@@ -1948,7 +1955,9 @@ tools that enable the writing to lead or mislead. The aim of any literacy, and this literacy in particular, is to "empower people to choose the appropriate -language for what they need to create or express." ++language for what they need to create or express." + It is to enable @@ -1957,19 +1966,18 @@ students "to communicate in the language of the twenty-first century."+ Barish, Stephanie Interview with Daley and Barish. Ibid. Barish, Stephanie -As with any language, this language comes more easily to some -than to others. It doesn't necessarily come more easily to those who - excel -in written language. Daley and Stephanie Barish, director of the - Institute -for Multimedia Literacy at the Annenberg Center, describe one -particularly poignant example of a project they ran in a high school. -The high school was a very poor inner-city Los Angeles school. In all -the traditional measures of success, this school was a failure. But Daley -and Barish ran a program that gave kids an opportunity to use film -to express meaning about something the students know something -about—gun violence. +As with any language, this language comes more easily to some than to +others. It doesn't necessarily come more easily to those who excel in +written language. Daley and Stephanie Barish, director of the +Institute for Multimedia Literacy at the Annenberg Center, describe +one particularly poignant example of a project they ran in a high +school. The high school was a very poor inner-city Los Angeles +school. In all the traditional measures of success, this school was a +failure. But Daley and Barish ran a program that gave kids an +opportunity to use film to express meaning about something the +students know something about—gun violence. The class was held on Friday afternoons, and it created a relatively @@ -1980,22 +1988,21 @@ said Barish. They were working harder than in any other class to do what education should be about—learning how to express themselves. -Using whatever "free web stuff they could find," and relatively - simple +Using whatever "free web stuff they could find," and relatively simple tools to enable the kids to mix "image, sound, and text," Barish said this class produced a series of projects that showed something about gun violence that few would otherwise understand. This was an issue -close to the lives of these students. The project "gave them a tool and -empowered them to be able to both understand it and talk about it," -Barish explained. That tool succeeded in creating expression—far more -successfully and powerfully than could have been created using only -text. "If you had said to these students, `you have to do it in text,' they -would've just thrown their hands up and gone and done something -else," Barish described, in part, no doubt, because expressing - themselves -in text is not something these students can do well. Yet neither -is text a form in which these ideas can be expressed well. The power of -this message depended upon its connection to this form of expression. +close to the lives of these students. The project "gave them a tool +and empowered them to be able to both understand it and talk about +it," Barish explained. That tool succeeded in creating +expression—far more successfully and powerfully than could have +been created using only text. "If you had said to these students, `you +have to do it in text,' they would've just thrown their hands up and +gone and done something else," Barish described, in part, no doubt, +because expressing themselves in text is not something these students +can do well. Yet neither is text a form in which these ideas can be +expressed well. The power of this message depended upon its connection +to this form of expression. @@ -2231,21 +2238,20 @@ York Times, 16 January 2003, G5.
@@ -3173,61 +3124,55 @@ United Artists Television, Inc.).
-Our point here is that unlike the problem of whether you have -any copyright protection at all, the problem here is whether - copyright -holders who are already compensated, who already have a -monopoly, should be permitted to extend that monopoly. . . . The +Our point here is that unlike the problem of whether you have any +copyright protection at all, the problem here is whether copyright +holders who are already compensated, who already have a monopoly, +should be permitted to extend that monopoly. . . . The question here is how much compensation they should have and how far back they should carry their right to compensation. -Copyright Law Revision—CATV, 216 (statement of Edwin M. - Zimmerman, -acting assistant attorney general). +Copyright Law Revision—CATV, 216 (statement of Edwin M. +Zimmerman, acting assistant attorney general).
+-So we very mechanically went about looking up the film clips. -We made some artistic decisions about what film clips to - include—of -course we were going to use the "Make my day" clip -from Dirty Harry. But you then need to get the guy on the ground -who's wiggling under the gun and you need to get his - permission. -And then you have to decide what you are going to pay -him. +So we very mechanically went about looking up the film clips. We made +some artistic decisions about what film clips to include—of +course we were going to use the "Make my day" clip from Dirty +Harry. But you then need to get the guy on the ground who's wiggling +under the gun and you need to get his permission. And then you have +to decide what you are going to pay him. @@ -5203,6 +5144,7 @@ And then we just, we put together a team, my assistant and some others, and we just started calling people.
-Everyone thought it would be too hard. Everyone just threw up -their hands and said, "Oh, my gosh, a film, it's so many - copyrights, -there's the music, there's the screenplay, there's the director, -there's the actors." But we just broke it down. We just put it into -its constituent parts and said, "Okay, there's this many actors, this -many directors, . . . this many musicians," and we just went at it -very systematically and cleared the rights. +Everyone thought it would be too hard. Everyone just threw up their +hands and said, "Oh, my gosh, a film, it's so many copyrights, there's +the music, there's the screenplay, there's the director, there's the +actors." But we just broke it down. We just put it into its +constituent parts and said, "Okay, there's this many actors, this many +directors, . . . this many musicians," and we just went at it very +systematically and cleared the rights.
FCC Oversight: Hearing Before the Senate Commerce, Science and Transportation Committee, 108th Cong., 1st sess. (22 May 2003) -(statement of Senator John McCain).
+BMW I asked why, with all the storage capacity and computer power in the car, there was no way to play MP3 files. I was told that BMW engineers in Germany had rigged a new vehicle to play MP3s via the car's built-in sound system, but that the company's marketing and legal departments weren't comfortable with pushing this - forward -for release stateside. Even today, no new cars are sold in the -United States with bona fide MP3 players. . . . - Rafe Needleman, "Driving in Cars with MP3s," Business 2.0, 16 June +forward for release stateside. Even today, no new cars are sold in the +United States with bona fide MP3 players. . . . + + Needleman, Rafe + +Rafe Needleman, "Driving in Cars with MP3s," Business 2.0, 16 June 2003, available at - link #43 . I am grateful to Dr. Mohammad Al-Ubaydli -for this example. +link #43 . I am grateful +to Dr. Mohammad Al-Ubaydli for this example.
-then all of a sudden a lot of basic civil liberty protections - evaporate -to one degree or another. . . . If you're a copyright infringer, -how can you hope to have any privacy rights? If you're a copyright -infringer, how can you hope to be secure against seizures of your -computer? How can you hope to continue to receive Internet -access? . . . Our sensibilities change as soon as we think, "Oh, -well, but that person's a criminal, a lawbreaker." Well, what this -campaign against file sharing has done is turn a remarkable - percentage -of the American Internet-using population into - "lawbreakers." +then all of a sudden a lot of basic civil liberty protections +evaporate to one degree or another. . . . If you're a copyright +infringer, how can you hope to have any privacy rights? If you're a +copyright infringer, how can you hope to be secure against seizures of +your computer? How can you hope to continue to receive Internet +access? . . . Our sensibilities change as soon as we think, "Oh, well, +but that person's a criminal, a lawbreaker." Well, what this campaign +against file sharing has done is turn a remarkable percentage of the +American Internet-using population into "lawbreakers."
In effect, the Supreme Court's decision makes it likely that we are seeing the beginning of the end of public domain and the birth of -copyright perpetuity. The public domain has been a grand - experiment, -one that should not be allowed to die. The ability to draw -freely on the entire creative output of humanity is one of the - reasons -we live in a time of such fruitful creative ferment. +copyright perpetuity. The public domain has been a grand experiment, +one that should not be allowed to die. The ability to draw freely on +the entire creative output of humanity is one of the reasons we live +in a time of such fruitful creative ferment.