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CC licences (and the relevant metadata) attach to a work and authorise everyone who comes into contact with it to use it in the way that has been described. So for example if user Y has a copy of creator X's CC licensed work, Y can give a copy to Z and Z will also be authorised to use the work consistent with the licence. Creator X then has a licence agreement with both Y and Z. From a curation perspective this has great advantages for widened participation in and access to digital materials.

Lots of info about copyright legislation, creative commons etc

Wojcicki is a journalism and English teacher at Palo Alto High School, where she leads one of the largest high school journalism programs in the nation. She leads a variety of award-winning journalism projects, including a newspaper, a magazine, a website, a television program, and a sports publication. Over the past 20 years, these projects have won Gold and Silver Crowns from Columbia Scholastic Press Association, the PaceMaker Award and Hall of Fame Award from National Scholastic Press, and best in nation from Time Magazine in 2003. In February 2009, she was awarded the Columbia Scholastic Press Association Gold Key Award in a special ceremony at Columbia University for "outstanding devotion to the cause of the school press … and service above and beyond the call of delegated duty." She is the president of the Friends of the Lurdes Mutola Foundation to support girls' education in Mozambique and is a consultant for the Silicon Valley Education Foundation and Carnegie Foundation for the Advancement of Teaching.

This is the home of the CC-Monitor online platform, which contains automatically collected data, graphs, research and collectively written commentary on the global adoption of Creative Commons licenses.

Langsam bewegen sich gewisse Kollektivverwertungsgesellschaften in Richtung modernem Rechtemanagement à la Creative Commons. Pressetext hat im Januar 2008 in einem interessanten Artikel darüber berichtet. Auszugsweise seien folgende Passagen zitiert, hervorgehoben und mit Anmerkungen kommentiert:

"# 1 Questions about CC0 generally * 1.1 What is CC0? * 1.2 How does it work? * 1.3 Are CC0 and CC's Public Domain Dedication and Certification ("PDDC") the same? * 1.4 Which should I use if I want to dedicate a work to the public domain? CC0 or PDDC? * 1.5 Will the PDDC Change? * 1.6 How is CC0 different from the Public Domain Dedication and License ("PDDL") published by Open Data Commons? # 2 Questions for those thinking about applying CC0 to their work(s) * 2.1 Who can use CC0? * 2.2 How do I apply CC0 to my work? * 2.3 What are the benefits of including the information requested by the CC0 chooser? * 2.4 Does CC0 require others who use my work to give me attribution? * 2.5 Does CC0 really eliminate all copyright and related rights, everywhere? * 2.6 What kinds of rights am I waiving when I use CC0? * 2.7 What are neighboring rights? * 2.8 What are database rights? * 2.9 Can I control how my work is being used once I publish it using CC0? * 2.10 What about other IP related rights, such as trademark and patent rights? # 3 Questions for those thinking about using a CC0'd work * 3.1 Can anyone use a work that is distributed under CC0? * 3.2 Do I have to attribute the person who applied CC0 to their work? * 3.3 Why do some works indicate the jurisdiction from which the work is being published? * 3.4 What rights do I need to use a CC0'd work? * 3.5 How can I be sure that I have all the rights I need to use the work?"

Jetzt wird das gesamte Material gesichtet, die Videos, die Fotos und das ErinnerungsVermögen. Alles rund um den Creative Commons Lunch am TweakFest vom 26. Mai 2007 in Zürich/Technopark.

Gemein-Freiheit - Vorboten einer freien digitalen Kultur\nVon Sebastian M. Krämer. \nSWR2 Wissen vom 02.11.2009. (27:42 min).\nWith useful links, and links for downloading the audio and the manuscript of the broadcast."Die Wissenschaft bietet mit "Open Access" einen offenen Zugang zu ihrer Forschung. Und der Lizenzbaukasten "Creative Commons" soll bisherige rechtliche nationale Schranken überbrücken und den Ideenaustausch im Netz rechtlich absichern und fördern. Denn die Vision einer freien digitalen Kultur rüttelt am Wertesystem, das sich auf den Buchdruck gründet und aus geistigen Werken besteht, die oft nur Einzelne besitzen. Sie verweist auf eine überlieferte Metapher: Die jeweils lebende Generation steht auf den "Schultern von Riesen". Das heißt, alle Menschen schöpfen unentwegt aus dem kulturellen Erbe und arbeiten mit ihren Ideen und Werken daran weiter."

"Here is the official video for the MIT OpenCourseWare 1800 event: Unlocking Knowledge, Empowering Minds: A Milestone Celebration. The event celebrates the publishing of the 1800th course on MIT OpenCourseWare. License: Creative Commons BY-NC-SA More information at http://ocw.mit.edu/terms More courses at http://ocw.mit.edu" with autocaps

"Session Type: General Session Thursday Nov 5th, 2009 9:30 AM - 11:00 AM Wells Fargo Theater 5263 reads In this talk, Lawrence Lessig will review the progress of the "open access" movement in education. He will make a call for educators to finally resolve this issue in a way that enables the potential of technology for education. * Speakers * Resources and Video Speakers Lawrence Lessig Director, Edmond J. Safra Foundation Center for Ethics, and Professor of Law Harvard University "

On November 5, 2009, Lawrence Lessig gave a talk entitled It Is About Time: Getting Our Values Around Copyright Right at the Educause 2009 Congress. The talk is available * as an audio recording: http://www-cdn.educause.edu/sites/default/files/e09-lessig-session.mp3 (Running time: 60:23 minutes 27.64 MB) * as a video: http://blip.tv/file/2827842 * for download as a .flv video file (200 Mb) from Michael Paskevicius' Getting Our Values Around Copyright Right blog post (Nov. 12, 2009)

"So, let me make one final plea, to bring you into this battle. You all know, we are in the middle of a war. I don't mean - actually, we are in the middle of many wars - I mean actually one war here, the copyright war. War that the late Jack Valenti, my friend - extraodinary man - used to refer to as his own "terrorist war"? - where apparently , the terrorists in this war are our children. (audience laughs). So we organize and wage war against these terrorists. We talk about this as a war that needs to be waged against these pirates. And the thing that we need to recognize as educators, as scientists, as parents, as people who understand the potential and uses of this technology, is: we can't kill this technology, we can only criminalize it. We're not going to stop our kids from creating the way they create, ways that we couldn't even begin to imagine creating, at least when I was growing up. We can only drive that creativity underground. We can't make our kids passive, the way that, again, I was passive growing up, the way Souza feared. We can only make them "pirates". And the question we, as a culture, need to ask is: Is that any good? Our kids live in this age of prohibitions, in all sorts of contexts of their life. They live life against the law. We tell them they live life against the law and they recognize their behavior is against the law. That recognition is extraordinarily corrosive, extraordinarily corruptive of the rule of law in a democracy. 3571.076838 3590.998233 You, each of you, all of us, have let this insanity happen. You, each of you, all of us, could, if we actually stood up and did something about it, make it stop. Thank you very much."

Check out the digital copyright slider. The tool itself is pretty simple. You basically slide the arrow up and down the years starting from "Before 1923″. The boxes on the left (Permission Needed? and Copyright Status/Term) tell you whether a work is still copyrighted or whether it's now in the public domain, free for you to use and repurpose any way you like. Unfortunately, actually figuring out the copyright status of a work isn't so simple as dragging your mouse-most of the years seem to be marked by a fuzzy period of "Maybe".