Fair use is the right to use copyrighted material without permission or payment under some circumstances—especially when the cultural or social benefits of the use are predominant.
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shared by John Evans on 01 Jan 15
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Wonderful Mini-posters on The 21st century Literacies ~ Educational Technology and Mobi... - 5 views
www.educatorstechnology.com/...i-posters-on-21st-century.html
literacies educational technology mobile learning
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"The concept of literacy is notoriously elusive and hard to define. Aside from the shallow and intellectually-impaired definition that sums up literacy in reading and writing printed text, any serious and profound investigation of literacy does, by implication, entail an analysis of the new ways of learning and meaning-making afforded by digitality. New digital media have provided learners with novel and revolutionary ways of producing, discussing, sharing and interacting with text. These ways, to say the least about them, are multimodally complex and call for an integrated set of skills that go beyond the mere ability to code and decode meaning. In this sense, to be literate in such a multimodal environment requires understanding and using a wide range of interconnected literacies. We are no longer talking about a single literacy as was the case since the invention of writing some 6000 year ago, we are, instead, in front of multiple new emerging and interdependent literacies. Today's students are asked to have a working knowledge of these literacies in order to be able to thrive in a globalized knowledge economy. Katchy Schrock has this wonderful resource where she features some awesome mini-posters defining the key literacies making up today's Literacy (with capital letter) landscape. These visuals are ideal for classroom inclusion. I invite you to check them out and share with your colleagues."
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shared by Clint Hamada on 07 Apr 10
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The Code of Best Practices in Fair Use for Media Literacy Education -- Publications --... - 7 views
www.centerforsocialmedia.org/...e_for_media_literacy_education
Best Practice Fair Use literacy CC copyright guide guidelines
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This guide identifies five principles that represent the media literacy education community’s current consensus about acceptable practices for the fair use of copyrighted materials
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Media literacy is the capacity to access, analyze, evaluate, and communicate messages in a wide variety of forms. This expanded conceptualization of literacy responds to the demands of cultural participation in the twenty-first century.
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Media literacy education helps people of all ages to be critical thinkers, effective communicators, and active citizens.
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Rather than transforming the media material in question, they use that content for essentially the same purposes for which it originally was intended—to instruct or to entertain.
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four types of considerations mentioned in the law: the nature of the use, the nature of the work used, the extent of the use, and its economic effect (the so-called "four factors").
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this guide addresses another set of issues: the transformative uses of copyright materials in media literacy education that can flourish only with a robust understanding of fair use
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Lack of clarity reduces learning and limits the ability to use digital tools. Some educators close their classroom doors and hide what they fear is infringement; others hyper-comply with imagined rules that are far stricter than the law requires, limiting the effectiveness of their teaching and their students’ learning.
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However, there have been no important court decisions—in fact, very few decisions of any kind—that actually interpret and apply the doctrine in an educational context.
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But copying, quoting, and generally re-using existing cultural material can be, under some circumstances, a critically important part of generating new culture. In fact, the cultural value of copying is so well established that it is written into the social bargain at the heart of copyright law. The bargain is this: we as a society give limited property rights to creators to encourage them to produce culture; at the same time, we give other creators the chance to use that same copyrighted material, without permission or payment, in some circumstances. Without the second half of the bargain, we could all lose important new cultural work.
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specific exemptions for teachers in Sections 110(1) and (2) of the Copyright Act (for "face-to-face" in the classroom and equivalent distance practices in distance education
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In reviewing the history of fair use litigation, we find that judges return again and again to two key questions: • Did the unlicensed use "transform" the material taken from the copyrighted work by using it for a different purpose than that of the original, or did it just repeat the work for the same intent and value as the original? • Was the material taken appropriate in kind and amount, considering the nature of the copyrighted work and of the use?
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Fair use is in wide and vigorous use today in many professional communities. For example, historians regularly quote both other historians’ writings and textual sources; filmmakers and visual artists use, reinterpret, and critique copyright material; while scholars illustrate cultural commentary with textual, visual, and musical examples.
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Fair use is healthy and vigorous in daily broadcast television news, where references to popular films, classic TV programs, archival images, and popular songs are constant and routinely unlicensed.
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many publications for educators reproduce the guidelines uncritically, presenting them as standards that must be adhered to in order to act lawfully.
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Experts (often non-lawyers) give conference workshops for K–12 teachers, technology coordinators, and library or media specialists where these guidelines and similar sets of purported rules are presented with rigid, official-looking tables and charts.
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this is an area in which educators themselves should be leaders rather than followers. Often, they can assert their own rights under fair use to make these decisions on their own, without approval.
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ducators should share their knowledge of fair use rights with library and media specialists, technology specialists, and other school leaders to assure that their fair use rights are put into institutional practice.
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Through its five principles, this code of best practices identifies five sets of current practices in the use of copyrighted materials in media literacy education to which the doctrine of fair use clearly applies.
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When students or educators use copyrighted materials in their own creative work outside of an educational context, they can rely on fair use guidelines created by other creator groups, including documentary filmmakers and online video producers.
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Otherwise, of course, where a use is fair, it is irrelevant whether the source of the content in question was a recorded over-the-air broadcast, a teacher’s personal copy of a newspaper or a DVD, or a rented or borrowed piece of media.
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The principles are all subject to a "rule of proportionality." Educators’ and students’ fair use rights extend to the portions of copyrighted works that they need to accomplish their educational goals
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Educators use television news, advertising, movies, still images, newspaper and magazine articles, Web sites, video games, and other copyrighted material to build critical-thinking and communication skills.
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nder fair use, educators using the concepts and techniques of media literacy can choose illustrative material from the full range of copyrighted sources and make them available to learners, in class, in workshops, in informal mentoring and teaching settings, and on school-related Web sites.
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Whenever possible, educators should provide proper attribution and model citation practices that are appropriate to the form and context of use.
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Where illustrative material is made available in digital formats, educators should provide reasonable protection against third-party access and downloads.
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Teachers use copyrighted materials in the creation of lesson plans, materials, tool kits, and curricula in order to apply the principles of media literacy education and use digital technologies effectively in an educational context
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Wherever possible, educators should provide attribution for quoted material, and of course they should use only what is necessary for the educational goal or purpose.
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Educators using concepts and techniques of media literacy should be able to share effective examples of teaching about media and meaning with one another, including lessons and resource materials.
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curriculum developers should be especially careful to choose illustrations from copyrighted media that are necessary to meet the educational objectives of the lesson, using only what furthers the educational goal or purpose for which it is being made.
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Curriculum developers should not rely on fair use when using copyrighted third-party images or texts to promote their materials
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Students strengthen media literacy skills by creating messages and using such symbolic forms as language, images, sound, music, and digital media to express and share meaning. In learning to use video editing software and in creating remix videos, students learn how juxtaposition reshapes meaning. Students include excerpts from copyrighted material in their own creative work for many purposes, including for comment and criticism, for illustration, to stimulate public discussion, or in incidental or accidental ways
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educators using concepts and techniques of media literacy should be free to enable learners to incorporate, modify, and re-present existing media objects in their own classroom work
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Media production can foster and deepen awareness of the constructed nature of all media, one of the key concepts of media literacy. The basis for fair use here is embedded in good pedagogy.
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cannot rely on fair use when their goal is simply to establish a mood or convey an emotional tone, or when they employ popular songs simply to exploit their appeal and popularity.
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Students should be encouraged to make their own careful assessments of fair use and should be reminded that attribution, in itself, does not convert an infringing use into a fair one.
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Students who are expected to behave responsibly as media creators and who are encouraged to reach other people outside the classroom with their work learn most deeply.
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. In some cases, widespread distribution of students’ work (via the Internet, for example) is appropriate. If student work that incorporates, modifies, and re-presents existing media content meets the transformativeness standard, it can be distributed to wide audiences under the doctrine of fair use.
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educators should take the opportunity to model the real-world permissions process, with explicit emphasis not only on how that process works, but also on how it affects media making.
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educators should explore with students the distinction between material that should be licensed, material that is in the public domain or otherwise openly available, and copyrighted material that is subject to fair use.
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Most "copyright education" that educators and learners have encountered has been shaped by the concerns of commercial copyright holders, whose understandable concern about large-scale copyright piracy has caused them to equate any unlicensed use of copyrighted material with stealing
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This code of best practices, by contrast, is shaped by educators for educators and the learners they serve, with the help of legal advisors. As an important first step in reclaiming their fair use rights, educators should employ this document to inform their own practices in the classroom and beyond.
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Many school policies are based on so-called negotiated fair use guidelines, as discussed above. In their implementation of those guidelines, systems tend to confuse a limited "safe harbor" zone of absolute security with the entire range of possibility that fair use makes available.
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Using an appropriate excerpt from copyrighted material to illustrate a key idea in the course of teaching is likely to be a fair use, for example.
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Indeed, the Copyright Act itself makes it clear that educational uses will often be considered fair because they add important pedagogical value to referenced media objects
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We don’t know of any lawsuit actually brought by an American media company against an educator over the use of media in the educational process.
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shared by John Evans on 11 Mar 17
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News & Media Literacy | Common Sense Education - 1 views
www.commonsense.org/...news-and-media-literacy
media literacy literacy media common sense media news resources
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"In today's 24/7 digital world, we have instant access to all kinds of information online. Educators need strategies to equip students with the core skills they need to think critically about today's media. We teach foundational skills in news and media literacy through our Digital Citizenship program, specifically through our Creative Credit & Copyright and Information Literacy topics. Built on more than 10 years of expertise and classroom testing, these lessons and related teaching materials give students the essential skills to be smart, savvy media consumers and creators. From lesson plans about fact-checking to clickbait headlines and fake news, we've covered everything. To learn more about our approach, read the Topic Backgrounder on news and media literacy."
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shared by John Evans on 24 Jan 17
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New Media Literacy: What Students Need to Know About Fake News - 3 views
www.gettingsmart.com/...ia-literacy-students-fake-news
new media media media literacy literacy students fake news
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"Fake news, unreliable websites, viral posts-you would think students who have grown up with the internet would easily navigate it all, but according to a study done by Stanford researchers, that couldn't be further from the truth. Researchers describe the results of the study done on middle school, high school and college students across the country as "bleak." Students were asked to judge advertisements, social media, video and photographic evidence, news reports and websites. Though researchers thought they were giving students simple tasks, they say that "in every case and at every level, we were taken aback by students' lack of preparation." As if that weren't bad enough, researchers go on to say, "At present, we worry that democracy is threatened by the ease at which disinformation about civic issues is allowed to spread and flourish." So what can educators do about the spread of fake news and our students' inability to recognize when they have been fooled? Lesson plans that explicitly address the new media literacy and task students to be responsible consumers and disseminators of news are a good place to start. Here are eight things that students need to know about fake news and the new media literacy:"
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MIL as Composite Concept | United Nations Educational, Scientific and Cultural Organiza... - 2 views
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"Empowerment of people through Media and Information Literacy (MIL) is an important prerequisite for fostering equitable access to information and knowledge and promoting free, independent and pluralistic media and information systems. Media and Information Literacy recognizes the primary role of information and media in our everyday lives. It lies at the core of freedom of expression and information - since it empowers citizens to understand the functions of media and other information providers, to critically evaluate their content, and to make informed decisions as users and producer of information and media content. Information Literacy and Media Literacy are traditionally seen as separate and distinct fields. UNESCO's strategy brings together these two fields as a combined set of competencies (knowledge, skills and attitude) necessary for life and work today. MIL considers all forms of media and other information providers such as libraries, archive, museums and Internet irrespective of technologies used"
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shared by John Evans on 01 Nov 18
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Project Information Literacy News Study: A new study on new adults and news - @joyceval... - 0 views
blogs.slj.com/...w-study-on-new-adults-and-news
project information literacy information literacy news study joycevalenza
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"Dr. Alison Head and her Project Information Literacy (PIL) research team recently released the findings of a new national study on college students and how they consume and interact with a vast and deeply polarized news ecosystem. The News Study findings are the result of an online survey of 5,844 respondents and telephone interviews with 37 participants from 11 diverse colleges and universities. The research also included computational analysis of Twitter data associated with respondents, as well as a Twitter panel of 135,891 college-age people. In the study's press release, Dr. Head shared: News is fast, social, and visual and typically delivered to students in posts, alerts, tweets, and conversations that stream at them throughout the day. And young news consumers are left to assemble and interpret what news means, while many take this evaluative step, others do not. So what? The News Study's Executive Summary offers Five Research Takeaways as well as Six Recommendations."
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AASL Post: 3 Reasons Why Making and Literacy Aren't Mutually Exclusive - 1 views
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"My post last month on Why a Makerspace isn't a Magic Cure-all for Your Problems gained a lot of notice. I've seen a vibrant social media conversation take off since then. I have heard many people say in the conversation about making and libraries that they have reservations. Many are worried about sacrificing literacy or reading when they create a makerspace. They feel that traditional library programs and values will suffer. They worry that the makerspace will replace the reading programs that they love. But I feel like they're missing out on something - the beautiful connection that can happen between making and literacy. You don't have to give up your literature and reading programs when you start a makerspace. Rather, makerspaces can help to bring a new dimension of literacy into your library. There are so many elements and activities in makerspaces that fit perfectly into the types of library programs we all know and love."
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10 Ways That Digital Age Teachers Model Digital Literacy and Leadership - The Tech Edvo... - 3 views
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"n this technology-immersed world, students need to know how to navigate the digital environment safely. From discerning real news from propaganda to managing their reputation online, so much of their future is dependent on possessing digital literacy skills. Teachers have to step up to the plate and integrate digital literacy into the curriculum and model it through their actions. In this article, we will discuss 10 ways that digital age teachers model digital literacy and leadership."
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Connecting the Digital Dots: Literacy of the 21st Century (EDUCAUSE Quarterly) | EDUCAUSE - 0 views
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The greatest challenge is moving beyond the glitz and pizzazz of the flashy technology to teach true literacy in this new milieu. Using the same skills used for centuries—analysis, synthesis, and evaluation—we must look at digital literacy as another realm within which to apply elements of critical thinking.
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Literacy includes the ability to read and interpret media (text, sound, images), to reproduce data and images through digital manipulation, and to evaluate and apply new knowledge gained from digital environments. According to Gilster,5 the most critical of these is the ability to make educated judgments about what we find online.
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The greatest challenge is moving beyond the glitz and pizzazz of the flashy technology to teach true literacy in this new milieu. Using the same skills used for centuries-analysis, synthesis, and evaluation-we must look at digital literacy as another realm within which to apply elements of critical thinking... Literacy includes the ability to read and interpret media (text, sound, images), to reproduce data and images through digital manipulation, and to evaluate and apply new knowledge gained from digital environments. According to Gilster,5 the most critical of these is the ability to make educated judgments about what we find online.
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MediaShift . Learning in a Digital Age: Teaching a Different Kind of Literacy | PBS - 0 views
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"Education," scholar and writer Ralph Ellison once said, "is a matter of building bridges." And perhaps, no bridge is more important than the bridge to the future. As educators, it's our responsibility to prepare students for the world of tomorrow. Yet tomorrow isn't what it used to be.
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How do we prepare students for work that hasn't been invented yet? While it's difficult to predict what the social and economic climate will be like in the years to come, we can analyze trends and extrapolate future scenarios.
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While these 21st century skills are essential, they aren't enough. There is a growing expectation for these abilities to be leveraged and expressed using digital tools.
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Our global environmental, economic and social challenges require non-standardized skills such as creativity, problem-solving and collaboration.
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While a certain amount of technical skills are important, the real goal should be in cultivating digital or new media literacies that are arising around this evolving digital nerve center. These skills allow working collaboratively within social networks, pooling knowledge collectively, navigating and negotiating across diverse communities, and critically analyzing and reconciling conflicting bits of information to form a clear and comprehensive view of the world.
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These new media literacy skills are expanding our definitions of literacy but must be cultivated from the foundation of traditional literacy.
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"Traditionally we wouldn't consider someone literate if they could read but not write. And today we shouldn't consider someone literate if they can consume but not produce media."
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Fight Fake News: Media Literacy for Students - edWeb - 4 views
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"Teaching news literacy is more necessary and challenging than ever in a world where news is delivered at a constant pace from a broad range of sources. Since social media and filter bubbles can make it challenging to access unbiased, factual information, we must equip students to be critical as they access news sources for a variety of purposes. This live, interactive edWebinar will give an overview of the phenomenon of fake news going viral and tools educators can use to help students develop news literacy skills."
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This Teacher Makes Financial Literacy Personal for Students | EdSurge News - 2 views
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"Jacqueline Prester was a self-proclaimed hustler in middle school. Mowing lawns, babysitting-she took the initiative to earn her own money. But she was also a responsible moneymaker, using the envelope system to budget every cent before she knew it was an actual budgeting strategy. Back then, her friends rolled their eyes when she tried to share her financial savvy. Fast forward two decades and Prester is a popular business and technology teacher at Mansfield High School in Massachusetts, working to give students real-life financial skills. Only this time her audience is keen to learn. (Her Personal Finance classes always reach their 28 student capacity.) Students are learning about personal finance, but not just because that's the name of the class. They're making it personal. Prester's passion is infectious, and the content she chooses-like Pathway To Financial Success created by Discovery Education and Discover-immerses students in authentic lessons with videos, interactive modules and real-world connections. Pathway To Financial Success Video: Being Financially Responsible EdSurge caught up with Prester to find out how she packs her classes with willing learners and to uncover her secret to finding compelling financial literacy content. She also shared how and why she helped pass a new Massachusetts bill focused on financial literacy."
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Can a New Approach to Information Literacy Reduce Digital Polarization? | EdSurge News - 3 views
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"The internet doesn't come with an instruction manual, but it should-to give users the skills to separate truth from falsehood so they can distinguish between propaganda and the indisputable and confirmable. And colleges should be the place leading students through this reference book. That's the argument of Michael Caulfield, director of blended and networked learning at Washington State University Vancouver, and it isn't just some "hot take" designed to be provocative. He actually wrote the manual. And he has already convinced more than a dozen colleges to adopt it (and more than 100 college libraries to prominently link to it). Recently, he's started research in an effort to prove that it works (and can help preserve American democracy). Plenty of people are talking about the importance of information literacy these days, and many educational institutions see it as part of their mission. And yet it's more complicated than it seems. Earlier this month researcher danah boyd gave a provocative keynote speech at SXSW EDU arguing that media-literacy efforts at colleges are "backfiring," turning out graduates that are good at questioning everything, and selectively believing what their gut tells them is true."
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shared by John Evans on 20 Sep 17
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How school leaders can combat 'filter bubbles' and 'fake news' | @mcleod | Dangerously ... - 1 views
dangerouslyirrelevant.org/...ter-bubbles-and-fake-news.html
combat filter bubbles fake news information literacy literacy
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"Information literacy has been a hot topic of recent conversation. Many folks believe that web sites that traffic in false information and 'fake news' may have influenced the last United States presidential election. Traffic on the Snopes web site, which debunks false rumors, has never been greater. Ideological separation also is being driven by the ways that we sort ourselves in our schools, neighborhoods, friendship groups, political affiliations, and faith institutions. Already often isolated from the dissimilar-minded, we then also self-select into individualized news media and online channels that can result in walled-garden 'echo chambers' or 'filter bubbles.' To combat our growing concerns about fake news and filter bubbles, we're going to have to take the task of information literacy more seriously. And that means rethinking some organizational and technological practices."
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New Forms of Reading and Writing | Silvia Tolisano- Langwitches Blog - 1 views
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"As I am coaching teachers in learning how to learn and teach FOR the 22nd century, I realize that the gap between being able to read traditional forms of information, communications materials in geneal and reading on new platforms, in new genres and in general new digital forms is widening drastically. Not too long ago, I wrote a post titled, Our Notion of Literacy and Iliteracy Calls for an Update. I define literacy as the ability to read and write and being able to express and communicate our ideas to others. So, in our world, which is BOTH analog AND digital, we need to be literate in both. Especially if we are educators, in charge of teaching our students to be literate for THEIR future. The digital world is not going away, nor can it be ignored in terms of being and staying (critically) informed, lifelong learning, communicating, connecting, collaborating and contributing. One realisation for me was that new forms of reading and writing did not ONLY have to do with the skillset of learning the logistics of how to read and write on digital platforms, but had EVERYTHING to do with a new mindset that allows for new forms of reading and writing versus merely substituting the way we have done it in analog form before."
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Unite for Literacy offers free early literacy ebooks - @joycevalenza NeverEndingSearch - 3 views
Games Can Advance Education: A Conversation With James Paul Gee | MindShift - 2 views
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Why It's Important to Teach Your Students Financial Literacy-and Three Ways to Do It | ... - 1 views
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"Teaching financial literacy in the classroom is one promising way to improve financial capacity for today's young people. Today's young people face an overwhelming number of complex financial decisions. However, many are unprepared to make informed financial choices as they move into adulthood. In fact, three out of four young adults cannot answer basic financial questions. Teaching financial literacy in the classroom is one promising way to improve financial capacity for today's young people. Research shows that by the age of 12, students will develop an economic understanding that researchers describe as "essentially adult". By including lessons on smart money habits early in their cognitive development, we can encourage young people to save money, foster family conversations, a"
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shared by John Evans on 23 Mar 15
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Study Shows iPads Could Improve Literacy Skills in Young Children - InformED : - 0 views
www.opencolleges.edu.au/...-skills-in-young-children-3489
study shows ipads literacy skills children
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"A recent study has found that kindergartners who use iPads in school are likely to score higher on literacy tests than those who do not. The study, which was carried out in Auburn, Maine early last year, looked at 266 kindergartners who had been given free iPads to use in class as part of an experiment. Out of the 266 students, 129 were given lessons using iPads, while the remaining 137 were taught through traditional methods. The results, which were published on Apple's unofficial tech blog, TUAW, showed that in addition to better scores in every literacy test, children who were taught through the use of an iPad also showed an increased interest in learning and were more enthusiastic about going to school."