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Contents contributed and discussions participated by Anne Bubnic

Anne Bubnic

Ten Common Misunderstandings about Fair Use - 0 views

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    Temple University Media Education Lab provides this helpful document: 10 common myths about copyright and fair use for educators.
Anne Bubnic

Copyright/Fair Use PPT Presentations - 0 views

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    PPT presentations using the Media Education Lab (Temple University) new standards on Copyright and Fair Use.
Anne Bubnic

Stanford Copyright & Fair Use - Fair Use - 0 views

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    This web site explains the various rules behind the fair use principle. To help you get a feel for which uses courts consider to be fair uses and which ones they don't, they provide several examples of fair use lawsuits at the end of this chapter.
Anne Bubnic

Exploring Plagiarism, Copyright, and Paraphrasing - 0 views

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    This lesson helps students understand copyright, fair use, and plagiarism by focusing on why students should avoid plagiarism and exploring strategies that respect copyright and fair use.
Anne Bubnic

Copyright for Educators [Video] - 0 views

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    This series of videos, called, "Copyright for Educators," is designed to help educators learn about Fair Use and what they can and can't do within the category of, "Teaching" in the Copyright Act. Hall Davidson is your host.
Anne Bubnic

Copyright and Remix Culture - 0 views

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    RiP: A remix manifesto is a documentary film about copyright and remix culture. You can contribute to the film, and follow the conversation.
Anne Bubnic

Media Literacy, Copyright, and Fair Use [Video Case Study] - 0 views

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    This case study features a project of ninth grade biology students at Upper Merion Area High School in King of Prussia, Pennsylvania. The students created a "Virtual Zoo" using images they found online through the photo sharing site Flickr.com.\n
Anne Bubnic

Fundamentals of Copyright and Fair Use [Podcasts] - 0 views

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    Fascinating podcasts on Fundamentals of Copyright and Fair Use. Numerous examples are given illustrating the four statuatory factors of Fair Use and flexibility in the law in interpretation of them.
Anne Bubnic

EFF's "Teach Copyright" Class Counters Entertainment Industry Misinformation - 0 views

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    Gives students the real facts about their digital rights and responsibilities to fight against the entertainment industry's intimidation curriculum that frightens students into believing that making copies is wrong.
Anne Bubnic

Email Archiving - 0 views

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    Public schools and local governments may have more stringent requirements than most businesses for email archiving and electronic discovery. Yet, with their limited budgets, schools and local governments are often the least equipped to respond.The newly revised Federal Rules of Civil Procedure define how email must be handled in federal court cases. Businesses tend to think that the FRCP focus is on interstate lawsuits. Schools and governments, however, also need to be concerned with emails relating to federally funded activities or any activity governed by federal legislation.In addition, schools and local governments have the burden of responding to (1) requests under open meeting and Freedom of Information Act laws, (2) offensive emails or those with sexual content involving students, and (3) emailed threats.
Anne Bubnic

Federal Law Mandates E-Mail Archiving - 0 views

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    The 2006 amendment to the Federal Rules of Civil Procedure requires that public entities, including school districts, be able to produce electronically stored information from staff members, such as e-mail and other digital communications, during the " discovery process" in lawsuits.
Anne Bubnic

Easy eMail Archiving - 0 views

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    A collection of stories from the eSchool News archives, as well as some additional resources, to help you make an informed decision as you evaluate your school or district's eMail archiving needs.
Anne Bubnic

Don't Hit That 'Delete' Button!: Email Archiving - 0 views

  • The FRCP now treats electronic documents no differently from paper-based documents," explains John LoPorto, executive vice president of sales and marketing for electronic archiving and security provider Privacy Networks. So should corporations, organizations, or schools ever have to participate in a court case involving federal violations such as copyright infringement, sexual harassment, unsafe work environments, or fraud, their e-mails will be considered as possible evidence. "Hence the need to save e-mail," says LoPorto.
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    In response to new federal rules mandating organizations retain their electronic documents, districts are using outside providers to archive their in-house e-mails.
Anne Bubnic

Flickr: Creative Commons - 0 views

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    Many Flickr users have chosen to offer their work under a Creative Commons license, and you can browse or search through content under each type of license.
Anne Bubnic

Building_On_The_Past. [Creative Commons] - 0 views

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    Justin Cone won the Moving Images Contest with this clip, created to demonstrate how CC (Creative Commons) works.
Anne Bubnic

Creative Commons - Wanna Work Together Remix by RobinGood - 0 views

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    This is the most recent, and less seen CC video clip translating into simple terms and for a wide, generic audience, the explanation of what Creative Commons is all about. Taking advantage of its free re-use and re-mix license, Robin Good and team have taken the time to re-dub the whole video, selecting a new music soundtrack (obviously with a Creative Commons license attached to it), and republishing on their web site for many to see.
Anne Bubnic

Does Creative Commons Work? Check Out the New Case Studies DataBase - 0 views

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    The Creative Commons Foundation launched a much-needed database of case studies today, highlighting CC licensed content from around the world. Creative Commons licenses are built on top of international copyright law but let content producers offer their work with more refined permissioning for re-use than the de facto "it's mine don't touch it" sentiment of standard copyright.
Anne Bubnic

What Kind of Tech User Are You? - 0 views

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    The questions here allow you to place yourself in one of the categories in the Pew Internet Project's Typology of Information and Communication Technology Users. To identify the typology group to which you belong, please answer the questions below. When you press the 'Calculate My Results' button, a new page will tell you in which group you fit, along with a description of the general characteristics of that group.
Anne Bubnic

Protecting Your Online Identity and Reputation - 0 views

  • Remember that nothing is temporary online. The virtual world is full of opportunities to interact and share with people around the world. It's also a place where nothing is temporary and there are no "take-backs." A lot of what you do and say online can be retrieved online even if you delete it — and it's a breeze for others to copy, save, and forward your information.
  • Mark your profiles as private. Anyone who accesses your profile on a social networking site can copy or screen-capture information and photos that you may not want the world to see. Don't rely on the site's default settings. Read each site's instructions or guidelines to make sure you're doing everything you can to keep your material private.
  • Safeguard your passwords and change them frequently. If someone logs on to a site and pretends to be you, they can trash your identity. Pick passwords that no one will guess (don't use your favorite band or your dog's birthday; try thinking of two utterly random nouns and mixing in a random number), and change them often. Never share them with anyone other than your parents or a trusted adult. Not even your best friend, boyfriend, or girlfriend should know your private passwords!
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  • Don't post inappropriate or sexually provocative pictures or comments. Things that seem funny or cool to you right now might not seem so cool years from now — or when a teacher, admissions officer, or potential employer sees them. A good rule of thumb is: if you'd feel weird if your grandmother, coach, or best friend's parents saw it, it's probably not a good thing to post. Even if it's on a private page, it could be hacked or copied and forwarded.
  • Don't respond to inappropriate requests. Research shows that a high percentage of teens receive inappropriate messages and solicitations when they're online. These can be scary, strange, and even embarrassing. If you feel harassed by a stranger or a friend online, tell an adult you trust immediately. It is never a good idea to respond. Responding is only likely to make things worse, and might result in you saying something you wish you hadn't.
  • Take a breather to avoid "flaming." File this one under "nothing's temporary online": If you get the urge to fire off an angry IM or comment on a message board or blog, it's a good idea to wait a few minutes, calm down, and remember that the comments may stay up (with your screen name right there) long after you've regained your temper and maybe changed your mind.
  • Learn about copyrights. It's a good idea to learn about copyright laws and make sure you don't post, share, or distribute copyrighted images, songs, or files. Sure, you want to share them, but you don't want to accidentally do anything illegal that can come back to haunt you later.
  • Check yourself. Chances are, you've already checked your "digital footprint" — nearly half of all online users do. Try typing your screen name or email address into a search engine and see what comes up. That's one way to get a sense of what others see as your online identity.
  • Take it offline. In general, if you have questions about the trail you're leaving online, don't be afraid to ask a trusted adult. Sure, you might know more about the online world than a lot of adults do, but they have life experience that can help.
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    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.
Anne Bubnic

Digital Natives and the Myth of Multi-Tasking - 0 views

  • Dave Crenshaw discussed his latest book, The Myth of Multitasking. Crenshaw makes a strong distinction behind “background tasking”—reading a magazine while waiting in line, for instance, or listening to music while coding—and “switch-tasking.” Most of the time, when we talk about “multi-tasking,” we’re actually talking about the very costly practice of “switch-tasking.” Every time you switch your attention from one place to another—even from one browser window to another—you take a significant hit to your focus
  • Switch-tasking, he definitively proves, causes you to execute each task more slowly than you would otherwise, with more errors
  • pecifically, what can parents, teachers, and employers do to help their kids, students, and employees focus their attention more effectively? As a kid, student, and employee myself, I have to say that I believe the solution is emphatically not to limit access—at least not for older teens. Rather, I think the key lies in laying out the facts and discussing strategies. Information overload and the allure of infinite access, after all, are challenges that affect everyone with an internet connection—not just young people. And, though writing a stellar book report might not be a cause compelling enough to warrant total focus, every young person will at some point find a pursuit worth paying attention to. Maybe it’s writing short stories; maybe writing music. Maybe it’s making art. But when that pursuit comes along, they’re going to want to know how to firewall their attention, focus their efforts, and—for once—stop switching.
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    What ever happened to old-fashioned "discipline?" This question has come up constantly in my conversations with parents and teachers over the course of my involvement with the Digital Natives project. When parents glance over and see not only 50 browser tabs open on the family computer, but iTunes and a computer game and AIM too-with a book report relegated to a tiny corner of the screen-they're understandably bewildered. How do kids ever get anything done? "I'm just really good at multi-tasking, Mom," a savvy student might reply. And, as long as the work gets done, it seems hard to argue with that logic.
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