{"id":52045,"date":"2020-04-28T13:08:03","date_gmt":"2020-04-28T20:08:03","guid":{"rendered":"http:\/\/world.edu\/?p=52045"},"modified":"2020-04-28T13:08:03","modified_gmt":"2020-04-28T20:08:03","slug":"what-is-fair-dealing-in-copyright-heres-why-it-matters-when-moving-classes-online-due-to-coronavirus","status":"publish","type":"post","link":"https:\/\/world.edu\/what-is-fair-dealing-in-copyright-heres-why-it-matters-when-moving-classes-online-due-to-coronavirus\/","title":{"rendered":"What is fair dealing in copyright? Here\u2019s why it matters when moving classes online due to coronavirus"},"content":{"rendered":"

\"\"<\/p>\n

As a\u00a0new spring semester begins<\/a>\u00a0in Canada, all-online teaching continues. In the wake of the COVID-19 outbreak, universities and colleges\u00a0replaced classroom instruction with online teaching<\/a>. UNESCO estimates that\u00a0more than 1.5 billion<\/a>\u00a0students in 165 countries are affected by a move to online learning.<\/p>\n

With campus libraries still closed, instructors have had to place more course materials online.<\/p>\n

Canadian\u00a0educational institutions<\/a>\u00a0have long been concerned about the risk of\u00a0being sued for copyright infringement<\/a>. For example, how instructors or libraries permit materials to be copied and shared, or how materials are shared and credited, can all come under scrutiny.<\/p>\n

Universities and colleges have adopted\u00a0copyright guidelines<\/a>, and they provide trained copyright specialists to help faculty and students navigate these issues.<\/p>\n

But the abrupt shift to online teaching creates new copyright issues for institutions and educators.<\/p>\n

Everything online is recorded<\/strong><\/h4>\n

Online course management systems (CMS)\u00a0record all entries into their systems<\/a>. All teaching activities can be audited by the institution or at the request of a third party (like a publisher).<\/p>\n

When an instructor uploads a new resource online, they must first certify its copyright status before posting.<\/p>\n

For example, here is a sample prompt that instructors see on Western University\u2019s in-house online learning platform. It asks instructors to identify the document\u2019s copyright status:<\/p>\n

\"\"

A sample prompt that instructors see on Western University\u2019s in-house online learning platform. (Screenshot from copyright prompt from Western University’s OWL (online learing management)\/Samuel Trosow<\/p><\/div>\n

As people with considerable experience with\u00a0Canadian copyright<\/a>\u00a0law in the\u00a0educational sector<\/a>, we believe that universities and university instructors can assume that the circumstances\u00a0of the current emergency<\/a>\u00a0justify a\u00a0broad application of what\u2019s called \u201cfair dealing.\u201d<\/a><\/p>\n

A flexible user\u2019s right<\/strong><\/h4>\n

Fair dealing is a\u00a0flexible users\u2019 right<\/a>\u00a0that allows the reproduction of copyright-restricted materials without the permission of, or payment to, the copyright owner in certain circumstances.<\/p>\n

Copyright law gives owners broad exclusive rights and powers to restrict the use of their intellectual property without permission. At the same time, the law also gives the public rights to use copyright-restricted resources without risking copyright infringement.<\/p>\n

In Canada, the most important of these rights is\u00a0fair dealing<\/a>. The\u00a0purpose of fair dealing is<\/a>\u00a0to balance the rights of owners and the public interest.<\/p>\n

Applying fair dealing in Canada<\/strong><\/h4>\n

Determining if something can be considered fair dealing involves analyzing two factors. The first is whether the use falls within one of the categories listed in Section 29 of the\u00a0Canadian Copyright Act<\/a>, which states:<\/p>\n

\u201cFair dealing for the purpose of research, private study, education, parody or satire does not infringe copyright<\/em>.\u201d<\/p><\/blockquote>\n

Since \u201ceducation\u201d was added as a\u00a0listed category in 2012<\/a>, the first part of the test is not an issue.<\/p>\n

The second part looks to whether the particular dealing by a user is fair. The\u00a0Copyright Act<\/a>\u00a0does not list the criteria, but a set of six fairness factors was adopted by the Supreme Court of Canada in the landmark case of\u00a0CCH vs. Law Society of Upper Canada <\/a>(2004).<\/p>\n

Let\u2019s look at the fairness factors<\/strong><\/h4>\n
    \n
  1. Purpose of the dealing<\/strong>: The Supreme Court of Canada decision said the purpose of the dealing is a factor that should be considered. Enhancing education for students online is a strong purpose. The current extraordinary circumstances of the current pandemic make the public interest goals in maintaining access to educational resources indisputable.<\/li>\n
  2. Character of the dealing<\/strong>\u00a0means how the works are being used. Using online resources to support ongoing course work strongly favours fair dealing.<\/li>\n
  3. Amount of the dealing:<\/strong>\u00a0The quantity of copying helps determine fairness, but it\u2019s not a mechanical application. This factor favours fair dealing where the amount being copied is necessary to further the purpose of the dealing.<\/li>\n
  4. Alternatives to the dealing<\/strong>\u00a0means whether there is a non-copyrighted equivalent of the work that could be used instead of the copyrighted work. Given the coronavirus context and how fast instructors have had to go online, it\u2019s likely that most materials they put online are core materials. It wouldn\u2019t be reasonable to expect students to purchase additional materials in an emergency. The Supreme Court has ruled that the availability of a licence is not relevant to evaluating fair dealing.<\/li>\n
  5. Effect of the dealing on the work:<\/strong>\u00a0The public interest in using the work must be balanced against any harm to the copyright owner. In its 2012 decision in\u00a0Alberta (Education) vs. Access Copyright<\/a>, the Supreme Court clarified that the owner must show demonstrable harm in order to turn this factor against a fair-dealing claimant. That harm must be related to the actual use. Making generalizations about lost sales due to copying won\u2019t suffice.<\/li>\n
  6. Nature of the work:<\/strong>\u00a0This factor considers the impact of whether the work was published or unpublished, confidential or non-confidential. It\u2019s unlikely to apply to course materials that have already been published.<\/li>\n<\/ol>\n

    U.S. and Canadian contexts<\/strong><\/h4>\n

    In the past two decades, Canadian\u00a0courts have interpreted fair dealing in broader terms<\/a>. These interpretations have meant that Canada\u00a0and the U.S. have come to take very similar approaches<\/a>\u00a0to fair dealing (or what the U.S. calls\u00a0fair use<\/a>).<\/p>\n

    A group of U.S. copyright experts issued a\u00a0Public Statement of Library Copyright Specialists<\/a>\u00a0pertaining to universities\u2019 use of materials during the coronavirus crisis. They conclude that:<\/p>\n

    \u201c\u2026making materials available and accessible to students in this time of crisis will almost always be a fair use \u2026 fair use \u2026 accommodates the flexibility required by our shared public health crisis.\u201d<\/em><\/p><\/blockquote>\n

    We believe this conclusion is also valid in Canada. We are confident that a very broad application of fair dealing is justified under the current circumstances.<\/p>\n

    We encourage everyone posting online course materials to make full use of the flexibility the law allows to maintain and enhance student learning.<\/p>\n

    Author Bios:<\/strong> Samuel E. Trosow is Associate Professor, University of Western Ontario, Faculty of Law and Faculty of Information & Media Studies and Lisa Macklem is a PhD Candidate, Law both at Western University<\/em><\/p>\n

    The authors thank Marie Blosh (J.D., M.L.I.S) for her helpful comments and editorial assistance.<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

    As a\u00a0new spring semester begins\u00a0in Canada, all-online teaching continues. In the wake of the COVID-19 outbreak, universities and colleges\u00a0replaced classroom instruction with online teaching. UNESCO estimates that\u00a0more than 1.5 billion\u00a0students in 165 countries are affected by a move to online learning. With campus libraries still closed, instructors have had to place more course materials online. […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":52046,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[15645],"tags":[351661],"coauthors":[],"class_list":["post-52045","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-education","tag-fair-dealing-in-copyright"],"acf":[],"yoast_head":"\nWhat is fair dealing in copyright? 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