Group items tagged

Rights, Roles, and Responsibilities in a Digital Society

Advice for teens from www.kidshealth.org. Here are some things to consider to safeguard your online identity and reputation:
1. Remember that nothing is temporary online
2. Mark your profile as private.
3. Safeguard your passwords and change them regularly.
4. Don't post inappropriate or sexually provocative pictures or comments.
5. Don't respond to inappropriate requests
6. Take a breather to avoid "flaming."
7. Learn about copyrights.
8. Check your digital footprint.
9. Take it offline.

Public schools have been equipped with video surveillance CCTV systems even before Columbine. The reasons include increased safety and security for students. Installing video surveillance cameras in schools is a costly project, and school districts must be sure that this is the right route to deter theft, property damage, and to prevent outsiders from entering the school's property. Even though most school districts that have implemented video surveillance systems have faced privacy concerns from parents, students and civil libertarian groups, school officials assert that cameras curb crime and are important sources of physical evidence when crimes do occur.

The Canadian Teachers' Federation advises teachers to: Be Professional, Be Prudent, Be Prepared and Know Your Rights & Responsibilities. Get the details and precautions for your own online behavior here!

Existing law, the Interagency School Safety Demonstration Act of 1985, states that the intent of the Legislature in enacting its provisions is to encourage school districts, county offices of education, law enforcement agencies, and agencies serving youth to develop and implement interagency strategies, in-service training programs, and activities that will, among other things, reduce school crime and violence, including bullying. Existing law establishes the School/Law Enforcement Partnership and charges it with undertaking several efforts intended to reduce school crime, as specified,including bullying.

This bill would specify that bullying, as used in these provisions,means one or more acts by a pupil or a group of pupils directed against another pupil that constitutes sexual harassment, hate violence, or severe or pervasive intentional harassment, threats, or intimidation that is disruptive, causes disorder, and invades the rights of others by creating an intimidating or hostile educational environment, and includes\nacts that are committed personally or by means of an electronic act, as defined.

Existing law prohibits the suspension, or recommendation for expulsion, of a pupil from school unless the principal determines that the pupil has committed any of various specified acts, including, but not limited to, hazing, as defined. This bill, in addition, would give school officials grounds to suspend a pupil or recommend a pupil for expulsion for bullying, including, but not limited to, bullying by electronic act.

Have you ever been the victim of a bully? Ever stand silent and let a bully pick on someone? Most people wouldn't consider bullying a crime -- but it could be creating criminals right before our very eyes. A study from a group called Fight Crime: Invest in Kids concluded that nearly 60 percent of boys whom researchers classified as bullies in grades 6-9 were convicted of at least one crime by the age of 24. And get this, 40 percent of those same boys grew up to have three or more criminal convictions. In other words, today's bully could be tomorrow's criminal.

In 2005, over 20 billion music files was downloaded illegally. The music industry is trying to come to rights with the problem by working on new and better solutions for legal downloading. The purpose of this site [from Norway] is to work as an eye-opener and to raise a debate around the attitudes towards illegal downloading of music. The campaign site is a movie, especially made for the net, mixed with interactive exercises. In addition to the movie, there are 11 clickable myths & facts.

Thinking out loud about how best to engage questions of digital citizenship amongst educators.

One educator's attempt to "seed a conversation" about educators' digital rights and responsibilities.

From the Center for Social Media, School of Communication at American University. This document is a code of best practices that helps creators, online providers, copyright holders, and others interested in the making of online video interpret the copyright doctrine of fair use. Fair use is the right to use copyrighted material without permission or payment under some circumstances

The efforts are few and far between right now, but as the world of blogs, wikis and podcasts grows, an increasing number of Canadian educators are finding new ways to enrich the learning experience for their students.

Blog from Danah Boyd. Last week, she and three other social scientists participated in an Internet Caucus panel in DC. David Finkelhor (Director of Crimes Against Children Research Center), Amanda Lenhart (PEW), and Michele Ybarra (President of Internet Solutions for Kids) all presented quantitative data. Most of the press coverage of Michele and David's work has been consistently inaccurate in representing the implications of their findings. So they've helped clarify some of the misinterpretations. The Internet Caucus put the video up online so you can view the actual conversation.

Personal note: David Finkelhor has a great document that helps with clarifying interpretations of his work. He coaches you on what to say. You can download INTERNET SAFETY EDUCATION FOR TEENS: GETTING IT RIGHT and use it for your next presentation!

This excellent video from Temple University's Digital Media Education Lab illustrates the reasons why media literacy educators are at the forefront of the user rights movement because of their reliance on the use of copyrighted materials in their teaching. We see how teachers' confusion about copyright affects the quality of teaching and learning, the ability to share innovative teaching practices, and students' understanding of the law. Download the report, "The Cost of Copyright Confusion for Media Literacy" for more information.

Links to video/audio and full transcripts of a children's online safety panel [May 2007] with Danah Boyd, David Finkelhor, Amanda Lenhart and Michelle Yberra. This was the first time these prominent academics have appeared together to present their research, which, altogether, represents volumes of data on the state of online youth victimization and online youth habits. The 34-page transcript/download is worth the read. You'll also want to download a copy of David Finkelhor's Just the Facts: Getting It Right , which he developed so that presenters would accurately represent his research findings. In this document, he coaches you explicitly on how to report the facts. Very valuable, since reports on incidences of online victimization are so inconsistent and so many people misinterpret the findings!

The copyrightkids.org web site was developed by the FA©E Kids subcommittee of The Copyright Society of the U.S.A. Would you like to find out what a copyright is and why it is relevant to you? Want to find out what the terms "intellectual property," "fair use," "derivative work" and "public domain" mean? You have come to the right place!

It's easy to see new Internet phenomena and panic, especially when the technology in question opens up a portal to all of the weird parts of the Internet. This is precisely what is happening around ChatRoulette, a new peer-to-peer webcam-based video chat site. Although the site was built by a 17-year-old Russian high school student to connect with other teens, nearly every adult who has visited the site runs screaming that this is a terrible space for young people. In some senses, they're right. But the more that they panic and talk about how bad this is for teens, the more teens get curious and want to check it out. The result? A phenomenon generated through fear.

Who owns what you compose? Who controls what happens with the words, images, music, sounds, videos that you create? What rights do you have to use other people's compositions? This unit plan focuses on helping students find answers to these questions. Students explore a range of resources on fair use and copyright then design their own audio public service announcements (PSAs), to be broadcast over the school's public address system

In this lesson, students will begin to explore the often-perplexing world of copyrights by defining the essential elements of U.S. copyright law. Beginning with the Copy Quiz game and a free-form class discussion, students will tease out collective and individual ideas about the rights of creators and users.