TEACH Act By Kenneth Crews
Dana Leshock
DETT 611 Section 9040
February 8, 2015
“TEACH ACT”
Kenneth Crews article “Copyright and Distance Education: Making Sense of the TEACH act”, identifies what common errors and copyright issues that DE (distance education) students and educators face on a daily basis, and how they are going to be addressed in the situation. In his article, Kenneth Crews explains the benefits and advantages of the TEACH Act for distance education participants. The purpose of this paper is to give a brief summary of Crews article and evaluate the effectiveness of the TEACH Act to offer useful and real copyright assistance for DE. The main focus of the TEACH Act according to Crews, is to offer an opportunity for distance educators to be able …show more content…
The TEACH Act gives good benefit to the instructors, it retracts the older copyrighted laws to bring in newer laws that gives distance education a more modern focus environment. The TEACH Act allows “an expanded range of allowable works; removal of restrictions on receiving locations; explicit allowance to store digital copies of course content; and explicit ability to convert analog works to the digital formats” (36-7). Crews gives a good outline of the types of institutions, distance educators and what their responsibilities are to concerning the policy and material selections criteria. Noticeable in its absence, Crews states, that this is the exclusion of the educational institution’s primary stakeholder in digital management, the librarian. There is no recognition of new forms of material provision such as electronic reserves, which are commonplace in today’s distance learning contexts. The article concludes with a call for librarians to take the wheel and point the educators and institutions through and beyond the web of copyright provision provided by the TEACH …show more content…
The main point of these policies helps protect the abuse that is happening with copyright through the use of multi-layered administrative scheme, that requires institutions to use a hands down guidance instead of the instructor being left to decide what is good to use. The facility or the institution also needs to provide the information that is needed to the staff and also to the student body to inform them of copyright policies and rules. Institutions need to be able to control the spreading of materials by creating a technological framework to make sure that only certain individuals receive access to the copyrighted material for instructional purposes only. Crews demonstrate some of what is required for the instructors, making sure what material is relevant. One of the main important focus of the TEACH Act in this article is that “no one person, acting alone, is able to comply with the law” (Crews,
DETT 611 Section 9040
February 8, 2015
“TEACH ACT”
Kenneth Crews article “Copyright and Distance Education: Making Sense of the TEACH act”, identifies what common errors and copyright issues that DE (distance education) students and educators face on a daily basis, and how they are going to be addressed in the situation. In his article, Kenneth Crews explains the benefits and advantages of the TEACH Act for distance education participants. The purpose of this paper is to give a brief summary of Crews article and evaluate the effectiveness of the TEACH Act to offer useful and real copyright assistance for DE. The main focus of the TEACH Act according to Crews, is to offer an opportunity for distance educators to be able …show more content…
The TEACH Act gives good benefit to the instructors, it retracts the older copyrighted laws to bring in newer laws that gives distance education a more modern focus environment. The TEACH Act allows “an expanded range of allowable works; removal of restrictions on receiving locations; explicit allowance to store digital copies of course content; and explicit ability to convert analog works to the digital formats” (36-7). Crews gives a good outline of the types of institutions, distance educators and what their responsibilities are to concerning the policy and material selections criteria. Noticeable in its absence, Crews states, that this is the exclusion of the educational institution’s primary stakeholder in digital management, the librarian. There is no recognition of new forms of material provision such as electronic reserves, which are commonplace in today’s distance learning contexts. The article concludes with a call for librarians to take the wheel and point the educators and institutions through and beyond the web of copyright provision provided by the TEACH …show more content…
The main point of these policies helps protect the abuse that is happening with copyright through the use of multi-layered administrative scheme, that requires institutions to use a hands down guidance instead of the instructor being left to decide what is good to use. The facility or the institution also needs to provide the information that is needed to the staff and also to the student body to inform them of copyright policies and rules. Institutions need to be able to control the spreading of materials by creating a technological framework to make sure that only certain individuals receive access to the copyrighted material for instructional purposes only. Crews demonstrate some of what is required for the instructors, making sure what material is relevant. One of the main important focus of the TEACH Act in this article is that “no one person, acting alone, is able to comply with the law” (Crews,