Links to information and resources about the TEACH Act and how it is applied to guide the use of copyrighted resources in distance education. Most of these links are to other universities and do not reflect official policy at MUSC. They are offered to help faculty better understand how the law is being applied.
- Distance Education and the TEACH Act
(American Library Association)
- Includes a legislative history leading to passage of the act in 2002 and links to information about benefits, requirements, duties of institutional policymakers, IT officials, and instructors, and the role for librarians.
- Streaming of Films for Educational Purposes
(Library Copyright Alliance)
- "This paper considers three provisions of the Copyright Act that could permit streaming of
this sort: Sections 107, 110(2), and 110(1). While all three provisions may apply,
Section 107 fair use is perhaps the strongest justification." Prepared by copyright lawyers and experts.
- The link above requires Adobe Acrobat Reader. If you are unable to view or download this article, get Acrobat Reader here.
- The TEACH Act
(University of Texas System)
- A general introduction and discussion of the TEACH Act. Sections include introduction, expanded rights, exclusions, conditions, authority to make copies, and a checklist. Part of UT's Copyright Crash Course.
- The TEACH Act: Section 110(2) of the Copyright Act
(North Carolina State University)
- Updated (2010) discussion of the TEACH Act, passed in 2002, focusing on how to assess use of resources for online courses in the context of the entire law. Move through sections of the TEACH Act Toolkit using the left navigation bar. The implementation section includes links to checklists from other universities that can help determine compliance.
- Using Copyrighted Works in Your Teaching-- FAQ
(Peggy Hoon, JD)
- Questions Faculty and Teaching Assistants Need to Ask Themselves Frequently. This 2-part essay provides answers to basic questions about common copyright questions. The author states, "This FAQ is arranged around a sequence of 6 overarching questions that collectively represent a good-faith analysis for circumstances that are common in teaching at most universities." Part 1 covers traditional classroom settings and part 2 covers use in the online classroom/course management system. This is written in plain language and provides an excellent foundation for understanding.