Thank you, Chair.
Good afternoon. My name is Michael Geist. I'm a law professor at the University of Ottawa, where I hold the Canada research chair in Internet and e-commerce law. I am a member of the Centre for Law, Technology and Society. I appear in a personal capacity as an independent academic representing only my own views. I'm sorry that I'm unable to appear in person today, but I'm grateful for the opportunity to participate via video conference in your study on remuneration models.
I have been closely following the committee's work on this issue, which will undoubtedly provide valuable input to the industry committee's copyright review. Last week I was dismayed to hear witnesses claim that Canada's teachers, students and educational institutions are engaged in illegal activity. I believe this claim is wrong and should be called out as such.
I'd like to address several of the allegations regarding educational copying practices, reconcile the increased spending on licensing with claims of reduced revenues, and conclude by providing the committee with some recommendations for action.
First, notwithstanding the oft-heard claim that the 2012 reforms are to blame for current educational practices, the reality is that the current situation has little to do with the inclusion of education as a fair dealing purpose. You don't need to take my word for it. Access Copyright was asked in 2016 by the Copyright Board to describe the impact of the legal change. It told the board that the legal reform did not change the effect of the law. Rather, it said, it merely codified existing law as interpreted by the Supreme Court.
While I think the addition of education must have meant something more than what was already found in the law, its inclusion as a fair dealing purpose is better viewed as evolutionary rather than revolutionary.
Second, the claim of 600 million uncompensated copies—which lies at the heart of allegations of unfair copying—is the result of outdated guesswork using decades-old data and deeply suspect assumptions. The majority of the 600 million—380 million—involves kindergarten-to-grade 12 copying that dates back to 2005. The Copyright Board warned years ago that the survey data is so old that it may not be representative. Indeed, it's so old that there are now cabinet ministers who could have been the actual students in the K-to-12 classes at the time they were last surveyed on copying practices.
Of that outdated 380 million, 150 million involves copies that were overcompensated by tens of millions of dollars as determined by the Copyright Board and as upheld by the Federal Court of Appeal. Education has had to file a lawsuit to get a refund of those public dollars. I can only imagine the public response if the federal government was found to have overpaid for services by tens of millions of dollars and failed to take action to recoup that money.
The remaining 220 million comes from a York University study, much of which is as old as the K-to-12 study. Regardless of its age, however, extrapolating some dated copying data from a single university to the entire country is not credible. It would be akin to sampling a few streets in the chair's or Mr. Nantel's ridings and concluding that they are representative of the entire country.
Third, the committee has heard suggestions that the shift from print course packs to electronic course materials, or CMSs, is irrelevant from a copying perspective. I believe this is wrong. The data is in fact unequivocal. Printed course packs have largely disappeared in favour of digital access. For example, the University of Calgary reports that there are only 53 courses that now use printed course packs, for a student population of 30,000.
Why does this matter? There are three reasons.
First, as universities and colleges shift to CMSs, the content changes too. For example, an Access Copyright study at Canadian colleges found that books comprised only 35% of the materials. The majority was journals and newspapers, much of which is available under open access licences or licences through other means.
Second, the amount of copying in a CMS is far lower than with print. While Access Copyright argues that there should be a 1:1 ratio—for every registered student the assumption is that every page is accessed, even for optional readings posted on the site—the data and, frankly, common sense tell us that this is unlikely.
Third, a CMS allows for incorporation of licensed e-books. At the University of Ottawa there are now 1.4 million licensed e-books, many of which involve perpetual licences that require no further payment and can be used for course instruction. Tens of thousands of those e-books are from Canadian publishers, and in many instances universities have licensed virtually everything that's offered by Canadian publishers.
This means the shift from the Access Copyright licence is not grounded in fair dealing. Rather, it reflects the adoption of licences that provide both access and reproduction. The licences get universities access to the content and the ability to use it in their courses. The Access Copyright licence offers far less, granting only copying rights for the materials you already have. With increased spending—and everybody agrees there has been increased spending since 2012—why do some copyright collectives report reduced revenues? There may be several reasons.
First, as I mentioned, some of the licensing is perpetual, which means that payment comes once rather than on an annual basis.
Second, many of the works aren't being used or copied. For example, UBC has reported that 69% of their physical items have not be used since 2004.
Third, despite the shift to digital, Access Copyright's payback system excludes digital works. In terms of eligibility, its rules exclude blogs, websites, e-books, online articles and other similar publications. Only print editions can be claimed. Moreover, the payback system also excludes all works that are more than 20 years old on the grounds that they are rarely copied.
Fourth, Access Copyright has refused to adopt transactional licences, thereby sending licensing money elsewhere. Education is spending millions each year on transactional licences, which permit specific copying for courses, yet Access Copyright hasn't entered that market.
Fifth, consistent with what this committee heard from Bryan Adams, it may be that part of the problem lies with the relationship between authors and publishers, with authors undercompensated for digital revenues.
Let me conclude with a few thoughts on solutions to remuneration.
First, efforts to force the Access Copyright licence on educational institutions through statutory damages reforms should be rejected. Education institutions, like anyone else, should be free to pursue the best licences the market offers, an approach that is in the best interests of both education and authors. At the moment I believe that comes directly from publishers and other aggregators, not the collected.
Second, the government should work with Canadian publishers—