Mr. Speaker, I am very pleased to rise to talk about this bill. In Quebec especially, we understand the importance of protecting our creators and being able to use their creations. That is the crux of the NDP's position on this bill. A balance must be struck between protecting consumers and allowing them to contribute to our culture in that way, and the creators’ right to be adequately protected.
In my speech, I am going to address a specific aspect of the bill: its impact on education, and opportunities for teachers to teach and for students to take advantage of what is provided for them during their studies.
By way of introduction, I am going to cite a few interesting statistics. Libraries are increasingly popular in Quebec. There has been an uptick in revenue and the number of items loaned by libraries since 2002. It is worth noting that in 2007 alone, there were about 300 million items loaned out by libraries in Quebec. There is a clear trend in terms of Quebeckers' desire to share and participate in this creation, in culture, in education and in teaching.
Having said that, I have had the opportunity in recent months, since the beginning of my mandate, to meet with many stakeholders on this issue, particularly from the education community. For example, the Fédération des associations étudiantes du campus de l'Université de Montréal, the Association of Universities and Colleges of Canada, and the Canadian Alliance of Student Associations have all had an opportunity to share their opinions on this bill. Having referred to these groups, I would now like to turn to their opinion of this bill.
The major problems with this bill have been discussed on several occasions, but I would like to revisit the issue of fair dealing. The bill has a clause that pertains to “fair dealing” in an educational context. It is important to stress that other clauses in the bill contradict the concept of fair dealing. Allow me to explain.
To begin with, there is the concept of digital locks. This is the kind of proposal that requires a collaborative effort on the part of both government and opposition members. As my colleague from Vancouver East mentioned, we agree entirely that in this digital era, in 2011, it is very important to take a look at technology and its potential impact on creations and copyright. However, in the case of digital locks, there is no fair deal for students and teachers. They would be treated in exactly the same way as an individual flouting copyright.
That means that if a student or a teacher uses a creation that is available in a digital format for purposes that do not breach copyright, they would be punished in the same way as an individual engaging in piracy. It would be tantamount to breaking the law and breaching copyright. The other factor that impinges on fair dealing is the mandatory destruction after a five-day period of digital documents obtained via inter-library loans.
When you are a university student, you often have an opportunity to take part in programs for sharing between various libraries. When I was attending McGill University, I was able to borrow documents from other universities such as the Université de Montréal, Concordia University and the Université du Québec à Montréal—UQAM — and it was very helpful. Not all universities have expertise in every subject and they do not all have the same resources. So this allows a student or professor to share various resources and thus to expand their knowledge and the knowledge of the people they teach.
In this case, it is completely absurd to say that the documents should be destroyed or returned after five days. To think that in five days a student will be able to get everything they need out of the documents they have borrowed and be able to use them in their work for the purposes of education is to fail to understand what life is like for students today.
This is the kind of thing we could rework to be sure we find a happy medium, to take into account the reality of the digital era in 2011 and at the same time allow students to get the full benefit of works that have been produced precisely to contribute to their education.
And the third point that runs counter to the fair dealing aspect in this bill is the destruction of course notes 30 days after the end of a session. Once again, this presents a problem, because we are talking precisely about copyright, when the student has already paid for the copyright attached to their course notes. They contributed to that process, and they would be obliged to destroy their course notes.
This is not the only problem. First, a student who has already participated in a process and who wants to benefit from a situation and benefit, by personal use, from the education they have paid for is being prevented from doing that. That being said, we are talking here about private and personal use and not public use, which actually would infringe copyright. And second, this situation also affects professors who want precisely to adapt the material so they are better able to work with students who need special material because of a disability, for example.
This problem has been raised by the students I have had the good fortune to meet during my term, and in my opinion it is a very serious problem.
I also mentioned that we have had an opportunity to meet with professors. That is interesting, because often, at the university level, professors are not just the people who communicate the information in question, they are also the creators, the authors in this situation. I am thinking in particular of the people at the Fédération québécoise des professeures et professeurs d'université, who were so kind as to share their concerns about this bill with us. Specifically, they talked about the three points I have just mentioned, which run counter to the concept of fair dealing. But they also talked, in their own way, about teaching their courses better.
That is a very important point, because not only would students have to destroy class notes, but the course instructors would also have to destroy their course plans. And that is problematic. First, course instructors have to start somewhere. They have to learn from their own mistakes or successes in doing their job. They should be able to reuse a course plan—something they created from whatever was available—to do a better job the next time or improve on a job well done.
There is another, similar problem: course instructors are often asked to come up with innovative ideas and improve how they do their job, but they are also asked to find ways to keep youth interested and make the education system and teaching interesting. If the instructors know they will be forced to destroy their work 30 days after a session ends, where is the incentive to work hard to improve the process? They will not want to put in more time than necessary, knowing full well that in a year or in four or six months, they will have to start over. Those are a few of the issues that come up.
To conclude, as my colleagues said, we are looking for a compromise. We know that we need to adapt to the digital age and that important provisions need to be implemented. However, this needs to be done for creators and consumers, not for the large corporations and big businesses that will reap the benefits to the detriment of our creators and users.