Industry committee  Yes, it is.

Industry committee  We work with our member organizations to see that the material is available. It is in schools. As I say, this material is hanging in the photocopy room, but we go beyond just the material that's contained here with the rules. I cited an example. As I said, this is from March-Ap

Industry committee  In terms of the teachers we're looking at, we don't have the ability to unlock. You're using one piece of material at one time. It's not like you can unlock it and then go through it. That's the experience I've had with the teachers in our systems.

Industry committee  That is the result. Teachers don't have the time, by and large, to start trying to unlock things and figure out how to use one specific material. If it's not accessible, they're moving on.

Industry committee  I'll just echo Ms. Marshall's comments. The onset of the use of digital material has had a dramatic effect on the use of print material, in that sense. To try to draw a direct correlation between print material and the non-use of Access Copyright as opposed to the impact that the

Industry committee  At this point the York decision is in the courts and it's viewed as an outlier, so to make speculation or to try to suggest decisions that we would be going with at this point, I think, would be premature. On that basis, it is too soon to be able to say that we would go in one di

Industry committee  I'm living in Ottawa.

Industry committee  Teachers did not have issues accessing materials that were provided by the employer.

Industry committee  The variety of material that is used, in a teacher's view, needs to be accessible. However, the use and dissemination of that will change depending on the nature of the students in the classroom. When I talk about the change in the classroom, I'm talking about the demographics

Industry committee  For the on-the-ground teacher, when you're speaking about access to copyrighted material, it has to be defined. If you're talking about textbooks and textbook material, that's provided by the employer. The individual teacher who is using resources in the classroom would be using

Industry committee  I want to be careful in how I say this, because for the bulk of my career, I've been focusing on resourcing schools and classrooms. That takes many different forms. It takes the form of time and material as well as the ability to produce materials on their own for classrooms.

Industry committee  I don't have at my fingertips the exact figure for the percentage of online versus print material in terms of the uses in classrooms, but I would suggest that teachers are subject to their own personal purchasing power—that of the school. For example, teachers don't purchase text

Industry committee  We went to work right after the Supreme Court ruling, and that was the production here, with our education partners. There were, during that time, professional development opportunities in the different provinces, put on by our member organizations, to speak directly to copyright

Industry committee  I will open by suggesting that Access Copyright isn't in today's classrooms. Today's classrooms are complex. To simply say that a blanket licence for acquiring material is one way to build a resource to work with the complex needs of students in a classroom is unfounded. In term

Industry committee  Well, in the interpretation as it stands, that's been working. CTF has gone to great lengths to educate teachers across the country. We use our material—such as this—for our members; in fact, in my own school this is hanging right above the copy machine. We have materials going