Educational Space Research Articles

The Ideological Dilemma in Using Games in Global Citizenship and Development Education

The objective of this paper is to contribute to discourse informing the use of computer games in Global Citizenship and Development Education. In doing so, it addresses the incompatibility and conflict between the values imbedded in games and those informing development education practice. It is aimed at both formal and informal educators who see the potential in using games in their practice and want to reconcile this dilemma. It is also aimed at policy makers and influencers who want to shape the structures governing such digital spaces in the public interest. The research involved an interdisciplinary literature review across the fields of Education, Game Design, colonialism and social activism. The analysis takes a postcolonial perspective and is informed by the theory and practice of critical pedagogy in youth work and development education. The study was conducted as part of Doctoral research and project work with NGOs over a seven-year period to 2024. In this context it is important to note that this is a rapidly changing and evolving sector. The development of computer games and immersive technologies over the past 20 years has been transformational, in their interactive capabilities and global proliferation, particularly with the emergence of “The Metaverse”. Such expansion has been critiqued as a process of Colonialism, where young people’s time, creativity, identities and attention is being commodified, monetised, packaged and sold to the highest bidder. The structure of the games industry, their content and the ecosystem surrounding gaming are all ideologically driven. Such ideology aligns with one of three systems: the neoliberal hegemony emanating from transnational corporations and market economies; the state control being exerted by China and others; or a blind commitment to opensource being advocated by many industry innovators, developers and users. When using games in an educational context, and particularly when addressing Social Justice and Global Citizenship, the values and cultures underpinning all three of these ideologies are problematic. It is the contention in this paper that such spaces can also be developed as informal educational spaces informed by values aligned with critical global citizenship and development education. Now is the time for development educational practitioners, conscientious games designers and policymakers to collaborate, to act, to legislate, to experiment and carve out a safe, progressive, dynamic, decolonised digital space for engagement with issues of global citizenship and development education

Acoustic design of an innovative classroom: the Piscopia Corner in Milan

This paper reports on the measurements, design, and testing of a highly innovative classroom: the Piscopia Corner - Augmented Education Lab, built in the new MIND (Milano Innovation District) district in Milan, Italy. This educational space is designed to leverage connectivity, artificial intelligence, and sensing to enhance sustainability, inclusivity, and efficacy. As key use cases of the Piscopia Corner pivot on real-time speech transcription and translation of interactions, acoustics plays a key role. Improving classroom acoustic conditions is crucial for enhancing speech clarity, promoting student focus, and relieving teachers of vocal effort. The Italian standard UNI 11532-2:2020 states proper requirements for multimedia classrooms such as the one involved in the present case. This space aims for superior speech intelligibility, accommodating multiple speakers and addressing the needs of individuals with hearing impairments or language barriers, with a high outward intelligibility. The Piscopia Corner is a modern classroom meeting the stringent requirements of interactive audio-video activities and inclusive principles. The treated suspended ceiling integrated with sensor technology required a proper mix of materials to balance the sound absorption in frequency and improve speech intelligibility to achieve category A4 limits.

Room acoustic survey of open and enclosed learning spaces in Finland

Use of open learning spaces for education has increased in schools while enclosed learning spaces are still used in most schools in overall. There is some debate that these two learning space types might differ in acoustic perceptions. If they do, room acoustic quality might be one explaining factor. Therefore, our purpose was to determine, whether these learning space types differ in room acoustic properties. We studied 10 schools with mostly enclosed and another 10 schools with open or flexible learning spaces in Finland. Altogether 73 learning spaces were investigated among the 20 schools. Measurements concerned reverberation time, Speech Transmission Index, and background noise level. Most of enclosed learning spaces (63%) met the new requirements of Finnish building regulations for enclosed learning spaces. Opposite to that, most of open learning spaces (91%) did not meet the regulations for open learning spaces. The results can be used in the root cause analysis of a teacher survey conducted in the same 20 schools. Teacher survey will be reported in another study. Parallel analysis of objective and subjective results is necessary to judge whether the current regulations are justified.

Acoustic conditions in innovative learning environments

New generation or innovative learning environments are being developed in many OECD coun-tries, including Australia and New Zealand. These spaces are often criticized as being 'noisy', dis-tracting, unattenable, and yet, there has been a link between deep learning outcomes and the new generation environments. Education spaces primarily revolve around speaking and listening activities. Although new space typologies have been, and continue to be, developed, the acoustic standards applied to them are often the same as those applied to traditional cellular classroom spaces. This paper presents the results of systematic acoustic testing undertaken within numerous physical spaces for traditional and new generation learning environments in Australia and New Zealand, to compare the differences in performance between traditional cellular classrooms and open plan spaces, and summarise any trends evident in the information. It also acknowledges the differences between traditional cellular spaces and new generation environments as determined from the results.

An argument for open education policy

While many historically contingent barriers to individual liberty have been deconstructed, I argue that current education policy continues to maintain a discriminatory educational milieu that constitutes individuals as dis/abled. I describe this current government formulation of educational spaces as Closed Policy. Various contingent environmental barriers, dynamically intersecting with, for example, gender, class, ethnicity, physiology, and neurodiversity; inhibit individuals due to constructed notions of ability and disability. I draw upon the principles of Open Futures, Open Society, piecemeal social engineering, and prioritarianism to call for a deconstruction of Closed Policy and movement towards Open Policy. I argue that current educational policy is unjust and should be deconstructed to free individuals from coercion, prejudice, and harm. I argue for a shift towards Open Policy so that difference can be celebrated and the potential for Open Futures is maximised.

School-level variation in children's moderate to vigorous intensity physical activity before and after COVID-19: a multilevel model analysis.

Schools play a crucial role in facilitating physical activity among children, but the COVID-19 pandemic has affected both children's physical activity and the school environment. It is essential to understand between-school differences in children's physical activity post lockdown, to determine if and how the role of schools has changed. Active-6 is a natural experiment comparing postlockdown accelerometer-estimated physical activity to a pre-COVID-19 comparator group. Accelerometer and individual data were collected on 1296 children aged 10-11 pre-COVID-19 (2017-8), with school characteristics collected from the 50 schools they attended. Post lockdown, we collected accelerometer, individual and school data from 393 children in 23 of the same schools and 436 children in 27 of the same schools in 2021 (Wave 1) and 2022 (Wave 2), respectively. Sources of variation (between-school, between-pupil and within-pupil) in child weekday moderate to vigorous physical activity at each wave were modelled using linear mixed-effects models with school-level wave random coefficients. We extended the model to estimate the proportion of between-school variation explained by school policy, curriculum and physical environment factors and school-aggregated pupil characteristics. We also explored the extent to which postlockdown differences in moderate to vigorous physical activity were mediated by individual or school factors. Between-school variation comprised 13% of the total variation pre-COVID-19, 7% in Wave 1 and 13% in Wave 2. School factors associated with moderate to vigorous physical activity were the following: whether physical education was compromised due to space (often: 9 minutes lower moderate to vigorous physical activity; sometimes: 5.4 minutes lower); high after-school club attendance (7 minutes higher moderate to vigorous physical activity for each additional club attended on average in the school); cycle training policy (4 minutes higher moderate to vigorous physical activity); and higher prevalence of active travel (1 minute higher moderate to vigorous physical activity for each 10% point increase in prevalence). These factors explained 22% of the between-school variation pre-COVID-19, and 72% at Wave 2. The relative importance changed, with cycle training policy and active travel being the most important pre-COVID-19 and cycle training policy, active after-school clubs and compromised physical education space most important in Wave 2. No factors were found to mediate the postlockdown differences in moderate to vigorous physical activity, except compromised physical education space, which had a suppressor effect in Wave 2. Only 27 of the initial 50 schools participated post lockdown, limiting our ability to make comparisons across waves. Sample sizes were additionally affected by missing data for some variables. While schools continue to play an important role in facilitating children's physical activity, the factors that contribute to this have changed post-COVID-19, with cycle training, active after-school clubs and ensuring physical education is prioritised even when space is limited now explaining nearly three-quarters of the between-school variation in children's moderate to vigorous physical activity. School-level interventions that focus on these areas, and policies that support them, may offer the potential to increase children's physical activity. This article presents independent research funded by the National Institute for Health and Care Research (NIHR) Public Health Research programme as award number NIHR131847.

Heating, cooling and energy management of cold climate educational built environments using green roofs

Educational spaces in the world with a student population of about 600 million people are significant energy consumers. Also, 66 percent of schools are among energy consumers in the lower categories of energy consumption management. Meanwhile, the world's student population is expanding while nonrenewable energy sources are running out. Recent investigations highlight schools’ focus on energy efficiency in construction, which is driven by escalating energy expenses and depleting resources. This study presents a model of green schools featuring green roof coverings interconnected with controllable window atriums, leveraging green architecture as a renewable energy solution. It assesses the impact of green roofs coupled with atriums on summer ventilation and winter heat control in cold climate regions, contrasting with conventional school designs. This study aims to improve the thermal performance of schools, reduce heat losses from the roof and walls of schools, and also help improve natural ventilation in classrooms. The research followed a descriptive-analytical approach and employed simulation techniques. The model is simulated using the Carrier HAP, and its analyses are validated by the U.S. Green Building Council's LEED certification. Then, a comparison is made between the thermal loads of the proposed model and the thermal loads of the conventional school model in this climate. The results demonstrate the advantage of using green roofs in improving thermal loads in winter and cooling loads in summer in classroom models with green roofs connected to atriums compared to classrooms with conventional 40 cm thick roofs or 66 cm thick roofs without greenery. Energy savings are achieved by creating schools with green roofs associated with atriums while maintaining students' connection with nature and utilizing this cover as an auxiliary learning space. Energy savings are 54.95 % in winter and 76.11 % in summer compared to conventional 40 cm thick roofs and 66 cm thick roofs without greenery.

Comparative Analysis of the Distribution of Natural Lighting with Artificial Lighting in Auditorium at Indonesia University of Education, at Faculty of Mathematics and Natural Sciences Building

Abstract This article provides an indepth analysis of the lighting conditions in the auditorium at the Indonesia University of Education, specifically within the Faculty of Mathematics and Natural Sciences. The study aims to assess the effectiveness of both natural light from windows and artificial light from lamps in accommodating large gatherings of up to 300 people. Using AutoCAD and DIALux, we conduct a simulation experiment to visualize the lighting system, considering factors such as the distribution of natural light and the impact of artificial lighting. Our methodology involves specific parameters for data analysis to ensure a comprehensive evaluation. While observing the auditorium, we note potential challenges, such as the limited impact of natural light. This finding raises questions about the need for adjustments to the architectural design or the inclusion of additional natural light sources. Conversely, the artificial lighting appears to be abundant and sufficient for illuminating the entire space. Considering the broader implications, the study addresses the significance of optimizing lighting conditions in auditoriums for improved user experience and potential energy efficiency. The findings contribute to the ongoing discourse on effective lighting design in educational spaces. This research is not without limitations, and future work could explore more nuanced aspects of lighting design or investigate the feasibility of implementing sustainable lighting solutions. In conclusion, this study offers valuable insights into auditorium lighting, guiding future research and practical interventions for enhanced lighting conditions in similar settings.

Making Space for Critical Climate Education

Making Space for Critical Climate Education

Educational practice in Germany between racism and far-right ideologies

Researching educational responses to far-right youth mobilization and ideologies has so far focused mainly on informal education spaces. We thus know little about how and why teachers seek to respond to these issues in their classrooms in formal education. This is despite the fact that far-right mobilization and attitudes are rising in Germany and are having a political impact. In this article I present data from an 18-month ethnographic study in Berlin’s secondary schools, arguing that it is not only important to understand how teachers conceptualize the problem in their student body but also how teachers seek to address these issues. Through this knowledge, we will be able to better understand and systematically respond to far-right ideologies in classrooms.

ГОТОВНІСТЬ МАЙБУТНІХ КЕРІВНИКІВ ЗАКЛАДІВ ВИЩОЇ ОСВІТИ ДО ЗАСТОСУВАННЯ ІННОВАЦІЙНИХ УПРАВЛІНСЬКИХ ТЕХНОЛОГІЙ

The relevance of this article is determined by the necessity to ensure the competitiveness of educational institutions in the educational services market. Modern challenges require educational institutions to continuously improve their activities. Successful development of an educational institution is possible only through the integration of innovations that stimulate the achievement of its goals and contribute to improving the quality of education for students. This aligns with the interests of Ukrainian society, which, like any other developed society, is interested in a high level of educational services. With the growth of the educational services market and increasing competition, it is important for leaders of educational institutions to focus on searching for and implementing innovative management technologies to secure significant competitive advantages. Thus, the current market conditions and the need for competitive struggle highlight the importance of innovations for leaders, with innovative management technologies becoming key to achieving the goals of the educational institution and enhancing the quality of education. Objective: To analyze the readiness of future leaders of educational institutions to implement and apply innovative management technologies to enhance the competitiveness of their organizations in the educational services market. Methods: Study of scientific sources, legislative and normative-legal documents, surveys and interviews, case studies, SWOT analysis, expert assessments, and modeling. Results: During the study, the readiness of future educational institution leaders to implement innovative management technologies was evaluated; key barriers and challenges faced by future leaders, including limited resources, fear of change, and an insufficient level of knowledge about innovative technologies, were identified. At the same time, positive aspects were also discovered, namely a high level of motivation for learning and improvement, and readiness to introduce innovations to enhance the quality of education and adapt to modern labor market requirements. A comprehensive set of measures to increase the readiness of future leaders for innovation was developed and substantiated. This includes professional development programs, mentorship, and the creation of innovative educational spaces for experimentation and practical application of new approaches. The role of strategic planning in the successful implementation of innovative management technologies was also determined, which involves clear formulation of the mission, vision of the educational institution, as well as the development of specific goals and tasks to achieve defined results. Conclusions: This article examined the readiness of future educational institution leaders to apply innovative management technologies, which is crucial for enhancing competitiveness and the quality of educational services provided. The main barriers and challenges leaders may face when implementing innovations were identified, and methods to overcome these challenges were proposed. Special attention was given to the importance of a systematic approach and strategic planning in the process of adapting and implementing new practices in management. Developed and substantiated recommendations for focusing on innovative management practices include: enhancing the qualifications of future leaders, developing openness to change, and stimulating creativity and innovative thinking. It was determined that the successful implementation of innovative management technologies depends on a comprehensive approach that takes into account the specifics of the educational institution, the readiness of the staff for changes, and the presence of the necessary material and technical base. The findings of the study make it clear that innovative management technologies play a decisive role in forming an effective management model in modern educational institutions. Their implementation not only improves the quality of educational services but also ensures the sustainable development of educational organizations, meeting the challenges of the contemporary dynamic educational environment.

Colectiva Feminista en Construcción

Abstract Colectiva Feminista en Construcción (La Cole) is a Black feminist political organization that emerged in 2014 in San Juan, Puerto Rico. This article discusses the ways La Cole’s public discourse around sexism, racism, and homophobia in the archipelago is articulated through the collective’s presence at marches, demonstrations, and on social media. While core membership is small, La Cole has been able to convene collaborators and supporters to organize against the imposition of neoliberal economic and public policies that negatively impact the most dispossessed populations in Puerto Rico, namely Black, poor, queer, and trans women. La Cole has constructed a transnational intersectional feminist pedagogy as a means of political education both within the organization itself and more broadly in Puerto Rico’s public sphere. The organization’s pedagogical strategies include the rewriting of Christmas songs and plenas, an Afro Puerto Rican musical genre, and their Radical Feminist School, a political education space open to nonmembers. Through these pedagogical interventions La Cole simultaneously calls attention to the ways state and structural gender-based violence and femicides, housing precarity, and austerity measures affect the most marginalized sectors of the archipelago while carving out their identity as a decolonial Black feminist political organization.

Strategies for Pedagogical Interventions to Develop Emotional Intelligence (EI) of Employees in a Hybrid Work Schedule

The purpose of the research article is to identify the educational methods suitable for developing employee emotional intelligence. The focus was on the number of hours that small and medium sized enterprises are willing to invest in training their employees in emotional intelligence and on the benefits, i.e., changes in work outcomes as evaluated by respondents. The questionnaire method and interviews were used to obtain data from respondents, line managers, and education managers. Based on correlation coefficient calculations, brainstorming was identified as a frequently used method of active learning, which is related to the physical presence in the learning premises. The analysis of the responses of the respondents and their calculation using the correlation coefficient surprisingly showed that the lecture method gained great support and was considered by the respondents, i.e., managers and education managers, as very important to achieve the cognitive, affective, and psychomotor goals of education. Moreover, it was assessed as a method suitable for remote learning, i.e., for virtual educational spaces. Doi: 10.28991/ESJ-2024-08-05-023 Full Text: PDF

SWOT ANALYSIS OF KAZAKHSTANI STUDENTS’ NETWORK INTERACTION IN VIRTUAL SPACE

The article presents an analytical review of theoretical material on the study of the problem of network interaction in virtual space and the identification of the attitude of Kazakhstani students of pedagogical specialties of higher educational institutions to virtual communication and interaction in social networks. The trends of the influence of the Internet and digital resources on the development of networking and learning are studied. A SWOT analysis of the features of youth network interactions in the virtual space is presented, recommendations are given on managing existing risks in the development of online student interaction in the digital educational space. The authors have developed two models, one is related to the influence of network interaction on the formation of a network communicative culture of students, the second represents a network communicative culture of interaction between students and university teachers.

Teaching Spaces in Pakistan: A Case of English Language Learning Skills at Tertiary Level

This study examines English language learning skills among students at the tertiary level, specifically in teaching spaces. A quantitative approach has been used in this study. The students of the BS (4 Years) program constitute the population of the study. Cross-sectional research was undertaken, and a structured questionnaire was used to collect the data. The measuring tool consists of different variables, including identification, socio-demographic characteristics, teaching spaces, and English language learning skills. A pilot test was done on 25 randomly selected students, and the value of Alpha was reported as above .721. A statistics analysis includes the Chi-Square test and Independent Sample T-test. The findings of the study revealed that the teaching spaces have a favourable effect on English language learning skills among students at the tertiary level. The results of Chi-Square confirm an association between variables (teaching spaces and English language learning skills). Similarly, the independent sample T-test asserts that there is a significant difference in physical infrastructure, presentation assignment activity, and study support material among male and female students for English language learning in higher education in Pakistan.

Effectiveness of using digital interactive projection media systems in teaching vocational subjects and in professional activities

The article shows the technology's effectiveness and reveals the students' readiness to use digital interactive projection media systems in educational and professional activities. The content of the interactive education process and its components are disclosed. The essence and significance of digital interactive projection media systems in teaching professional subjects are shown. As an example of digital interactive projection systems, an effective interactive software-technological complex based on SMART Board is shown, the interactive functions of the interactive SMART Board software created specifically for the educational space in teaching vocational subjects and the advantages of the interactive panel in the educational space of a higher school are revealed. Ways of developing the teacher's professional competencies when using an interactive panel or blackboard in classes at a higher school are analyzed. The effectiveness of electronic textbooks, manuals electronic educational and methodological complexes, informative and reference multimedia publications, game educational and developmental publications, scientific research STEM centers, multimedia classes, virtual laboratories, virtual classes, etc. in teaching vocational subjects is shown.

STUDY OF THE IMPORTANCE OF PSYCHOLOGICAL ATTITUDE IN THE PROCESS OF INCLUSIVE EDUCATION

The presented article discusses the psychological aspects of the process of inclusive education. In order for children with special educational needs to easily adapt to the environment and learn successfully, individual work and differential education methods gave pedagogical results, but their impact was weak and unstable through cases from real practice. In order to increase and stabilize the effectiveness of these methods, there was a need to use the theory of psychological attitudes. For this purpose, the assumption was made and the importance of ensuring the success of a student in the framework of the theory of psychological relations was substantiated. A positive self-assessment, which is based on a sense of self-worth, ensures the formation of a degree of independence of the student, which not only increases the success of his studies at school, but also serves as a guarantee of his life success. The end result is a long-term strategic orientation of the theory of psychological attitudes, which is focused on the maximum disclosure of the student's self-identity. The relevance of the space-time continuum of the theory of relativity (St), founded by A. Einstein in the period of quantum leaps and bounds, as it is today, is extremely high. Especially its importance increases many times in the process of inclusive education. The article presents a methodology for using the theory of psychological attitudes to establish the relationship between the child's cognition and behavior of the SED on the basis of previously studied situations. As a result of the purposeful laying of the theory of psychological attitude to the foundations of the educational space of an educational organization, the student's confidence in the context of their own characteristics and the improvement of their relationship with reality increases. Being the main approach here – "focus", it covers 4 zones: the current situation – the state of the student of the SED; the influence of space, that is, medium and time on it; the child's own attitude to the SED to the situation, as well as the degree of professional-specialized analysis of the situation. Research work of Universities of the Republic of Kazakhstan (abylai Khan. The University of the Ministry of education and science of the Republic of Kazakhstan named after H. A. Yassawi. It was conducted jointly with scientists of the ICTU). The research base is Taraz regional university named after M. Kh. Dulaty; the experimental site is an educational organization No. 16 in the village of Kordai, Zhambyl region.

Barriers and Facilitators to Inclusive Education for Learners Who Are Deafblind: A Scoping Review

The case of Hellen Keller presents a great example of what a learner who is deafblind can achieve if provided with the appropriate educational accommodation in terms of content, environment, learning approach, instructional strategies, and teaching methodologies. However, access to education is not the reality for most learners who are deafblind due to their unique educational needs, owing to their dual sensory impairment. There has been an assertion that learners who are deafblind may not thrive in inclusive educational spaces, but there is a paucity of research to support or dispute this assertion. This scoping review explored what is documented in the literature on the barriers and facilitators to inclusive education for learners who are deafblind. A scoping review methodology using Arksey and O’Malley’s framework was employed. A search was conducted using six databases, including Science Direct, PubMed, Scopus Medline, ProQuest and gray literature, to identify publications focusing on the barriers and facilitators to inclusive education for learners who are deafblind. The findings from the scoping review suggest that the factors that influence the inclusion of learners who are deafblind in inclusive educational settings include the availability of educational settings; accessibility to the physical and social environment, and assistive devices; acceptability by peers and educators and the preparedness of educators; and the adaptability of classroom strategies. For learners who are deafblind to thrive in inclusive educational settings, transformational attitudes and intentional and specific strategies from multiple stakeholders are necessary. Therefore, the educational system, schools, peers and communities should be deliberate in putting in place specialized support and resources to accommodate the diverse needs of learners who are deafblind in all phases of their schooling life.

Ретроспективный анализ научных взглядов о государственно-общественном управлении образованием на материале eLibrary.ru

Introduction. Since 2000 up. to the present time, there has been an increase in scientific and applied public interest in the role of state and public education management (SPEM). This period is associated with a change in scientific, pedagogical and management ideas in SPEM, which allows for a retrospective analysis of scientific views on the problem, based on publications in the Russian scientific electronic library eLibrary.ru for the specified period. The purpose is to study and summarize scientific views on the state and public management of the education system in our country for the period 2000-2024 to determine further littlestudied directions for the development of state educational institutions. Materials and methods. Using a retrospective analysis of publications from the Russian scientific electronic library eLibrary.ru, recognizing and describing the stages of publication activity of Russian researchers on the problems of state-public education management, which are associated with the stages of development and implementation of the SPEM reform, are named. Based on a comparative analysis, the theoretical foundations of the organization of SPEM in the Russian Federation, general and specific approaches to the practical organization of SPEM at the regional and national level, and modern views on the topic were identified. Results. Systematization of information made it possible to identify the current state of knowledge of the problem, and to determine possible directions for further research of SPEM in the Russian education system. A three-stage periodization of scientific research into the SPEM model in Russia is proposed. Conclusions are drawn about the validity of the proposed periodization, and the problems of implementing state-public educational management at the present stage, little studied in the scientific literature are noted. Among the problems of implementing state education educational institutions that have been little studied in the scientific literature at the present stage, the following are noted: modern forms of management of an educational organization in the conditions of state education educational institutions, the potential of state educational institutions for the civil and patriotic education of students, features of the development of the digital educational space of school self-government in the state education educational institution system, mentoring technologies in working with schoolchildren in conditions of state and public school management.

Warhol’s Lessons for the Publishing Industry

What, if anything, can the publishing industry learn from Andy Warhol Foundation v. Goldsmith? In this Article, I will focus on three key areas that the Warhol Court touched on in its decision—transformativeness, commerciality, and market harm—to see what questions were answered and what questions were left for another day Publishing is, of course, the original copyright industry. The world’s first general copyright law, Great Britain’s Statute of Anne, exclusively protected “books.” The primary focus of the first copyright law in the United States was also books, though the law also covered maps and charts. Today, the U.S. publishing industry is diverse, ranging from major commercial book and journal publishers to small, non-profit, university, and scholarly presses, as well as leading publishers of educational materials and digital learning platforms. Further, it remains vital to society. In 2022, the U.S. book publishing industry generated $28.1 billion in revenue. Beyond its economic contributions, a healthy and independent publishing industry supports the nation’s political, intellectual, and cultural systems. Indeed, the free operation of the publishing industry in a nation cannot be separated from the free exercise of democracy. Copyright continues to serve as a critical legal foundation for the work of publishers. This includes both an appropriately balanced fair use doctrine, which publishers rely on regularly in the course of their work, and a meaningful derivative works right. Helping courts correctly distinguish between the two is what motivated the Association of American Publishers (AAP), the national trade association for U.S. publishers, to file an amicus brief in support of Lynn Goldsmith. AAP’s concern was not that courts were generally not getting it right, at least in cases involving books and other publications. The concern, rather, was that there was a lot of room for the Supreme Court to get things wrong and undermine the derivative works right through an unbalanced conception of the transformativeness doctrine. The amicus brief observed that “[p]ublishers rely on the derivative works right daily, including to justify the use of a license for a film adaptation of a novel, translation of a novel into another language, or recasting of a novel into an ebook or audiobook—all of which are quintessential examples of derivative works.” Publishers in the educational space also rely on the derivative works right to protect supplementary materials, instructor solution manuals, and other adjuncts to the textbooks and course materials they create and distribute. From the perspective of book publishers, then, the Court got it right. It recognized the tension between transformativeness and the derivative works right, explaining that “an overbroad concept of transformative use, one that includes any further purpose, or any different character, would narrow the copyright owner’s exclusive right to create derivative works." If the Court did nothing beyond shining a light on this tension, it would be considered a good outcome for publishers.