Filed under syllabus | Tags: · artists book, book, internet, poetry, postdigital, publishing
“This course operates at the intersection of creative writing, media theory, and the history of the book. Since the written word overtook the Homeric epic poem as a kind of communal Wikipedia, poetry has been less about communicating information and more about lyric expression. Recently, digital technologies have been seen to present this same challenge to the book. Like poetry, we might say that the book isn’t dead, it has simply lost its claim as the primary source of information. Over the last two decades, some of the most interesting works of art and poetry have turned to the book in both form and content, as both inspiration and fallen idol. It has never been easier for writers to publish, not just on Twitter and Facebook, but across a range of Print on Demand (POD) platforms for the printed book. This course examines recent works of poetry alongside new developments in print technologies. From Seth Siegelaub’s The Xerox Book (1968) to new works of POD poetry published throughout the quarter (TBA, 2015), we will study the emergence of innovative forms of writing the book under the influence of digital networks.”
Daniel Scott Snelson, Northwestern University, Fall Quarter, 2015
Course information and publication research conducted by the NUPoD editorial collective
Filed under syllabus | Tags: · copyright, education, fair use, filesharing, free culture, intellectual property, internet, law, mashup, public domain, remix, technology
There’s a lot of misinformation out there about legal rights and responsibilities in the digital era.
This is especially disconcerting when it comes to information being shared with youth. Kids and teens are bombarded with messages from a myriad of sources that using new technology is high-risk behavior. Downloading music is compared to stealing a bicycle — even though many downloads are lawful. Making videos using short clips from other sources is treated as probably illegal — even though many such videos are also lawful.
This misinformation is harmful, because it discourages kids and teens from following their natural inclination to be innovative and inquisitive. The innovators, artists and voters of tomorrow need to know that copyright law restricts many activities but also permits many others. And they need to know the positive steps they can take to protect themselves in the digital sphere. In short, youth don’t need more intimidation — what they need is solid, accurate information.
EFF’s Teaching Copyright curriculum was created to help teachers present the laws surrounding digital rights in a balanced way.
Teaching Copyright provides lessons and ideas for opening your classroom up to discussion, letting your students express their ideas and concerns, and then guiding your students toward an understanding of the boundaries of copyright law.
Published by Electronic Frontier Foundation, May 2009
Creative Commons Attribution license 3.0 US
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