Intellectual property presents an ever changing landscape in the field of law. As you will see in this issue of Connections, there are no simple answers, no slam-dunk directives that apply to using any intellectual property: the places and spaces where intellectual property exists is as diverse as actual real estate property that can be seen, touched, and felt.
Using intellectual property within the media literacy field is no exception. As technology has expanded the virtual world that we traverse, issues around intellectual property have become more complicated. Because of the diversity within intellectual property law –and the newness of some applications – there are varying opinions by varying experts, with varying laws in varying countries. This makes using intellectual property in a very specific place –the classroom –intimidating, indeed.
Thankfully, there is good news: scholars and practitioners alike have tackled this gnarly issue, and though “the state of the art” is always evolving, it’s important for educators and administrators –as well as students and parents –to have a basic understanding of the structure and purpose of legal frameworks addressing intellectual property, particularly regarding copyright.