翻译《ELI7023 - 关于知识共享你应该知道的七件事》
7 things you should know about...
Creative Commons
关于知识共享你应该知道的七件事
Scenario
场景说明
In the fall, Dr. Crawford will be teaching a new course on 19th and 20th-century U.S. municipal politics, covering well-known stories of corruption and graft but also cities whose citizens benefited from the efforts of their leaders. In putting together the course pack for the class, Crawford starts with her own bookshelf, pulling letters, newspaper articles, contracts, and other documents. She then turns to the Web, which provides numerous artifacts and historical analyses related to the evolution of municipal politics.
在秋季学期，克劳夫特博士要教授一门新课程《十九二十世纪美国城市政治》，包括众所周知的贪污腐败故事，以及城市领导人努力为市民谋福利的故事。为了准备讲义，克劳夫特从自己的书架开始着手，参考了印刷信件、报刊文章、合同以及其他文件。然后他转向网络，这里有无数文化作品和与城市政治演变有关的历史分析资料。
Because the course packs will be printed and sold to students in the class, Crawford knows she needs permission to include copyrighted materials. Many of the older documents she wants to use are already in the public domain, their copyright protections having expired decades ago. One article about Richard J. Daley was written by a colleague Crawford knows from professional activities, and she is able to obtain his permission without much trouble. For other materials, Crawford spends several weeks contacting numerous publishers and authors, some of whom agree to let their content appear in the course pack. By contrast, of the works she locates online many are covered by Creative Commons licenses, each one clearly indicating what uses are allowed. Without having to contact copyright owners, Crawford knows which works she can include in the course pack and, moreover, which ones she can encourage her students to use in their own work. Political cartoons, in particular, provide sharp insights into public sentiments about local politics. Crawford finds dozens of such cartoons covered by a Creative Commons license that allows modifications, and one project she assigns to the students is to pick a cartoon from an earlier era and update it to reflect a current situation. Crawford shares the course pack with other faculty, some of whom decide to use the Creative Commons content in their own classes. She also creates a Web site where she posts her students' cartoons - with their own Creative Commons licenses - inviting others to use and share them.
由于该讲义要付印出售给学生，克劳夫特知道他必须获得版权材料的授权。许多他想使用的旧文档已经开放给公共领域，其版权保护十年前就已经过期。一篇有关理查德·J·戴利的文章是克劳夫特在专业活动中认识的同事写的，要得到许可不会有太多麻烦。其他材料，克劳夫特花费数周时间联系众多出版商和作者，有一些同意他在讲义中使用其作品内容。相比之下，他在网上找到的很多作品采用知识共享授权，每个人都能很清楚地知道能拿来做什么，不需要联系版权所有人。克劳夫特知道哪些作品能用在讲义中，此外，他还可以鼓励学生将其中一些用于各自的作品中。政治漫画，特别是敏锐洞察地方政治民情的政治漫画。克劳夫特找到很多采用知识共享授权的这类漫画，允许修改，他为学生安排一个项目，挑选一幅早期时代的漫画，作出修改，反映当前局势。克劳夫特与其他教授分享这份讲义，其中一些决定在自己的课上使用知识共享授权内容。他也建立了一个网站，将学生的漫画张贴上去——使用他们自己的知识共享授权，邀请其他人使用、分享这些作品。
What is it?
这是什么？
Creative Commons is an alternative to traditional copyright, developed by a nonprofit organization of the same name. By default, most original works are protected by copyright, which confers specific rights regarding use and distribution. Creative Commons allows copyright owners to release some of those rights while retaining others, with the goal of increasing access to and sharing of intellectual property.
知识共享是传统版权的替代办法，由同名非营利组织提出。一般情况下，最原始作品受版权保护，版权赋予有关使用和发行的特定权利。知识共享允许版权所有者放开其中一些权利而保留其他，其目的是为了增进对知识产权的获取和分享。
Copyright has historically been an all-or-nothing proposition: a work is either in the public domain, or its owner asserts "all rights reserved." The term of copyright protection for most works has stretched considerably, from 14 years (in 1790, when copyright law was first enacted in the United States) to 70 years past the death of the work's creator. Seeing the need for options besides "public domain" and "all rights reserved," the creators of Creative Commons sought to establish a middle ground of "some rights reserved" that respects intellectual property while expanding the acceptable uses of protected material. All licenses require attribution, and the least restrictive only requires attribution. Other licenses include "No Derivatives," "NonCommercial-NoDerivatives," and "Share Alike," which requires derivatives to have the same license as the original. Using Creative Commons, a photographer, for example, might choose to allow anyone to reproduce her photos or make derivative works from them, as long as it is done for noncommercial purposes.
版权一向是非此即彼命题：某项作品要么处在公共领域，要么其作者声称“保留所有权利”。大多数作品的版权保护期都有很大弹性，从十四年（1790年，美国颁布首部版权法）到创作者死后七十年。知识共享组织的创立者，看到了“公共领域”和“保留所有权利”之外的选择需求，寻求建立“保留部分权利”的折衷立场，既尊重知识产权，又扩大了受保护材料的合理用途。给出所有必要授权的同时给出必要的最小限制。其他授权包括“禁止演绎”、“非商业性使用-禁止演绎”，以及“相同方式共享”，这要求演绎作品与原始作品使用相同的授权。比如，某位摄影师，使用知识共享，会选择允许任何人加工他的相片，或者从中演绎新作品，只要是用于非商业目的。
Who's doing it?
什么人使用它？
Higher education is rooted in the belief that the free exchange of knowledge is fundamental to the common good, and faculty and researchers in large numbers have begun using Creative Commons licenses to facilitate a climate of openness and sharing. Granting explicit permission for certain uses of one's scholarly material expands opportunities for collaborative work and increases the professional stature of individuals whose creative output is used in other academic efforts. Two high-profile repositories of learning materials attach Creative Commons licenses to their content: MIT's OpenCourseWare and Connexions, a project started at Rice University. OpenCourseWare was launched to provide public, online access to the curricular materials from virtually all of MIT's undergraduate and graduate courses. All the content on the site is offered under the Attribution-NonCommercial-ShareAlike 2.5 license, which allows users to copy and distribute the work and to make derivative works, as long as such uses include attribution, are not for commercial purposes, and assign the same license to derivative works. Connexions also offers online access to learning content, as well as tools to help instructors assemble courses from available materials. Connexions content is covered by a license that requires only proper attribution.
高等教育都根植于自由交流知识的信仰，相信这是共同利益的根本。教师和研究者开始大量使用知识共享授权，促进开放和共享的氛围。为某人使用学术材料给予明确许可，允许别人在工作中使用自己的创作成果，可以扩大合作机会，提高个人的专业水平。有两个使用知识共享授权的知名学习素材库：麻省理工的OpenCourseWare 和莱斯大学发起的Connexions。OpenCourseWare 旨在提供开放的、在线获取的麻省理工实际全部本科和研究生课程素材。网站上的全部内容都根据“署名-非商业性使用-相同方式共享 2.5授权”提供，这允许使用者复制、分发这些作品、创作演绎作品，只要在使用时包含署名、不用于商业目的，并为演绎作品使用相同授权。Connexions 也提供在线学习内容，以及提供工具帮助教师利用可用素材汇编课程。Connexions 的内容仅使用正当署名授权。
How does it work?
它是如何工作的？
The Creative Commons Web site explains the license choices and provides a tool that walks users through choosing one. Based on the user's response to questions about commercial uses, modifications of the work, and jurisdiction, the site indicates the appropriate license and provides HTML code that can be added to a Web page to indicate the specific license chosen. The code includes a logo that links to a Creative Commons Web page describing how the work may be used. For non-Web-based materials, copyright owners can choose other means to identify their license choice, though no label is required to assert copyright protection.
知识共享网站解释了如何选择授权，提供一款工具，带领用户轻松选择合适授权。询问有关商业使用、是否允许修改作品以及司法管辖区域，根据用户的回答，网站给出适当的授权，并提供HTML 代码，这样可以添加到网站上，以显示所选特定授权。代码包括一个徽标，链接到知识共享网站相应网页，网页详细描述可以怎么使用该作品。对于非网页材料，版权所有者可以选择其他方法标出所选授权，尽管没有一张申明版权保护的标签。
A number of Web sites offer directories of content - often sorted by type, such as photography, music, art, or videos - that include Creative Commons designations. Knowing clearly and up front what is permissible, users can remix, copy, distribute, and repurpose content according to the copyright owner's preferences. Without simply making everything available to anyone (the "public domain" approach), Creative Commons invites and encourages people to use and share content in ways that benefit everyone.
一些网站提供内容目录——往往按照类型分类，比如摄影、音乐、美术或视频，其中就包含知识共享授权内容。提前清楚的知道什么允许什么不允许，用户就可以根据版权所有者的选择，混合、复制、分发、重用内容。知识共享并非简单的让所有人用所有内容（“公共领域”那种办法），而是邀请并鼓励人们以让所有人获益的方式，使用并分享内容。
Why is it significant?
它为什么重要？
Given advances in technology for creating, sharing, sampling, and reusing content in various forms, many believe that the traditional approach to copyright protection is obsolete. As tools such as wikis and blogs are increasingly used for teaching and learning, black-or-white copyright protection inhibits the opportunities these applications provide. Creative Commons puts unprecedented power into the hands of content owners and users, creating an environment in which restrictions take a back seat to permissions and the creative talents of individuals benefit the common good.
由于技术在创造、分享、采样、重用内容方面各种形式的进步，许多人相信，传统的版权保护办法已经过时。维基和网志等工具越来越多的用于教学和学习，非此即彼的版权保护扼杀了这些应用提供的机会。知识共享赋予内容所有者和使用者前所未有的权力，创造出一种环境，限制了许可制度的抬头，单独的创新人才均受益于共同利益。
In some cases, individuals who have the time and wherewithal to seek formal permission to use intellectual property are unable to locate the copyright owner or even determine whether the work is protected. Because Creative Commons licenses follow the content, people know immediately the conditions under which its use is allowed, without having to track down copyright owners or fret about what to do if they cannot be found.
在某些情况下，有钱有闲寻求使用知识产权的正式许可的个人，无法找到版权所有者，甚至无法确定该作品是否受保护。由于知识共享是按照内容授权，人们可以立即知道在什么情况下可以使用，无需找到版权所有者，或者担心找不到该怎么办。
What are the downsides?
它有哪些缺点？
Copyright law is extremely complex - given the range of works that can be protected, jurisdictional differences, and the increasingly gray area of fair use - and Creative Commons adds another layer to this situation. Creative Commons is designed to be easy to use, but this simplicity comes at the expense of clarity at the extremes - determining what defines a commercial use or constitutes acceptable attribution can be tricky. The "share alike" principle, in particular, quickly runs up against difficult questions. If a user incorporates a photograph that is covered by a share alike license in a PowerPoint presentation, does the entire presentation need to carry the same license as the photo, or just the slide that features the picture? Should attribution accompany the photo, or is it sufficient to cite the source in a list of references at the end of the presentation? In addition, despite at least one early ruling in favor of Creative Commons licensing, it remains unclear how courts will view copyright disputes involving material covered by Creative Commons licenses.
版权法是极其复杂的，作品受保护的范围，司法管辖权的不同，使得合理使用的灰色地带日益增多。而知识共享在此状况外添加了另外一层。知识共享的设计目的就是易于使用，但是这种简单在某些极端情况下需要牺牲清晰度——确定商业使用的定义是什么，确定令人满意的署名，可能会非常棘手。尤其是，“相同方式共享”原则，很快就会遭遇艰难的问题。如果用户将一幅使用相同方式共享授权的照片，使用在一份演示文稿当中，那么整份演示文稿是否需要如同照片，使用相同方式共享，或者仅仅是使用了这张照片的幻灯片需要？署名是应该和照片一起出现，还是出现在演示文稿末尾、足以说明来源的参考文献列表中？另外，尽管至少有一份早期判决，有利于知识共享授权，但是目前还不清楚，法庭会如何看待，涉及使用知识共享授权的作品的版权纠纷的。
Where is it going?
它使用在什么地方？
Creative Commons licenses have grown to include nation-specific differences in copyright law. Copyright owners can now choose either a generic license or one that reflects laws in one of nearly three dozen countries. This process of adding variations of licenses to accommodate the copyright landscape is likely to continue, increasing the adoption of the licenses by a wider range of content owners. As understanding of the licenses spreads, greater numbers of content users will specifically seek out material that is covered by a Creative Commons license. A renewed sense of openness - rather than restrictiveness - will support new educational efforts, particularly in developing countries, that cross institutional and national boundaries. Educational content will be shared freely, with programs and degrees based on learning objects and resources from multiple sources.
知识共享授权已经壮大到包括版权法中的特定国家差别。版权所有者现在可以选择一款通用授权，或者能体现最新三十六个国家之一法律的一款。这个添加授权变体以适应版权需要的过程，有可能会持续下去，促进更广泛的内容所有者使用知识共享授权。出于对传播授权的理解，更多内容用户将专门寻求使用知识共享授权的素材。以全新的开放心态——而非限制——支持新的跨越机构和国家限制的教育工作，特别是在发展中国家。根据多处来源的学习对象和资源的程序和程度，教育内容会被自由分享。
What are the implications for teaching and learning?
对教育学习有哪些影响？
A copyright environment based on openness and sharing benefits all education, from traditional classroom-based teaching to online and distance programs. Considerable effort spent examining copyrights and pursuing permissions can be redirected toward teaching. In addition, eliminating restrictions on use of intellectual property encourages new thinking among faculty about how to incorporate a wide range of resources in their teaching. Even with the fair use exception for academic applications, some works clearly fall outside the scope of acceptable use. Allowing broad noncommercial use of otherwise protected material significantly expands the pool of resources faculty and students can use in teaching and learning. Knowing quickly and easily whether a piece of content can be distributed, modified, or remixed fits well with the teaching style of many instructors - they want to be able to search for up-to-the-minute artifacts and include them in lectures and learning materials, without having to worry about obtaining permission. Introducing the freedom to make derivative works from copyrighted content also presents opportunities for new kinds of scholarship based on interpretive remixing.
开放和分享所有教育利益基础上的版权环境，从传统教室授课到在线远程程序。投入相当大的精力检查版权，追求许可，会改变教学的去向。另外，消除使用知识产权的限制，鼓励教师之间全新思考，在教学中如何混合各种资源。即使在学术应用中允许合理使用例外，某些作品显然超出合理使用的范畴。允许广泛使用在其他地方受保护的素材用于非商业用途，能够显著扩大教师学生在教学和学习中使用的资源库。快速而便捷的了解一份内容是否能分发、编辑、混合，以符合诸多教育者的教学风格——他们希望能够找出最新的作品，将其用在讲义和学习材料中，而不用操心获取版权。介绍从版权内容制作演绎作品的自由，也展示了基于诠释混合的新型学识的机会。
www.educause.edu /eli
Creative Commons
知识共享
在ELI 网站上可找到更多同系列标题。
March 2007
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