[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-146483-en":3,"doc-seo-146483-105":31,"detail-sidebar-cat-0-en-105":91},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":20,"is_deleted":4,"is_public":21,"is_downloadable":21,"audit_status":21,"page_count":22,"language":23,"language_code":24,"site_id":25,"html_lang":24,"table_of_contents":26,"faqs":27,"seo_title":28,"seo_description":14,"update_tm":29,"read_time":30},146483,8796095462418,"Noah","https://ap-avatar.wpscdn.com/avatar/80000253c1241d02b47?x-image-process=image/resize,m_fixed,w_180,h_180&k=1778826106357471780",4,"Exam","Memes & Copyright Law - A Teaching Resource for Legal Educators","A teaching resource for legal educators that uses memes to convey key theoretical justifications in copyright law through lecture content and a structured class activity. It explains the pedagogical rationale for choosing memes, including their relevance to infringement questions, exceptions, and moral rights, while also helping students connect abstract philosophical assumptions to everyday cultural practices. The resource focuses on session logistics, workshop format, and practical lessons learned, enabling educators to recreate and improve the lesson plan.","MEMES &COPYRICHT LAW  \nA teaching resource for Legal Educators  \nCreated by Isabella Alexander&Joy Twemlow (2024)  \nABOUT THISRESOURCE  \nWe made this resource for HE educators teaching copyright law.It isbased on a class format we developed and tested at the University ofTechnology Sydney in 2023 using memes in both the lecture contentand class activity to convey the key theoretical justifications forcopyright.  \nWe developed the class because of the thematic relevance of memesto copyright and their potential pedagogical value -it was an addedbonus that the class was fun for both the academics and students!  \nAs we would love for others to recreate and improve on our lesson plan,this resource focuses on the logistics of organising and running thesession.We provide a brief overview of the justifications,the format ofthe workshop,and practical lessons we learned.  \nIf you have questions or implemented the plan in your class,we wouldlove to hear about it!Send reflections,feedback,and suggestions forimprovement to Isabella.Alexander@uts.edu.au  \nCONTENTS  \nBackground3Why Memes?4-6Class Structure7Example Student Memes8-9What Went WellI0  \nWhat Could be ImprovedII  \nSuggested ArticlesI2  \n# BACKCROUND\n\nThe idea to develop a copyright lesson plan around memes arose withinArTechLaw*;a network that brings together practitioners from the fieldsof law,art,and technology to explore the intersections between thedisciplines.  \nMemes emerged as one of the thematic areas of convergence;providing a topical (and entertaining)example of how the currenttechnological landscape engages with artistic expression,copying,andlegal regulation.  \nAdditionally,the interdisciplinary nature of the network(combined withCovid travel restrictions)meant that the project had to be creative abouthow networking activities were facilitated.This resulted in the adoptionof innovative formats for collaboration including a conference onMinecraft and a zine-making workshop.  \nThus,our class format is inspired by both the relevance of memes toquestions of copyright law as well as the methodological  \nexperimentation that arose out of the project's cross-disciplinaryinteractions.  \n*Funded by:Australian Research Counci Discovery Project grant Hacking Copyright inthe 21st Century:Art,Law,History&Technology(DP200101046)&Danish ResearchCouncil ArTechLaw Research Network(9055-00075B)  \n# WHY MEMES?\n\n## I.Because they raises interestingquestions about copyright law\n\nMemes have attracted the attention of copyright scholars as aprominent new form of communication and cultural practice whichrelies heavily on unauthorised reproduction and dissemination ofworks protected by copyright law(see bibliography at end).In termsof legal doctrine,memes pose questions about infringement,theavailability of exceptions,and even moral rights.So they offer topicalcase studies to apply statutory provisions and consider the applicationof case law.But they also present more fundamental challenges tothe philosophical rationales for copyright law,and allow students tocritically examine key assumptions that underlie contemporarycopyright law.The main theoretical justifications for copyright lawinclude Lockean labour-based theories,natural rights theories basedon personality,and utilitarian or economic rationales.They in turnprovide the basis for a range of assumptions including:that newworks can be created without much copying of existing works,thatcreators are financially and/or morally harmed by copying,and thatcopyright enables creators to earn money from their creative works.Using memes as an example allows students to test the limits ofthese assumptions in relation to something with which they arealready likely to be familiar.  \n# WHY MEMES?\n\n## 2.Because they are already a part ofstudents'everyday lives\n\nThe philosophical groundings of copyright can often be presented inan abstract,or historical,manner.Because of this,it can often take awhile for students to grasp the core assumptions that lie at","cbCaihDYL2LOhYDR","https://ap.wps.com/l/cbCaihDYL2LOhYDR","pdf",14931178,2,1,13,"English","en",105,"# Background\n# Why Memes?\n## 1. Because they raise interesting questions about copyright law\n## 2. Because they are already a part of students' everyday lives\n## 3. Because they introduce playfulness and creativity into the classroom\n# Class Structure\n## Introductory material\n## Example Student Memes\n# What Went Well\n# What Could be Improved\n# Suggested Articles","[{\"question\":\"Why does the resource use memes to teach copyright law?\",\"answer\":\"Memes raise concrete questions about infringement, exceptions, and moral rights, while also challenging students to critically examine the philosophical rationales behind copyright law.\"},{\"question\":\"How does the resource help students connect copyright theory to real life?\",\"answer\":\"It links core assumptions of copyright to a cultural practice students already know, using meme creation and feedback to improve comprehension of how the law is applied today.\"},{\"question\":\"What does the resource provide besides the teaching rationale?\",\"answer\":\"It focuses on practical logistics, including workshop format, introductory online prep, class activities, example student memes, and lessons learned to help educators recreate and improve the session.\"}]","Memes & Copyright Law - 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