Co-authorship in the creation of interactive storybooks: A key consideration

1. Introduction to Co-authorship

1.1. Understanding co-authorship

Co-authorship is a collaborative effort in which multiple authors contribute to the creation of a work, whether it is an academic paper, a book or, in this context, an interactive storybook (bbc.co.uk, 2023, Katz and Martin, 1997). The concept involves more than mere participation, it involves a shared intellectual and creative investment in the project, where each contributor's role is essential to the final outcome. This collective endeavour creates a synergy of different ideas, expertise and perspectives, often resulting in enriched and multi-faceted outputs (Society, 2022, Dillenbourg and Baker, 1996).

In the area of educational technology, and in particular in the innovative project of creating an interactive storybook, co-authorship becomes a key element in which educators and students combine their imaginative, technical and literary skills to weave a coherent and engaging narrative. This collaboration not only enhances the educational experience, but also creates a sense of ownership and accomplishment among the participants.

1.2. Distinction between co-authorship and joint authorship

While the terms ‘co-authorship’ and ‘joint authorship’ are frequently used synonymously, there are subtle differences between them, especially when analysed through a legal perspective (Byrd, 2021) (Davies et al., 2004). Co-authorship, as defined above, involves a collaborative process of creation. Conversely, joint authorship is specifically characterised by the undivided contributions of collaborators, where individual contributions are not separately identifiable in the final work (Simone, 2020).

To illustrate, when teachers and students work together to create an interactive storybook, each story or chapter may reflect different contributions from individual authors, thereby creating a collaborative work. However, if the narrative is so interwoven that it becomes impossible to identify separate contributions, it may potentially be identified as a collaborative work. The legal and ethical implications, particularly in relation to intellectual property rights and copyright, can vary significantly depending on this categorisation, emphasising the need to understand and distinguish between these concepts (GOV.UK, 2021, Rodriguez et al., 2014).

1.3. Importance in academic and creative contexts

In both academic and creative contexts, co-authorship serves as a channel for collaborative learning, knowledge exchange and innovation (California, 2023). In an academic context, particularly within the research project aimed at enhancing the language skills of KS3 students through an Educational Digital Storytelling (EDS) environment, co-authorship facilitates an enriched educational experience. It enables students not only to absorb knowledge, but also to actively contribute to the creation of content, thereby enhancing their learning journey (Sadler et al., 2009, Robin, 2008).

At the same time, in creative contexts, such as the development of interactive storybooks or other digital storytelling media, co-authorship facilitates the merging of different creative expressions, providing a broader and more immersive user experience (California, 2023). It also helps to combine different skills and expertise, enhancing the quality and depth of the final product.

In the following sections, this report examines the legal, ethical and practical aspects of co-authorship, exploring its multiple implications and providing guidelines to support a smooth, balanced and respectful collaborative experience.

2. Legal and ethical implications

2.1 Overview of Copyright Laws

Copyright laws are designed to protect the author's original creations by providing the author with exclusive rights to reproduce, distribute and display their work. These laws are key to protecting the intellectual effort and creativity embedded in any original work, whether literary, musical or artistic in its content Patterson & Lindberg (Patterson, 1991). A basic understanding of copyright law is important for anyone considering co-authorship to protect and respect the rights of all contributors.

In the context of the research project and the creation of an interactive storybook, copyright laws will regulate the ownership, distribution and reproduction of the content. The collaborative nature of this project requires a thorough understanding of how copyright will be applied, taking into account the potential integration of different media forms such as text, images and audio, each of which may have separate copyrights (Bently et al., 2022).

2.2 Intellectual Property Rights in Co-authorship

Intellectual property (IP) rights in co-authorship situations can be complicated by the shared contributions to the final output. All co-authors inherently have an ownership claim on the IP of the work, but the extent and nature of these rights may vary depending on the extent and quality of individual contributions, unless otherwise mutually agreed Fishman (Fishman, 2020).

In educational and creative projects such as your interactive storybook, defining IP rights is important to prevent future conflicts, especially if the work is intended for commercial use or publication. Precedent suggests that contributors should proactively establish a clear, written agreement outlining the distribution of IP rights, copyright shares and attribution to make sure that all parties receive their due respect and compensation (Bolger, 2008).

2.3 Ethical Concerns in Collaborative Creations

Navigating the realm of co-authorship also requires careful consideration of ethical practices. This includes providing transparency, fair recognition and equitable sharing of ownership among contributors. Ethical concerns in collaborative work frequently emerge as a result of unequal contributions, unrecognised efforts or disagreements about the direction of the work (Markel, 2001).

In education, especially in this project that involves both educators and students in the creation of an interactive storybook, ethical practices are important to foster a productive, respectful and collaborative environment. It is important to establish clear guidelines and expectations from the beginning to enable all contributors to understand their roles, responsibilities and level of ownership in the project (Bozeman and Youtie, 2016).

3. Case Study Analysis: Florence Foster Jenkins Script

3.1 Background to the dispute

The screenplay for 'Florence Foster Jenkins', a box office hit, became the centre of a fierce dispute over its authorship, revealing the complexities and potential challenges of co-authorship. Nicholas Martin and Julia Kogan, former professional and personal partners, both claimed significant contributions to the screenplay, leading to a legal dispute over the validity and extent of their respective contributions (Hyland and Howard, 2018, Simone, 2020).

Martin, initially recognised as the sole author, acknowledged Kogan as providing valuable feedback and minor contributions, but not as a co-author. Kogan, on the other hand, argued that her contributions were substantial and indispensable, providing key ideas, themes and sources, and therefore warranted co-author recognition. The disagreement concerned the qualitative and quantitative assessment of the contributions and whether Kogan's contributions were significant enough to be considered co-authorship.

3.2 Legal arguments and outcomes

The court's analysis in Florence Foster Jenkins was detailed, examining the nature and extent of Martin's and Kogan's contributions. The legal arguments focused on the definition of co-authorship, the qualitative and quantitative significance of the contributions, and the intended collaboration in the creation of the work (Torremans, 2009).

The judgment, after considering various elements including the provision of ideas, research contributions and actual writing, ultimately recognised Kogan as a co-author and attributed to her a 20% share of the screenplay(Simone, 2020). The court emphasised the importance of intellectual creation and collaboration, beyond mere writing, as a criterion for co-authorship Ginsburg (Ginsburg and Budiardjo, 2019). Kogan's contributions in providing ideas, subject matter and creative ideas were considered substantial and indistinguishable from Martin's, thus supporting her claim.

3.3 Reflections and Insights for Educators

The case of ‘Florence Foster Jenkins’ indicates the vital importance of clarity, transparency and agreement in collaborative creative endeavours, particularly in academic and educational contexts. For educators and students involved in co-creative projects, such as the interactive storybook in the research project, this case emphasises the need to establish clear guidelines and agreements on co-authorship from the beginning (Willinsky and Alperin, 2011, Kumar, 2018).

Educators can learn several lessons from this case:

• Define contributions: It is important to establish a clear definition and agreement of each contributor's role and contribution before the project begins.

• Recognise efforts: Recognise and validate all forms of contribution, not just the actual writing, but also the provision of ideas, research and other creative contributions.

• Write agreements: Create and maintain a written agreement that outlines the distribution of recognition, rights and potential revenues, and protects the interests of all contributors.

• Manage disputes: Establish a clear and fair process for resolving potential disputes over contributions and credits.

By understanding and implementing these lessons, educators can create a collaborative environment that not only fairly values and acknowledges all contributions, but also reduces the potential for disputes and disagreements among co-creators.

4. Application in an educational context: The Interactive Storybook

4.1 Considering co-authorship in educational settings

In the context of educational settings, co-authorship through collaborative projects such as the interactive storybook provides a meaningful platform for students and teachers to express their creativity, integrate diverse ideas and create a unified narrative. The collaborative creation of an interactive storybook, especially in a classroom environment, not only enhances the learning experience, but also includes different perspectives, thereby contributing to the enrichment of the content and narrative. Engaging in such co-authorship activities enhances learning by engaging students and educators in critical thinking, collaboration and creativity. It enables participants to explore, express and integrate their ideas into a collective narrative, facilitating an environment of shared learning and reciprocal development (Laal and Ghodsi, 2012, Barkley et al., 2014).

4.2 Potential challenges and benefits

Challenges (Dillenbourg, 1999):

• Intellectual property issues: As discussed in the case study, disputes over intellectual property can emerge, requiring clear guidelines and agreements between contributors.

• Equal contribution: Securing equal and fair contributions from all participants can be challenging and may require structured guidelines and monitoring.

• - Quality and consistency: Keeping a consistent quality and topic through the collective contributions of different contributors can be complicated.

Benefits (Panitz, 1999):

• Diverse perspectives: Bringing together different ideas and perspectives can lead to the creation of a comprehensive, diverse narrative.

• Skill development: Participants can develop their storytelling, writing and collaboration skills through active participation.

• Engagement: A co-creative project can significantly increase the engagement and commitment of students and teachers as well as make the learning process interactive and entertaining.

4.3 Realising the potential of the prototype

The prototype of the interactive storybook in an educational context developed through the research has the potential to revolutionise collaborative storytelling and learning. Teachers and students, through co-authorship, can collectively weave narratives in which each contributor brings their unique ideas, styles and perspectives. The prototype serves not only as a tool for content creation, but also as a medium for experiential learning, where the process of creation is as important as the end product (O'Donnell et al., 2013).

Educators can use the prototype to (Ertmer and Newby, 2013)

• Encourage collaborative learning: Enable students to learn the importance of group work, negotiation and collaboration.

• Encourage creative expression: Provide a platform for students and teachers to collaboratively express their creative thoughts.

• Integrate Multidisciplinary Learning: Integrate different subjects and themes into storytelling, thus promoting integrated learning.

In addition, it's important to implement a structured framework that clearly defines the contributions, rights and benefits of each participant, providing a fair and transparent co-authorship model. Integrating the lessons learned from the case study discussed, educators can create guidelines that protect the stakeholders' rights and make the collaborative creation of the interactive storybook smooth, fair and rewarding.

5. Guidelines and best practice

5.1 Establishing early agreements

In the area of collaborative authorship, particularly in an educational environment where many creative minds are involved, the establishment of early agreements is of key importance. From the beginning, contributors should agree on specific rules, roles and expectations to prevent future disputes and facilitate a smooth collaborative process. These agreements can include aspects such as credit allocation, decision-making processes and intellectual property management. A clear, written agreement that defines responsibilities, ownership and conflict management procedures can serve as a foundational document to guide the collaboration and protect the interests of all parties (O’Brien, 2011, Macrina, 2014).

5.2 Managing contributions and attribution

Effectively managing contributions and providing accurate attributions is important for maintaining the integrity of co-authorship. This includes (Wuchty et al., 2007, Biagioli and Galison, 2014):

• Clear record keeping: Maintain careful records of each participant's contributions so that their contributions are accurately reflected in the final product and acknowledgments.

• Transparency: Use a system that allows contributors to transparently view, add to, and review their contributions, making sure that all contributions are visible and acknowledged.

• Credit allocation: Develop a rigorous and mutually agreed upon credit allocation system that accurately reflects each contributor's contribution to the project.

Providing appropriate recognition and credit for each contributor's efforts not only supports ethical practices, but also helps create a collaborative environment.

5.3 Strategies for resolving conflicts in co-authorship

Conflicts in co-authorship can emerge for a variety of reasons, such as differences in contributions, disagreements over content, or disputes over credit allocation. Implementing reliable conflict resolution strategies is important for managing such challenges and maintaining a collaborative and productive relationship. Strategies may include Loui (Loui, 2005, Vasconcelos et al., 2009):

• Open communication: Create an environment where contributors can discuss their concerns, ideas and disagreements freely.

• Mediation: When disputes emerge, involving a third party to mediate and facilitate resolution can be beneficial.

• Pre-established protocols: Refer to and use the protocols outlined in the original agreement for managing conflict and making key decisions.

• Flexibility: Encourage participants to be adaptable, understanding and willing to compromise to find common ground in conflicts.

By applying structured guidelines and best practices, co-authoring interactive storybooks can be a rewarding and enriching experience for educators and students as well as providing ethical practices and productive collaboration.

6. Conclusion

6.1 Summary of key findings

In undertaking a journey through the multifaceted area of educational co-authorship, this reflection has explored the numerous complexities, ethical considerations and legal issues associated with collaborative creative work. From understanding the basic concept of co-authorship and exploring the significant legal and ethical implications, to gaining insights through a real-world case study and considering its application in an interactive storybook in an educational context, the exploration has been comprehensive and informative Bozeman (Bozeman and Youtie, 2016, Merton, 1973). The guidelines and best practices explored in the previous sections emphasise the need to maintain ethical, transparent and balanced practices in co-authorship, safeguarding the interests and recognising the contributions of all collaborators.

6.2 Forward-looking recommendations

In light of the findings, the way ahead is to include structured co-authorship models in educational practice, with a strong emphasis on ethical collaboration. Teachers, educators and students need to be familiar not only with the technical and creative aspects, but also with the legal and ethical aspects of co-authorship. Participation in workshops, training and continuous learning on intellectual property rights, ethical authorship and effective collaborative practices is recommended. In addition, educational institutions should aim to facilitate and encourage an environment that supports ethical, respectful and productive collaboration, informed by clear policies, reliable systems for managing contributions and attribution, and effective conflict resolution mechanisms (Anderson et al., 2010, Macfarlane, 2017).

6.3 Promoting ethical collaboration in education

Ethical collaboration, particularly in educational environments, supports the validity of creative work and serves as a facilitator of learning, providing students with important lessons in respect, recognition and justice. Emphasising the benefits of collaborative learning emphasises the significance of ethical collaboration and co-authorship in educational contexts, emphasising its importance and necessity (Laal and Ghodsi, 2012).

The idea of engaging students as co-creators in the design and delivery of education is consistent with the concept of ethical co-authorship and collaborative practices and provides practical implications and strategies for academic researchers and educators (Bovill et al., 2011). In addition, the idea that students and faculty can engage in mutual learning and inquiry when considering students as co-inquirers offers perspectives that may be relevant to integrating collaborative authorship into the curriculum (Werder et al., 2012). A guide for faculty on engaging students as collaborators in learning and teaching may provide strategies and insights that could be applied to co-authorship and co-creation in educational contexts, emphasising the importance of ethical collaboration (Cook-Sather et al., 2014).

Encouraging, facilitating and modelling ethical collaboration in education, and guiding students through the complexities of co-creation, will enable them to navigate the complex relationship between creativity, authorship and collaboration, and will provide a secure foundation for ethical practice in future collaborative activities.

-End-