I​​​​​n today’s K-12 educational landscape, it is essential to deliver a standards-aligned curriculum. However, teachers are also looking for more personalized, culturally responsive, and timely content to better reflect the experiences of a diverse student population.

Educators, administrators, and curriculum directors, as well as professionals of EdTech and curriculum development companies, are invited to join CCC for a virtual panel discussion on 6 December, exploring the current state of literacy in K-12, and the value of using high-quality, authentic content from leading books, magazines, newspapers and publisher websites to deepen engagement with students and build literacy.

This session will also look at the challenges of using synthetic text, teacher-created materials and freely available resources on the web, as well as copyright and licensing considerations for the use of copyrighted content in curriculum and instruction. 

Moderated by CCC’s Senior Director of Content Marketing Christopher Kenneally, this engaging session will feature:

Kimberly Andersen
Director of Curriculum and Instruction
Twin Valley School District (PA)

Kimberly Andersen has taught in education for over 30 years at the elementary and college level. She earned her Educational Doctorate with a focus on Curriculum and Instruction. Kimberly has served in school district administration for about 10 years as a principal and is currently serving as a Director of Curriculum and Instruction at Twin Valley School District in PA.

Ellen Brooks
K-12 School Improvement Coach and Educator
Monroe Public Schools (MI)

Ellen Brooks is a Michigan educator with classroom experience as a teacher in both lower and upper elementary classrooms. Now a School Improvement Coach for Monroe Public Schools she specializes in professional development within her district as well as through her work with the Teacher Quality department of the National Education Association (NEA). As first a digital learning expert and then as a webinar coordinator with the NEA she helped to create, schedule, and develop educator-led sessions across the country to support over 35,000 school educators live during the tumultuous time of remote and hybrid learning during the pandemic. She received her Bachelors in Liberal Arts in Education with a major in Literacy from Eastern Michigan University, and her masters in Reading from Michigan State University.

Marjorie McKeown
Founder and CEO
Alexandria Learning Ecosystem for Educators (ALEE)

Marjorie McKeown has not only worked in education for over a decade as a teacher, principal, and school leader, she’s also served as president of Matterlab Enrollment, where she effectively built strategies to successfully work with over 100 schools and districts to achieve their enrollment goals. Marjorie has a deep understanding of the K-12 education landscape and understands the complexities behind teacher retention, training, and support. Marjorie took her expertise to MIT Sloan and graduated with her MBA and an even deeper passion for teacher support.

Roy Kaufman
Managing Director, Business Development and Government Relations
CCC

Prior to CCC, Kaufman served as Legal Director, John Wiley and Sons, Inc. He is a member of the Bar of the State of New York, the Author’s Guild, and the editorial board of UKSG Insights. He is a Chef in the Scholarly Kitchen and has written and lectured extensively on the subjects of copyright, licensing, open access, artificial intelligence, metadata, text/data mining, new media, artists’ rights, and art law.

For additional insights into the latest trends in curriculum development and the day-to-day challenges facing educators in K-12, visit our Academic Community Center. 

The post CCC Welcomes Panel of Curriculum and Copyright Experts to Explore Why High-Quality Content Matters in K-12 appeared first on Copyright Clearance Center.

That’s the concern addressed in a new report from Elsevier, “Demystifying Sustainability Assessment.” The 50-page white paper examines six of the most popular frameworks that higher education institutions use. It also offers a step-by-step guide to help schools get started with their own self-assessments.

Click below to listen to the latest episode of the Velocity of Content podcast.

Rachel Martin, global director of sustainability at Elsevier, tells me why the science publisher undertook this analysis and how institutions stand to benefit from supporting sustainability frameworks.

“Our motivation for writing this is to think about how we can come together and better understand the landscape that sustainability is moving towards. It basically boils down to what you can measure, you can change. And of course, data is going to underpin our ability to not only understand where we are right now, but where we need to get to, and to understand what actions we can do along the way to help us accelerate those progresses,” Martin says.

“And for higher education, that also makes a difference. Having reliable data – for example, looking at research output, but also looking at the symbiotic relationship universities have within the communities that they occupy.”

The University of Tasmania achieved a STARS silver rating in 2020, becoming the first university in the Australasia region with that distinction. In 2022, UTAS rose to a gold rating. Since then, a new set of initiatives have been introduced to support the institution’s aim to achieve a platinum rating in 2025, according to Corey Peterson, UTAS chief sustainability officer.

“We have what we call a pathway to platinum that does focus on a few areas, where we do need a bit more work. Those would include such as embedding sustainability further into our curriculum, which is what we’re hearing from the students and what they want to see as well… there’s obviously always room for improvement in operational areas such as energy supply efficiencies, waste management, catering, transport.

“We’re also mapping our offerings to the SDGs so the students can interrogate our courses in units to target their studies. And we’re also working on strengthening our peer-to-peer education programs, and that’s for both students and staff so they can more directly contribute to our overall sustainability efforts.

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In 2019 in an article for the European Medical Writers Association journal, I asked, will medical writers be replaced by robots? And after some deliberation, the answer was no. However, the challenges regarding AI-powered technologies are now much more apparent. The main challenge right now is simply how to keep up with the changes.

For publishers, there is significantly more discussion and evaluation of the risks, both real and perceived. A major concern is the amplification of existing fraudulent practices, such as paper mills and fake papers. But publishers are developing more clarity on what we define as AI and what sits under the umbrella of AI. I break it down probably into four focal areas: big data processing, reasoning around data, problem-solving, and learning.

ChatGPT, courtesy of a Microsoft $10 billion investment, is very famous, but it’s just one of many large learning models and generative text tools. It still requires human expertise and skilled use. A human will not be replaced by AI but, will be replaced by a person who uses and is skilled in using, AI.

I believe publishers will benefit broadly in three ways from these AI tools. Firstly, AI has the potential to automate repetitive and tedious tasks – managing large submission volumes, increasing process efficiency, and developing more efficient peer review processes. It can also help in directing authors in submitting to journals that are most relevant in scope for their work, determining if the subject falls within the correct aims and scope of the journal. And it may move towards being able to reason and assess the novelty of a scientific research study whilst also checking for ethical compliance, copyright issues, and image duplication, which have been consistent challenges for academic publishers.

What steps should publishers take right now to address some of the concerns and questions that generative AI raises? Education is everything here. Nature, Science, and other publishers moved very quickly to update their authorship guidelines and ethical policies to address ChatGPT and related AI tools. We need to educate internal editorial teams on use of these tools and the potential use by authors of these tools. Finally, we are seeing lots of participation in cross-publisher initiatives to define best practices and policies around use of these AI technologies.

When considering AI, I occasionally think of The Hitchhiker’s Guide to the Galaxy. Writing in the late 1970s, author Douglas Adams imagined the all-knowing, electronic book, and he pretty much got it right. At the same time, it sounds scary. But as it states on the cover of The Hitchhiker’s Guide, I would simply say to all, “don’t panic!”

The post The Role of Artificial Intelligence and Related Technologies in Academic Publishing and How it Might Transform the Way Publishers Work appeared first on Copyright Clearance Center.

“It’s certain that the textbook market of 10 years from now will bear little resemblance to today’s market, even if we don’t know exactly what it will look like,” Rosenblatt declared.

Now that many college text materials are available in digital form, publishers and universities are implementing new models for distributing and charging students for them. These new models aim to help more students afford to attend college in their chosen fields of study.

Earlier this fall as part of the 2022 Copyright & Technology Conference, I moderated a panel discussion, Making College (Textbooks) Affordable, that examined the hopes and challenges publishers and universities face over these new business models, and how open-licensed or public domain materials can contribute to the goal of making college more affordable for more students.

Click below to listen to the latest episode of the Velocity of Content podcast.

Among the innovations offered on campus are “Equitable Access,” in which all students pay the same flat fee per semester for all their text materials regardless of major, and “Inclusive Access,” in which publishers distribute materials digitally to all students under various subscription and billing options.

Joining me for the program at the Fordham Law School in New York City were Steven J. Bell, Ed.D., associate university librarian for research and instructional services at Temple University in Philadelphia; Jim Best, Assistant Director of Merchandising & Inventory Planning at The Cornell Store, the official campus store of Cornell University; Laura Stevens, Executive Vice President and General Counsel for Cengage Group, one of the world’s largest education technology companies; and Lily Todorinova, Open Educational Research/Undergraduate Experience Librarian at Rutgers University-New Brunswick.

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Copyright Essentials for K-12 is a flexible online, self-paced course that addresses legal matters related to the use of copyrighted content in schools. It covers the foundation of U.S. copyright law including relevant exceptions such as fair use and the TEACH Act and is designed to help participants feel more confident as they develop, or consider adopting, copyrighted instructional materials for K-12 education. No prior knowledge of copyright law is required to take the course. All registrants will receive a certificate of completion upon achieving a passing score on the final quiz. The course fee is $99 per person with group rates available.

“CCC developed the Copyright Essentials for K-12 certificate course in response to the overwhelming demand from K-12 educators, curriculum developers, and administrators across the country for clear and concise information on copyright and content sharing, especially in the past year and a half where instruction shifted rapidly from in-person to remote learning,” said Roy Kaufman, Managing Director, Business Development and Government Relations, CCC. “It also helps those that serve the K-12 community, such as EdTech, curriculum development and custom publishing companies that understand the copyright implications of incorporating high-quality, published content into their applications and products.”

Copyright Essentials for K-12 is part of CCC’s Copyright Education Certificate Programs, which provide guidance and tools to help navigate copyright challenges in both the academic and corporate environment. Whether a participant is responsible for managing compliance and ethics, obtaining permissions, organizing a company’s various license agreements, or managing content, CCC’s Copyright Education Certificate Programs help people better understand the world of copyright.

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