECHANISMS Develop a guide to good practices in terms of IP education programs that have been effective. Encourage membership organizations to post educational/informational materials on IP issues on their websites (even if it's just links to existing policies/programs). Distribute paper copies of revised NINCH Copyright Statement and NHA Basic Principles to broad, grass-roots audience (i.e., users and producers of IP) as well as electronically via listservs and membership organization websites. Encourage alliances between organizations, especially for FAIR USE (e.g., College Art Association and American Association of Museums have different interests when it comes to using images -- is it possible for these organizations to sign off on a single agreement governing the use of images? What role could NINCH play in facilitating this alliance?) Big question, and one that is very tough to answer. Roy Rosenzweig wrote in the current issue of the Journal of American History "We may also need to reexamine our own contradictory position as both rights holders and consumers of copyright content. Perhaps we should even insist that the intellectual property we create (often with considerable public funding) should be freely available to all." I think everyone is feeling the pinch. Encourage colleges and universities to require faculty to attend IP "training sessions." [Maybe? If so, who will pay for it and who will run the sessions? Librarians?; PBH: "We have been trying to figure out how to get faculty to do this at Cornell. We have decided it is hopeless, and are looking at educating their TA's."] Call for the development of IP Managers at organizations/institutions. 3. CONFERENCE SPEAKERS/INVITEES Kenny Crews Paul Epstein Georgia Harper School lawyers, Volunteer Lawyers for the Arts, individuals who work onIP issues at membership organizations (who are not necessarily lawyers), and users as well as producers of content (especially publishers) should be invited to participate in theconference.   Introduction & Scope | Members RIGHTS AND PERMISSIONS | IP MANAGEMENT: Education & Training | LICENSING & OTHER BUSINESS MODELS | PUBLIC DOMAIN | INTERNATIONAL IMPLICATIONS |