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Tania Browne: The Open Access Button campaign aims to shame publishers who charge a small fortune for what should be a universal right 
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On Monday, the Open Access Button was launched at the Berlin 11 Student and Early Stage Researcher Satellite Conference. The Open Access Button is a new browser plugin that allows users to report when they hit a ...
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College students likely spend hundreds of thousands of dollars extra per year on buying rights for digital versions of readings to which they have free access. Some college and university libraries have been attempting to rein in the duplicative charges, which stem from journal articles and other assigned readings that students are told to buy for class even though the material is freely available to them through library holdings. Stanford University, for instance, found that more than $100,000 was being spent, mostly by students, on course materials that could be found in the 1,200 databases the university spends millions of dollars to make available. This is because faculty and students are often unaware of what is already available. Read more: http://www.insidehighered.com/news/2013/08/07/university-libraries-look-reduce-licensing-costs#ixzz2bJ8YHpOF Inside Higher Ed
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Library directors at 66 liberal arts colleges on Friday called for academic libraries to reject licensing agreements with publishers that impose restrictions on how ebooks can be accessed and shared.
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Educators and institutions have a choice about who controls MOOC copyright, their ability to earn revenue and their MOOC user data.
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Copyright Challenges in a MOOC Environment Monday, July 29, 2013 Author(s) Joan Cheverie (EDUCAUSE) Source(s) EDUCAUSE Briefs, EDUCAUSE
The intersection of copyright and the scale and delivery of MOOCs highlights the enduring tensions between academic freedom, institutional autonomy, and copyright law in higher education. To gain insight into the copyright concerns of MOOC stakeholders, EDUCAUSE talked with CIOs, university general counsel, provosts, copyright experts, and other higher education associations. The consensus opinion was that intellectual property questions for MOOC content merit wide discussion because they affect multiple stakeholders and potentially carry significant consequences. Each MOOC provider, for example, establishes a proprietary claim on material included in its courses, licenses to the user the terms of access and use of that material, and establishes its ownership claim of user-generated content. This conflicts with the common institutional policy approach that grants rights to faculty who develop a course. Fair-use exceptions to traditional copyright protection face challenges as well, given a MOOC’s potential for global reach. Nonetheless, fair use and MOOCs are not mutually exclusive ideas.
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