Week 7, Reflect: The implications ‘Creative Commons’ has for libraries. Beyond images!

The dynamic and multi-purpose role that libraries fulfil for their users is able to be enhanced by the use of ‘Creative Commons’ as both a space and a stamp. Developed in 2001, ‘Creative Commons’ is a way to address the licensing of intellectual property, so that the creator can choose which rights they would prefer for their material (Waters, 2013, para. 3). This material involves images, videos, music, pieces of writing, in general terms it is anything produced by an author. If chosen the use can broaden out to levels of rights that involve the sharing of material and also modifying and adapting the intellectual content. If the ‘Commons’ is considered beyond a licensing logo it can have multiple applications for users, the items and the nature of social space. This is beyond just one-way communication, or the sharing of images for information, but extends to creating, “twisting” and shaping. This creative and connective process however is guided by the “CC” certification, and this ensures that copyright infringement does not occur without proper permission (Waters, 2013, para. 5).

Libraries serve as a space for materials and users to interact, both in an online and physical environment. Particular roles of a library are determined by the users, however generally it involves the retrieval of items, and the sharing of information and learning of knowledge. As stated by Educause, it encourages a, “A climate of openness and sharing” (2007, p. 1). The possible consequences therefore of the licensing of materials by ‘Creative Commons’ could allow for this to be undertaken in a more collaborative way, such as for education purposes, community interaction for the sharing of opinions, activities, and to preserve historical material. One particular example is in relation to the facilitation of learning experiences. It has been recognised by research that play-based and collaborative experiences are effective learning strategies. For example, it can motivate, address difficult concepts, assist discovery and also benefit personal development through encouraging both communication and teamwork skills (Pivec, 2005, para. 6).

A library if often used as a secondary space for such learning. A couple of examples include after-school classes and activities and also as a centre for resources.
One example of collaborative work is developing a story, such as using graphic novel creating software for an English or LOTE (language other than English) project. This is based upon a real occurrence by the Calgary Science School which used this method for an inquiry (Connect, 2012, para. 2). If used in an online collaborative way ‘Creative Commons’ licensed works, which include images, audio-visual material, music, pieces of writing, can be built upon to create a unique creative piece that has benefits of learning. Additionally, by adapting and putting another perspective upon a piece of material legally it encourages creative, critical and the self-monitoring of your thoughts.

Beyond this however, ‘Creative Commons’ licensed material can provide awareness, be a social space for communication and improvement (Farkas, 2007, p. 42). For libraries, material therefore takes upon a role of being less something to read, but something to develop and use to incorporate various ideas and multiple concepts. For example, building upon an audio-visual material to place a new perspective upon it, like the concept of ‘Architecture’ could include software architecture, building architecture and other ideas that stem from this term. Furthermore, it can be a way to provide visual or audio feedback, create a joint work, encourage feelings of community, showcase accomplishments, and for recreation. Especially in a social space, whether online or not, libraries can facilitate this communication and it becomes a “hub” for individuals to share and learn from each other, while also being interesting and enjoyable.

Reference List

Connect. (2012). Connect! The professional learning journal of the Calgary Science School: Creating graphic novels. Retrieved from http://calgaryscienceschool.blogspot.com.au/2011/03/creating-graphic-novels.html

Educause. (2007). Educause Learning Initiative: 7 things you should know about Creative Commons. Retrieved from http://net.educause.edu/ir/library/pdf/ELI7023.pdf

Farkas, M (2007). Pixels worth 1,000 words. American Libraries, 38(8), 42. Retrieved from http://search.proquest.com.ezp01.library.qut.edu.au/docview/197184381/fulltextPDF?accountid=13380

Pivec, M. (2005, July 11). The benefits of the game-based learning [Web log post]. Retrieved from http://elearningeuropa.info/en/article/The-benefits-of-the-game-based-learning

Waters, S. (2013, May 3). Activity 7: Fair use, copyright, and introduction to using images [Web log post]. Retrieved from http://teacherchallenge.edublogs.org/2012/08/20/activity-7-fair-use-copyright-and-introduction-to-using-images/


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