CALL FOR CHAPTERS
The Routledge Companion on Media Education, Copyright and Fair Use
Renee Hobbs, University of Rhode Island
Focus of the Volume:
Educators rely on the ability to make use of copyrighted materials, including those from mass media, digital media and popular culture, as an essential part of the practice of teaching and learning. Innovative educational uses of digital technology, including media literacy, are still being hampered by the restrictions of copyright. Legal scholars have long noted that certain provisions of copyright law concerning the educational use of copyrighted material are interfering with the full potential of digital technology in education. Educators aim to embrace a culture where digital resources are plentiful, building new skills of accessing, curating, evaluating, analyzing and creating with digital resources. But educational structures, as well as business and institutional structures shaped by copyright law, may limit innovation.
Educators from a wide variety of fields and disciplines make active use of copyrighted works in the practice of teaching and learning. They may frequently use popular culture, mass media, digital media, or other artifacts that are not traditionally defined as "educational media." In part because of several well-publicized cases in which penalties have been directed at individuals involved in file-sharing and because of the rise of licensed online multimedia products marketed directly to schools, a climate of fear about potential liability concerning the unlicensed use of copyrighted materials in education is still prevalent among educators in higher education and K-12 schools. Today, scholars and practitioners report that crucial provisions of the law, including the fair use, educational use, and the TEACH Act provisions of the law may differentially support or challenge the instructional practice of media literacy that occur both in school and informal learning environments.
Whether they work in higher education, elementary and secondary schools, or in informal learning settings in libraries, community and non-profit organizations, educators know that the practice of media education depends on a robust interpretation of copyright and fair use. This book is designed for students and faculty seeking a broad and deep overview of the landscape of media education in relation to issues of copyright and fair use. We aim to provide readers with multidisciplinary perspectives that inform state-of-the-art scholarship and practice, synthesizing key insights and helping to fertilize the interests of future scholars in the field.
Proposal (max 500 words): October 31, 2015
Full chapter (4,000 - 8,000 words): April 15, 2016
A mix of scholarly, professional and educational practitioner perspectives are sought for this volume. Scholarship from the fields of law, business, education, communication, the humanities and social sciences, and other disciplines are welcome. A variety of chapter types may be submitted for review including theoretical chapters, research findings, literature reviews, practitioner accounts and case studies. Submit a proposal (maximum length: 500 words) on or before October 31, 2015. Proposals should clearly explain the focus, theme and content of the proposed chapter. Authors will be notified by January 1, 2016 about the status of their proposals and sent chapter guidelines. Full chapters must be submitted for review by April 15, 2016.
Professor of Communication Studies
Director, Media Education Lab
Harrington School of Communication and Media
University of Rhode Island USA