This is an ancient post, published more than 4 years ago.
As such, it might not anymore reflect the views of the author or the state of the world. It is provided as historical record.
Black PR campaign against e-textbooks
in Poland that trundles through polish media is a premeditated
attack against our right to education. For years now open education resources
proponents have been fighting for resources available on permissive, or
“libre”, licenses,
allowing for copying, remixing and spreading them around – so that
teachers are not afraid to make a copy of an application used in class
or a textbook needed for their homework. This freedom is jeopardized by
particular interests of a couple of publishing companies.*
Much has been said lately in Poland about (or rather, mainly against)
the plan to bring electronic textbooks and open
education resources to Polish public schools. What is worth noting:
while the critique was usually aimed at financial, technical or
procedural issues, the real source of ire for those behind this campaign
are, in fact, the libre licenses themselves.
What are libre licenses
In almost every textbook on one of the first or last pages you will
find the text “all rights reserved”. It’s a reminder that they are also
covered by copyright laws, and that rightsowners’ (publishers’,
authors’) express consent is required to copy, redistribute or modify
it.
Libre licenses invert this situation, by expressly and unequivocally
giving such consent to anybody interested in doing so, as long as they
retain proper attribution of authorship. No need to ponder if it is
legal to share libre licensed music (e.g. downloaded from Jamendo) nor if we can re-use a Wikipedia
article – libre licenses these sites sport for the content are a loud
and clear “sure thing, go ahead!”
This, for reasons that should be pretty obvious, has a lot of sense
in education. Open education resources allow teachers and students to
use, re-use, modify, improve, supplement and share – or even publish
their own versions of them! – without the fear of running afoul of
complicated copyright laws. It is the proven model behind, for example,
free software
and Wikipedia – however, when used in in education, apart from providing
for better, more complete and upt-to-date learning materials, it also
helps foster deeper student and teacher involvement in the process.
And of course, parents (especially of more than one child) could also
feel the purely financial advantage such model offers them, as instead
of buying, year by year, new textbooks, they could just download the
updated version. All this is possible with libre licensing of education
resources.
Almost everybody engaged in education – students, parents, teachers –
libre licenses are a huge step forward. They allow creativity to thrive,
save money, enable updating of the resources by third parties (instead
of writing them anew from scratch each time) and fight the digital
exclusion (anybody can prepare a braille version without even
having to ask for permission), while at the same time giving students
practical idea on how copyright law works.
However, such culture of sharing is (at least seemingly) incompatible
with business models of large publishing companies, hence the current
black PR campaign against e-textbooks. The question remains: should such
a purely business issue be a problem of students, parents and
teachers?
Libre business
Regardless of what the publishers would like you to think, there are
several examples of business models perfectly compatible with libre
licensing and open education resources.
It is because they are libre-licensed, open education resources can
(and should!) be used and improved upon by the publishers, regardless of
who was the original author. There is not a single reason why the
publishers cannot prepare professional printed versions, after all many
parents will prefer them to printing at home! Textbooks will need
appropriate exercise books, tests, other materials – and thanks to the
libre license of the textbook any publisher will have the ability of
preparing those.
Publishers could even prepare specially adapted versions for certain
class profiles – removing unneeded material and extending upon certain
relevant sections. Not only can they do that – this possibility is in
and of itself one of the reasons for creating open education
resources.
Conjuration of reality
Publishing business does not want to acknowledge all that, because it
spells changes. Instead of trying to find new business models, new ways
of operating, compatible with libre licenses (and the future of
education in Poland) – publishers prefer to treat open education
resources as a “problem” that needs “solving”, using lawyers and PR
agencies.
Changes will inevitably come, regardless of how those opposed to them
try to conjure the reality. Respected education centres around the world
also see that: Harvard University asked
its staff to publish their work on libre licenses, instead of in
science periodicals sporting proprietary licensing schemes. This will
supposedly allow it to save 3.5 million dollars each year, at the same
time rising availability of scientific research within the scientific
community and well beyond it.
Polish education has a chance to not only follow this example, but go
further. Polish libre-licensed e-textbooks is already commented broadly
in education communities around the world. As far as open education
goes, Poland can become a true leader.
Should, then, profits of a few publishing businesses stand in the way
of better, more affordable and modern education?