Copyright kills again

Once again copyright is used in a way to prevent the public from gaining access to material from dead authors. The first reports on this issue that surfaced in June . Joyceâ??s grandson, Stephen Joyce has limited access to material, attempted to prevent publication of scholarly works, demanded access to literary conferences (New Yorker) – his actions are tolerated since he controls the copyright of James Joyce.

James Joyce died in 1941. His work forms an important part of world litterature in general and Irish littarature in particular. It’s interpretation and exploration is part of world culture and heritage. And yet copyright law enables his grandson to limit this exploration. The grandson of Joyce knows about as much about what Joyce would have wanted as my cat does – if I had one. The point is that copyright is granted as an incentive for the writer – as a thanks for the bonus to society. But what happens when copyright is used to limit access? Doesn’t this mean that the bargain fails?

In another example of copyright abuse concerning dead authors we see that the widow of the works of Jorge Luis Borges is actively preventing re-publication:

Here is the story from The Chronicle Herald I quote it in full since it is short and I could only retreive it by using Google cache.

Despite huge demand, a French publishing house says it has been unable to reprint its critically acclaimed edition of the complete works of Argentine author Jorge Luis Borges because of a dispute with his widow.

French editor Gallimard published the two tomes under its prestigious La Pleiade imprint in 1993 and 1999, but they sold out within less than a year each time, said Francoise Issaurat, spokeswoman for the publisherâ??s press office in Paris.

Borgesâ??s widow, Maria Kodama, inherited the sole rights to his estate when the author died in 1986, although the will was contested. Kodama, whom the publisher says does not want the work reprinted, has drawn fire from Borges scholars who accuse her of denying them access to his papers and of trying to shape interpretations of his life and work.

“We never received the authorization of Mrs. Kodama to reprint the Pleiade collections, which were enormously successful,” Issaurat said. “We could have sold 30,000 copies of each, easily.” Kodama and her representatives were not immediately available to explain why she has not authorized the reprinting. However, Franceâ??s Nouvel Observateur magazine cited the publisher as saying that Kodama was concerned the first edition was riddled with errors and that she had demanded they hire a new editor.

Whether or not you can, want or need to read the works of Joyce & Borges is not the point. (But you should try – they are great for a reason). The point here is to question the rationale of granting copyright terms beyond the life of the author.

Take for exampel Borges “The Book of Imaginary Beings“. It was published in 1967. The book was an expanded version of the Spanish edition “El Libro de los Seres Imaginarios” (published 1957). The Imaginary Beings contains descriptions of 120 mythical beasts from folklore and literature. The book is copyrighted on publication. Borges died in 1986 and according to copyright regulation the copyright protection does not elapse until 2056.

The rationale behind such protection is to ensure that the write profits from his/her writing. To ensure this the state offers the opposite of the market ideology – the monopoly. So far so good. The author has a monopoly on his/her work as a thanks for making this work available to the public and therefore enriching it.

But this sitaution/contract/agreement/understanding fails when the heirs of the creator prevent the communication of the work to a wider audience. They have not created anything so why are they being given this position?

(via Errata)

The logic of free online books

David Glenn, Yale U. Press Places Book Online in Hopes of Increasing Print Sales, Chronicle of Higher Education, September 8, 2006 (accessible only to subscribers). Discusses the advantages of making books available online. His examples include Jack M. Balkin’s Cultural Software: A Theory of Ideology (book chapters online in pdf) and Yochai Benkler’s The Wealth of Networks: How Social Production Transforms Markets and Freedom, which Yale published in May. The book is also available online together with a wiki so that readers can respond.

“The real question,” Mr. Balkin says, “is what the vocation of academic publishing is. Academic publishers saw themselves as trying to spread knowledge â?? high-quality knowledge â?? as far and wide as they could … not just as a service that they provide to the universities that they’re associated with. Well, now they can promote that vocation even better than they could before. And they may even be able to make money off of it, which would be all to the good.”

Without a substantial investigation of a wide selection of material it will be difficult to claim the effects of online material on book sales. Any reports without such a study are anecdotal. But there is also another problem with that kind of study. It is the question of whether the specific book would have sold more or less without the online site.

I believe – a subjective opinion based upon my limited anecdotal evidence – that books sales generally increase when material is placed online. But this requires an important caveat: if the publisher prices the books too high then putting material online will not promote sales.

High-cost academic books are only intended for libraries and therefore online material will only prevent researchers from asking for the book. But high-cost academic books are a bad idea. They cannot claim to be about spreading knowledge (as Balkin states above).

Finding the right price for a large group of potential buyers, then placing material online will first create interest in the book and second ensure that the book is more easily found by those interested in the material. If the book is moderately, or reasonably, priced most (not all) still prefer to read a book in it’s traditional form rather than on a screen.

The problem is arguing with the publishers about this…

oh dear

Yesterday I came across this small predicament. A truck had attempted to drive through an underpass towards a park and got stuck. Naturally I did what we do in the digital age – I took pictures.

larger image one & two

The situation reminded me of the stories told about the New York city planner Robert Moses who was accused of purposely making underpasses to parks too low for busses to access and therefore reserving the parks for those who could afford cars. This structural discrimination of the poor and racial minorities has been disputed but the fact remains that low bridges do prevent busses but allow cars to pass.

For those of you who are politically inclined you may want to see this as a political metaphor since the van is actually labelled with the markings of a political party and was probably going to be used to spread political information about the upcoming Swedish Genereal Election.

The ungood system of academic publishing

Another text on Free Software that I have written has been accepted for publication. This is good news. But then I read the rather draconian copyright and licensing rules which the publisher wants to apply to my text.

Basically the ideas remain mine but if I want to present them I have to re-write the ideas from scratch.

The author retains the rights to any intellectual property developed â?¦While the author may use any and all thoughts and research results developed or accumulated while working on a manuscript, and may rewrite, update, and re-title them for use in other publications, â?¦ the author CANNOT use the verbatim text of the manuscript or any part thereofâ?¦without first obtaining the written permissionâ?¦

From my limited experience this wording is pretty standard. From the academics point of view I â??needâ?? publications. But the situation becomes strange when the topic I am writing about is Free Software which has a large focus on openness and the freedom of ideas.

Let me just point out from the start â?? there is no limitation on the reader to read and develop the ideas. They just cannot slavishly copy the text.

My niggling concern is the fact that I am paid by an organisation to do research (and teach). So I spend my time gathering information and thinking about the implications of what is occurring in my particular field. I may even have applied for public grants to do this work.

Once I write down my thoughts the only way for the others to gain access to them is for my library to buy the book so that others can read it. Which basically means my university is paying twice for this information. First for me to think/write and then to obtain physical access to the information.

Even though I dislike the contents of the copyright agreement I have just signed it did not prevent me from signing it. The problem is one of incentive structures. Had I written the work and then just posted it to my website â?? it would not have been worth anything to my academic peers and therefore to my academic career.

The academic text only becomes valuable after it passes through the quality control system which is in the hands of the publisher. Without a publishing house behind the text the information contained therein is not seen as knowledgeâ?¦

Beautiful Thesis

Today I picked up the proof version â?? including the cover â?? of my thesis. It looks great. I took pictures but forgot to bring the camera cable home with me. So I will have to put pictures online later. But there is another problem. The systems administrators have threatened to do important updates to all the servers. Everything will be down during the weekend. This means I will not have access to the blog until Monday morning!

So despite the fact that I have no pictures to prove it you will have to accept that I have a beautiful thesis. Also without my blog for the weekend I shall be spending the whole time proof-reading (well almost all the time).

As always the link to the latest draft is here – if you can reach it between the systems work.

Social Innovation

It’s a sad truth that most of the world needs technology to resolve immediate serious mundane problems. But most technology development is focused on gadgets.

John Voelcker has chosen 10 innovative technologies which are aimed at solving chronic problems. The article Creating Social Change – 10 Innovative Technologies appears in the Stanford Social Innovation Review (Summer 2006)

  1. A self-contained toilet that treats waste without water or chemicals, protecting precious drinking water from contamination. www.eloo.co.za
  2. An inexpensive kit that turns smog-belching two-stroke engines into cleaner-burning, fuel-efficient sources of power. www.envirofit.org
  3. Small-scale solar power systems that not only produce electric power, but also generate cash by enabling people to set up their own home-based businesses. www.selco-india.com
  4. An electricity-free food preservation system. www.malnutrition.org
  5. A prestigious U.S. university is making many of its academic courses available on the Internet where users can learn from them â?? free. www.ocw.mit.edu
  6. Volunteers have developed a solar-powered microfilm projector that will help tens of thousands of Africans learn to read this year. www.designthatmatters.org/k2
  7. A team of Cuban and Canadian scientists has invented an inexpensive vaccine that could save the lives of half a million infants each year. gndp.cigb.edu.cu/
  8. Low-cost eyeglasses that wearers can tune without the aid
    of an optometrist. www.adaptive-eyecare.com
  9. A Pakistani organization is selling ergonomically correct weaving looms that let adults create the same intricate rugs that children now make. www.ciwce.org.pk
  10. A Brazilian nonprofit is rolling out telecenters that provide Internet access, telephone service, computer training, and other technology-based services to the poor and working class. www.cemina.org.br, www.radiofalamulher.com

This is a good list. I disagree with nr 5 since there are several universities offering similar schemes. In addition I do not believe that it has the same impact and importance as the rest of the list. This is becuase I do not think that by making learning material available people will automatically learn.

Don’t get me wrong – I am sure that these kinds of material are of great value to teachers at other universities since they can take the ideas and adapt them to fit their own classrooms. It’s just that I don’t see that this is on par with clean water, waste disposal and helping poor people access technology.
Despite my complaints – lists such as these are important since they help us open our eyes to the fact that we could all be thinking about solving important everyday problems.
(via Question Technology)

Creating the Information Commons

Who created the term Information Commons? Today we use it and expect most people to understand what it means – even if it is a term used in a relatively specific group discussion.

In part the term owes a lot to those who did not even use it. Writers such as Hardin (Tragedy of Commons 1968), Rose (Comedy of Commons 1986) and Ostrom (Governing the Commons 1990) have all created the term commons and formed the discussion to what it is today. The act of adding their term to the concept of information was, in reality, an obvious step. But who took this step?

Here are a few candidates to the early use of information or informational commons – please let me know if someone is missing…

Felsenstein, Lee. “The Commons of Information.” Dr. Dobbs Journal, (May 1993): 18-24. http://opencollector.org/history/homebrew/commons.html

Peter Jaszi & Martha Woodmansee, The Construction of Authorship 11 (1994) includes the quote: â??creeping enclosure of the informational commonsâ??

Alok Gupta, Dale O. Stahl & Andrew B. Whinston, The Internet: A Future Tragedy of the Commons?, Paper Presented at the Conference on Interoperability and the Economics of Information Infrastructure July 6-7, 1995

Andrews, William. “Nurturing the Global Information Commons: Public Access, Public Infrastructure.” Presentation at the 4th Annual B.C. Information Policy Conference Vancouver, B.C., October 28, 1995. http://www.wcel.org/wcelpub/present/ipc95t.html

Scott R. Lundgren â??A Tragedy in the Information Commons?â?? Fall 1997 http://courses.dce.harvard.edu/~humae105/fall97/slund01.htm

Onsrud, H.J., “The Tragedy of the Information Commons” in Policy Issues in Modern Cartography (Elsevier Science) 1998, pp. 141-158. Online draft http://www.spatial.maine.edu/~onsrud/pubs/tragedy42.pdf

Brin, David. “The Internet as a Commons.” in Milton T. Wolf, et. al. Information Imagineering: Meeting at the Interface. Chicago, IL: American Library Association, 1998: 240-245.

Halbert, M (1999) ‘Lessons from the information commons frontier’, The Journal of Academic Librarianship , vol. 25, no. 2, pp.

Beagle, D (1999) ‘Conceptualizing an information commons’, The Journal of Academic Librarianship , vol. 25, no. 2, pp. 82-89.

CC Books Wiki

Looking for books distributed under a CC license? Then here is a wiki for you. Actually these kinds of pages are really good unless they become too popular and all of a sudden they implode because of their own success â?? information overload, too many books make the search for the book you want impossible.

But letâ??s not get carried away with early Sunday morning pessimism. If you know of a book which belongs on this wiki â?? add it. If the concept of book confuses you (which all concepts have done since the great Plato/Aristotle disagreement on the theory of forms) then you might be helped by the wiki definition.

By “book” we generally mean works over 35,000 words that are or have been commercially available in hardcopy and have an ISBN. We’ve expanded the definition in two added sections below, however, to include the most popular books published through do-it-yourself press Lulu, and “books” published on websites of established organizations or notable blogs.

(via Open Access News)

Web 2.0 Licentiate thesis

Does the term Web 2.0 confuse or annoy you? Is there anything beyond the flashy buzzword? Well I guess the best way to begin to understand Web 2.0 is to experience it (insert your Matrix jokes here!) but if you prefer to be guided by someone else then I can recommend Peter Gigerâ??s (2006) Licentiate Thesis on the topic. The title is â??Participation Literacyâ?? and it is an interesting exploration in the termâ??s growth and meaning.

From the abstract:

The thesis concerns the Web 2.0 concept construction. Web 2.0 is a new mindset on the Internet. The main characteristics include â??Web as a Platformâ??, Collective Intelligence, Folksonomy and interfaces build with lightweight technologiesâ?¦Web 2.0 is not only a technique, but also an ideology â?? an ideology of participation. A Web 2.0 service is completely web based and generally draws on open access. It includes tools for people to interact within areas such as encyclopaedias, bookmarks, photos, books or research articles. All Web 2.0 services are web communities. A web community is a group of individuals, linked together by a network of social relations with some degree of continuity. Community members learn from each other and the knowledge base of the community grows for every interaction. The core values of Web 2.0 are democracy and participation.

Download it here or visit Peter’s research blog.

Summer progress

It’s a hot summer. Brains are melting and work is sluggish. Despite this deadlines loom over us the unrelenting sunshine. My PhD thesis defence is on the 2 October. The book goes to the publishers in the last week of August.

The title of the work is “Disruptive Technology – Effects of Technology Regulation on Democracy” and it will be available under a Creative Commons Attribution-NonCommercial-ShareAlike 2.5 License. The blurb on the back cover will have this text:

Social interaction is partly shaped by technology being used. Therefore technological innovation affects modes of social interaction. While gradual technological innovation is often assimilated, some changes can be more disruptive. This research examines the democratic impact of attempts to control disruptive technology through regulation. This is done by studying attempts to regulate the phenomena of online civil disobedience, viruses, spyware, online games, software standards and Internet censorship â?? in particular the affect of these regulatory attempts on the core democratic values of Participation, Communication, Integrity, Property, Access and Autonomy. By studying the attempts to regulate the disruptive effects of Internet technology and the consequences of these regulatory attempts on the IT-based participatory democracy this work shows that the regulation of technology is the regulation of democracy.

If anyone wants to read an advance version it’s available here. If you send me comments before end of August then I can make changes in the text.

Other facts about the book:

It’s 272 pages long
It’s 103027 words long
It will have a cover design by Jähling.