Why GPL Compliance Education Materials Should Be Free as in Freedom

[ This blog was crossposted on Software Freedom Conservancy's website. ]

I am honored to be a co-author and editor-in-chief of the most comprehensive, detailed, and complete guide on matters related to compliance of copyleft software licenses such as the GPL. This book, Copyleft and the GNU General Public License: A Comprehensive Tutorial and Guide (which we often call the Copyleft Guide for short) is 155 pages filled with useful material to help everyone understand copyleft licenses for software, how they work, and how to comply with them properly. It is the only document to fully incorporate esoteric material such as the FSF's famous GPLv3 rationale documents directly alongside practical advice, such as the pristine example, which is the only freely published compliance analysis of a real product on the market. The document explains in great detail how that product manufacturer made good choices to comply with the GPL. The reader learns by both real-world example as well as abstract explanation.

However, the most important fact about the Copyleft Guide is not its useful and engaging content. More importantly, the license of this book gives freedom to its readers in the same way the license of the copylefted software does. Specifically, we chose the Creative Commons Attribution Share-Alike 4.0 license (CC BY-SA) for this work. We believe that not just software, but any generally useful technical information that teaches people should be freely sharable and modifiable by the general public.

The reasons these freedoms are necessary seem so obvious that I'm surprised I need to state them. Companies who want to build internal training courses on copyleft compliance for their employees need to modify the materials for that purpose. They then need to be able to freely distribute them to employees and contractors for maximum effect. Furthermore, like all documents and software alike, there are always “bugs”, which (in the case of written prose) usually means there are sections that are fail to communicate to maximum effect. Those who find better ways to express the ideas need the ability to propose patches and write improvements. Perhaps most importantly, everyone who teaches should avoid NIH syndrome. Education and science work best when we borrow and share (with proper license-compliant attribution, of course!) the best material that others develop, and augment our works by incorporating them.

These reasons are akin to those that led Richard M. Stallman to write his seminal essay, Why Software Should Be Free. Indeed, if you reread that essay now — as I just did — you'll see that much of the damage and many of the same problems to the advancement of software that RMS documents in that essay also occur in the world of tutorial documentation about FLOSS licensing. As too often happens in the Open Source community, though, folks seek ways to proprietarize, for profit, any copyrighted work that doesn't already have a copyleft license attached. In the field of copyleft compliance education, we see the same behavior: organizations who wish to control the dialogue and profit from selling compliance education seek to proprietarize the meta-material of compliance education, rather than sharing freely like the software itself. This yields an ironic exploitation, since the copyleft license documented therein exists as a strategy to assure the freedom to share knowledge. These educators tell their audiences with a straight face: Sure, the software is free as in freedom, but if you want to learn how its license works, you have to license our proprietary materials! This behavior uses legal controls to curtail the sharing of knowledge, limits the advancement and improvement of those tutorials, and emboldens silos of know-how that only wealthy corporations have the resources to access and afford. The educational dystopia that these organizations create is precisely what I sought to prevent by advocating for software freedom for