Monday News: BEA & diversity, fair use for filmmakers, a brief history of educational tv, and “weird” American food
“I can tell you the first panel that we booked was with We Need Diverse Books,” says Brien McDonald, BookCon’s show manager. He says organizers worked closely with publishers to ensure that a wide range of authors would take part in the conference, and this year there are several panels on diversity. “There were some instances where, when we were planning panels — Who’s available? Who fits with kind of the theme of this panel? — where we would definitely stop and say, ‘We need diversity included here. We have three white people; the fourth cannot be that way.’ ” –NPR
We see examples of this new form virtually every week. Sometimes it’s a new super cut; I particularly enjoyed the recent mashup of fake movies in moviesby the Screen Junkies. Other times they take the form of an examination of a specific filmmaker’s tendencies, such as this look at Wes Anderson’s almost fetishistic predilection for centering his shots. And then there are documentaries, such as Thom Andersen’s brilliant “Los Angeles Plays Itself,” an almost-three-hour film examining the ways in which Los Angeles has been used by the film industry that failed to find distribution for more than a decade thanks to copyright concerns. (You can finally watch Andersen’s film on Netflix now.)–Washington Post & International Documentary Association
This history?—?what TLC has become?—?shouldn’t simply serve to confirm FCC chairman Newton Minnow’s famous pronouncement that television is a “vast wasteland.” But it certainly does highlight several key issues that education technology continues to struggle with today:
- Who owns the “pipes”? Who owns the means by which content is transmitted? Who owns the satellites? Who owns the spectrum? Who owns the cables? Who owns the network?
- What do we mean by “educational content”? In particular, how has our definition of “documentary” changed over the last few decades? How does this shape what media?—?in form and in content?—?enters the classroom?
- How have regional educational agencies and distance education providers?—?particularly those offering for-credit classes?—?been affected by the commercialization of content and delivery?
- How has education become increasingly commercialized? How has it become consolidated? How might education on the Internet and via various computer technologies be following down that very path taken by education on cable TV? –Education Futurism