The advancement of innovative education, librarianship, and scholarship has become increasingly entangled with copyright law. Research and education seem to be routinely reinvented with the creation of new software and technological devices. Private agreements are becoming a dominant force on the shape of legal rights and responsibilities.

Particularly in places of learning, technology is all-pervasive; because everyone is always making copies, copyright is center stage. And copyright law, when misapplied or misinterpreted, affects not only the way that you teach but even what you teach. With decades of experience interpreting the intricacies of copyright law as it pertains to librarianship, Russell is the ideal authority to address the concerns of librarians, teachers, and teaching librarians who work in the K–12 environment. Her book will encourage you to stop allowing your fear of copyright issues to limit how and what you share or teach, and instead be more involved in shaping copyright law to better serve your learning community. Through scenario-based discussions, it covers key topics such as the reasons librarians and teachers have so many misconceptions about copyright, and why understanding copyright is a process, not a one-time event; recent legislative and policy developments that impact schools and libraries; situations often encountered by educators, such as using copyrighted material in class assignments, digital lesson plans, bulletin board displays, social media, school plays, and band performances and talent shows; the use of licensed content in a variety of settings; what constitutes "fair use," so that you can be empowered by knowing exactly what's possible within the law; and guidance on making long-term strategic decisions and developing copyright policies.

An updated edition of the award-winning analysis of the role of race in the classroom features a new author introduction and framing essays by Herbert Kohl and Charles Payne, in an account that shares ideas about how teachers can function as "cultural transmitters" in contemporary schools and communicate more effectively to overcome race-related academic challenges. Original.

Do copyright laws directly cause people to create works they otherwise wouldn't create? Do those laws directly put substantial amounts of money into authors' pockets? Does culture depend on copyright? Are copyright laws a key driver of competitiveness and of the knowledge economy? These are the key questions William Patry addresses in How to Fix Copyright. We all share the goals of increasing creative works, ensuring authors can make a decent living, furthering culture and competitiveness and ensuring that knowledge is widely shared, but what role does copyright law actually play in making these things come true in the real world? Simply believing in lofty goals isn't enough. If we want our goals to come true, we must go beyond believing in them; we must ensure they come true, through empirical testing and adjustment. Patry argues that laws must be consistent with prevailing markets and technologies because technologies play a large (although not exclusive) role in creating consumer demand; markets then satisfy that demand. Patry discusses how copyright laws arose out of eighteenth-century markets and technology, the most important characteristic of which was artificial scarcity. Artificial scarcity was created by the existence of a small number gatekeepers, by relatively high barriers to entry, and by analog limitations on copying. Markets and technologies change, in a symbiotic way, Patry asserts. New technologies create new demand, requiring new business models. The new markets created by the Internet and digital tools are the greatest ever: Barriers to entry are low, costs of production and distribution are low, the reach is global, and large sums of money can be made off of a multitude of small transactions. Along with these new technologies and markets comes the democratization of creation; digital abundance is replacing analog artificial scarcity. The task of policymakers is to remake our copyright laws to fit our times: our copyright laws, based on the eighteenth century concept of physical copies, gatekeepers, and artificial scarcity, must be replaced with laws based on access not ownership of physical goods, creation by the masses and not by the few, and global rather than regional markets. Patry's view is that of a traditionalist who believes in the goals of copyright but insists that laws must match the times rather than fight against the present and the future.

"Re-designed as a textbook, "Copyright for Librarians: the essential handbook" can be used as a stand-alone resource or as an adjunct to the online curriculum. With a new index and a handy Glossary, it is essential reading for librarians and for anyone learning about or teaching copyright law in the information field."--Publisher's website.

Provides vision for strong school library programs, including identification of the skills and knowledge essential for students to be information literate. Includes recommended baseline staffing, access, and resources for school library services at each grade level.