Discourse, justification and critique: towards a legitimate digital copyright regime?

Digitization and the internet have posed an acute economic challenge to rights holders in the cultural industries. Faced with a threat to their form of capital accumulation from copyright infringement, rights holders have used discourse strategically in order to try and legitimate and strengthen their position in the digital copyright debate with governments and media users. In so doing, they have appealed to general justificatory principles – about what is good, right, and just – that provide some scope for opposition and critique, as other groups contest their interpretation of these principles and the evidence used to support them. In this article, we address the relative lack of academic attention paid to the role of discourse in copyright debates by analysing user-directed marketing campaigns and submissions to UK government policy consultations. We show how legitimacy claims are justified and critiqued, and conclude that amid these debates rests some hope of achieving a more legitimate policy resolution to the copyright wars – or at least the possibility of beginning a more constructive dialogue

Parents, pre-schoolers and learning with technology at home : some implications for policy

Schemes that seek to ensure that children have access to technology at home have, so far, been aimed at children over the age of 8. However, there is likely to be an increasing policy interest in extending similar schemes to pre-school children given widespread commitment to the value of early intervention in children's education and family life. We draw on three research studies conducted by the authors to discuss the range of technologies that children encounter at home, the different forms their learning takes and family support for learning. We use these findings to provide starting points for considering the implementation of similar schemes for pre-school children and their parents in the future, identifying several questions to consider when developing policy on home access to technology for pre-schoolers: which technologies are most appropriate? Will access to technology at home lead to increased use? What roles do parents play in supporting learning? Which forms of learning are most likely to be promoted