Recently, Facebook proudly announced achieving an impressive milestone of eight billion video views per day. However, this achievement is overshadowed by a troubling revelation: in the first quarter of 2015, 725 out of the 1000 most-viewed videos on Facebook were stolen, collectively amassing 17 billion views. This raises significant concerns about the integrity of Facebook’s video content and its impact on original creators.
Facebook’s business model revolves around keeping users engaged on their platform for as long as possible to maximize ad exposure. To achieve this, Facebook’s algorithms favor videos uploaded directly to their player over YouTube links. This preference ensures that users remain on Facebook, boosting the platform’s ad revenue.
Moreover, Facebook’s method of counting video views is questionable. A view is registered after just three seconds, even if the video is muted. This means that as users scroll through their timelines, they inadvertently contribute to view counts, regardless of actual engagement. Consequently, Facebook’s view numbers appear inflated compared to YouTube, where views typically indicate genuine interest.
The real problem lies in “freebooting,” the unauthorized use of videos. Since Facebook prioritizes its player, stolen videos often reach a wider audience than the original content. This has affected numerous creators, including us, who have seen our content stolen and shared extensively without proper credit. For instance, one of our videos garnered 3.2 million views and 140,000 shares in just two days, while the original post reached only 100,000 people.
Other creators face even more significant challenges. SmarterEveryDay’s videos are frequently stolen, sometimes amassing up to 17 million views. Tyrese Gibson, a singer, is notorious for sharing viral videos on his Facebook page, accumulating millions of views and promoting his music without permission from the original creators.
This rampant theft is detrimental to independent creators. Contrary to popular belief, stolen content offers little to no exposure for the original creators. Instead, the benefits are reaped by the thief and Facebook. Quality content requires creativity, time, and effort. For us, producing a single video can take hundreds of hours. Even with over a million subscribers, we rely on ad revenue and the support of patrons to continue creating.
On YouTube, content theft is mitigated by robust safeguards, although the Content ID system is not perfect. In contrast, Facebook’s approach to copyright infringement is inadequate. The process of claiming copyright on Facebook is cumbersome and often ineffective, allowing stolen videos to accumulate most of their views before being removed.
Facebook has announced intentions to address these issues, but skepticism remains. The platform’s current practices do not inspire confidence among creators, as it takes days for stolen content to be taken down, and profits from these videos are not shared with the original creators.
Facebook is experimenting with monetization models that could potentially benefit uploaders. However, these trials primarily involve large media companies, leaving independent creators feeling overlooked. As creators, we hope for a more collaborative relationship with Facebook, where original content is respected and rewarded.
As a viewer, you can play a role in supporting original creators. If you encounter stolen content on Facebook, comment with a link to the original video and alert the creator, as only they can file a copyright report. Sharing informative videos, like those by SmarterEveryDay, can also raise awareness about this issue.
Ultimately, we all strive for a free internet that fosters creativity and community. We hope Facebook will evolve into a supportive partner rather than an obstacle in achieving this goal. For further insights, we recommend reading an article by Hank Green. If you wish to support our work and help us continue creating videos, consider visiting our Patreon page.
You’re going to participate in a classroom debate on the fairness and accuracy of Facebook’s video view metrics compared to YouTube’s. You’ll be divided into two groups: one supporting Facebook’s method and the other advocating for YouTube’s approach. This debate will help you critically analyze different perspectives and develop your argumentation skills.
You’ll research the concept of freebooting and its impact on content creators. Then, you’ll present your findings to the class, highlighting real-world examples and potential solutions. This activity will help you develop research skills and awareness of intellectual property issues.
In groups, you’ll create a short Public Service Announcement (PSA) video that educates viewers about the importance of supporting original content creators and how to identify stolen content. This task will foster creativity and teamwork while raising awareness about content theft.
You’ll analyze Facebook’s business model, focusing on how it prioritizes video content for ad revenue. Then, you’ll write a short essay discussing the ethical implications of this model. This activity will enhance your analytical writing skills and understanding of business ethics.
You’ll participate in a role-playing exercise where you’ll assume the roles of different stakeholders (e.g., Facebook executives, independent creators, viewers) to discuss and negotiate solutions to the issues presented in the article. This exercise will improve your communication skills and empathy by considering multiple perspectives.
Facebook – A social media platform where users can connect, share content, and communicate with others. – Facebook has become a significant tool for political campaigns to reach and engage with voters.
Video – A recording of moving visual images made digitally or on videotape. – The documentary video about climate change was shared widely on social media to raise awareness.
Views – The number of times a video or piece of content is watched or accessed by users. – The educational video on renewable energy received over a million views within the first week of its release.
Creators – Individuals or groups who produce and share original content on digital platforms. – Content creators on YouTube often collaborate with educators to produce informative videos on historical events.
Content – Information, such as text, video, or images, that is shared on digital platforms. – The website offers a variety of educational content to help students understand complex social studies topics.
Theft – The act of stealing; in digital terms, it refers to the unauthorized use or reproduction of someone else’s content. – Copyright theft is a serious issue that affects many creators who share their work online.
Algorithms – Sets of rules or calculations used by computers to solve problems and deliver content to users. – Social media algorithms often determine which news stories appear in a user’s feed based on their interests and interactions.
Engagement – The level of interaction and involvement that users have with content, such as likes, comments, and shares. – High engagement on social media posts can help spread important social issues to a broader audience.
Copyright – A legal right that grants the creator of original work exclusive rights to its use and distribution. – Understanding copyright laws is essential for students who wish to use online resources for their projects.
Community – A group of people with common interests or characteristics who interact with each other, often within a shared digital space. – Online communities can provide support and resources for students interested in technology and social studies.
