The evolving definition of communication as a form of copying information is critical for TL’s to engage with. The term “making available” is broad and can include putting material on the internet or intranet as are the evolving forms “Electronic transmission” which currently includes emailing, streaming or electronic reticulation (Smartcopying, 2016).
While we have been studying this term the rise of Non-Fungible Tokens (NFTs) in popular culture speaks to the relevance of TLs as information professionals leading the discussion of how society understands concepts of digital ownership, monetisation and issues of communication. TLs play a future role in protecting students as creators of content and information, ensuring their rights are upheld by creating awareness that is relevant and empowers them to communicate outside of their immediate localised community. Exposing students to Creative Commons Licensing is an integral step TLs can take in empowering students.
A recent meme posted on Instagram by American social network satirist, Joelle Bouchard, aka namasteathomedad draws attention to the predatory and exploitive tendencies of Internet comedians who “scroll through old popular tweets written by black teenagers, find and repost the best ones and then claim them as your own!”, equating it to “thrifting”. Scathing with sarcasm the parody goes on to declare “the most fun part about taking things away from people who are less privileged than you, repackaging them and making a tonne of money from it on social media”. Bouchard’s insight into the inherently unjust and blatant plagiarism of the wit, not to mention intellectual and emotional labour, of society’s most marginalised raises an issue of social justice to be acknowledged and actively addressed by TLs working with young people who maybe economically and socially disadvantaged.
One only has to examine the rags to riches story of Bronx internet comedians (and bodega boys) Deus and Mero to see the real -life example of what happens when young minorities are equally aware of their intellectual property rights as those who maintain the status quo. In their rise to fame as current stars of Showtime late night streaming tv, the two inner city pundits have parlayed a cult following on “black twitter” into a platform that communicates the humour and often incredibly insightful critical perspectives that colour New York City’s most marginalised borough.
Another young New Yorker who can be held up as exemplary to young people working with the tools of social network in content creation is New York Nico, Nicholas Heller. Heller has used his Instagram account in the past year to unite New Yorkers in a number of collaborative contests such as the “New York’s best accent contest” to unify the most diverse population on the planet during the most painful and prolonged pandemic. More than exploiting the platform for his own economic gain Heller has used it to run drives such as one collecting unused video devices to provide those in poverty, suffering in isolation during the pandemic, can access communication with loved ones during their most urgent time of need. TLs can champion such users as social, able to provide solutions that are timely and often more compassionate than those of their elders and not solely for economic gain.
There may come a day soon, when we look back at the way certain groups have traditionally profited from those lacking access to an education that emphasises their rights to protect their intellectual property and see the economic and social consequences for both. A TL who can work with students to inform them not only of their rights but also how to access freedom to communicate their ideas in a way that they are recognised and not exploited effectively prepares them for the future