The University Library is hosting its 3rd Open Access Week events from Monday October 21st – Friday October 25th . All events will take place in the University Library, MC 218.
Monday October 21st, 1 pm – 2 pm: Open Access Publishing
We will facilitate a discussion panel about open access publishing / open textbooks / OERs on this day. Based on your experience with open access publishing, creating open textbooks or OERs, we invite you to participate in the discussion.
Wednesday October 23rd, 10 am – 11 am: Creative Commons 101
Know “the code” to re-use, remix, and communicate with others how you would like your works to be used.
Thursday October 24th, 2 pm – 3 pm: The Repository, Opendora, and Beyond
What is the best platform for your work? Learn about the different OA publishing options.
The right to show video in the classroom doesn’t rely on fair use. In fact, there is a separate part of copyright law that lets teachers show video in class. However, consider these four points. You can show video:
- During face-to-face teaching
- When viewed in a classroom or other place of instruction
- With a lawfully made copy
- As a regular part of instruction and directly related to content being taught
a teacher wanting to show a Netflix movie would have to log into Netflix using a personal account. The user agreement the individual agreed to when he or she created the Netflix account prohibits showing movies in a public venue, which may be a contract violation. (However, Netflix does permit the showing of some documentaries in class.)
Don’t let that discourage you. Ask your librarian
Bill and Melinda Gates, who declared that “textbooks are becoming obsolete” in their 2019 annual letter.
One of the assumptions behind the Gates’ prediction is that the growth of instructional software will replace textbooks.
Spending data suggests that instructional software is indeed growing in classrooms. From 2011 to 2014, U.S. spending on PreK-12 instructional technology steadily ticked upwards, from $2.6 billion to $3.3 billion,
Specific to college textbooks, print-only titles accounted for 45 percent of U.S. higher education courseware in 2015, down from 50 percent the year before, according to a 2018 report from Macquarie, an investment bank and financial services company. Digital-only textbooks accounted for 29 percent, while digital-and-print bundles accounted for 26 percent.
In a 2018 survey of college students, the trade publication Library Journal found that 75 percent say that reading print books is easier than e-books.
Chegg (https://ereader.chegg.com/#/), a student services provider that notably sold its print textbook inventory to Ingram in 2015, adoption of digital materials among students has been slower than he predicted.
For Pearson, non-digital revenues still dominate at 38 percent, down from 41 percent the year prior. Digital revenue grew to 34 percent from 32 percent the year prior. E-book revenue grew over 20 percent for the second year. The company has invested in a partner rental program
Shin, S. (2014). E-book Usability in Educational Technology Classes: Teachers and Teacher Candidates’ Perception toward E-book for Teaching and Learning. International Journal of Distance Education Technologies, 12(3), 62–74. https://doi.org/10.4018/ijdet.2014070105