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John Evans

To rebuild trust in the media, we must empower its consumers  | World Economi... - 0 views

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    "Trust is like the air we breathe; it is essential to our wellbeing and survival, but we barely notice or think about it until it's in short supply. In many different parts of the world, trust in public and public-serving institutions - especially the news media - has declined alarmingly over at least the last decade. Its absence is creating enormous disruption around the world, threatening politics, public health, social relations and many of the other foundations of well-functioning societies. One of the contributors to this state of affairs is the internet. It promised access to a vast ocean of data, news and information, to liberate us from the media's traditional gatekeepers and to make us smarter, more engaged citizens. The internet revolution delivered on some of that promise. But it also unleashed a flood of disinformation and, well, junk. And with weakened gatekeepers, it eventually made it harder than ever to know what and whom to trust."
Clint Hamada

The Code of Best Practices in Fair Use for Media Literacy Education -- Publications --... - 8 views

  • 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.
  • 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
  • This code of best practices does not tell you the limits of fair use rights.
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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.
  • Media literacy education helps people of all ages to be critical thinkers, effective communicators, and active citizens.
  • 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.
  • 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").
  • 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
  • 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.
  • 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.
  • 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.
  • 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
  • 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?
  • 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.
  • 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.
  • many publications for educators reproduce the guidelines uncritically, presenting them as standards that must be adhered to in order to act lawfully.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • In all cases, a digital copy is the same as a hard copy in terms of fair use
  • When a user’s copy was obtained illegally or in bad faith, that fact may affect fair use analysis.
  • 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.
  • 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
  • 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.
  • 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.
  • Whenever possible, educators should provide proper attribution and model citation practices that are appropriate to the form and context of use.
  • Where illustrative material is made available in digital formats, educators should provide reasonable protection against third-party access and downloads.
  • 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
  • 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.
  • 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.
  • fair use applies to commercial materials as well as those produced outside the marketplace model.
  • 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.
  • Curriculum developers should not rely on fair use when using copyrighted third-party images or texts to promote their materials
  • 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
  • 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
  • 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.
  • Students’ use of copyrighted material should not be a substitute for creative effort
  • how their use of a copyrighted work repurposes or transforms the original
  • 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.
  • 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.
  • 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.
  • . 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.
  • 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.
  • 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.
  • ethical obligation to provide proper attribution also should be examined
  • 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
  • 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.
  • 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.
  • 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.
  • 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
  • So if work is going to be shared widely, it is good to be able to rely on transformativeness.
  • 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.
John Evans

Please, No More Professional Development! - Finding Common Ground - Education Week - 4 views

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    "Please, No More Professional Development! By Peter DeWitt on April 17, 2015 8:10 AM Today's guest blog is written by Kristine Fox (Ed.D), Senior Field Specialist/Research Associate at Quaglia Institute for Student Aspirations (QISA). She is a former teacher and administrator who has passion for teacher learning and student voice. Kris works directly with teachers and leaders across the country to help all learners reach their fullest potential. Peter DeWitt recently outlined why "faculty meetings are a waste of time." Furthering on his idea, most professional development opportunities don't offer optimal learning experiences and the rare teacher is sitting in her classroom thinking "I can't wait until my district's next PD day." When I inform a fellow educator that I am a PD provider, I can read her thoughts - boring, painful, waste of time, useless, irrelevant - one would think my job is equal to going to the dentist (sorry to my dentist friends). According to the Quaglia Institute and Teacher Voice and Aspirations International Center's National Teacher Voice Report only 54% percent of teachers agree "Meaningful staff development exists in my school." I can't imagine any other profession being satisfied with that number when it comes to employee learning and growth. What sense does it make for the science teacher to spend a day learning about upcoming English assessments? Or, for the veteran teacher to learn for the hundredth time how to use conceptual conflict as a hook. Why does education insist everyone attend the same type of training regardless of specialization, experience, or need? As a nod to the upcoming political campaigns and the inevitable introduction of plans with lots of points, here is my 5 Point Plan for revamping professional development. 5 Point Plan Point I - Change the Term: Semantics Matter We cannot reclaim the term Professional Development for teachers. It has a long, baggage-laden history of conformity that does not
John Evans

Kinesiology researcher partners with Université Laval on free concussion cour... - 1 views

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    "Concussions are a serious public health concern. One in five Canadians report a sport-related concussion in their lifetime and an estimated one in 10 youth sustains a sport-related concussion each year. To improve concussion prevention, detection and management, the Faculty of Kinesiology at the University of Calgary has developed a course for parents, coaches, teachers and administrators of school and sport environments, health-care professionals and those who have experienced a concussion.  "This course demystifies concussion and explains how everyone can play a role to prevent, identify and manage this type of traumatic brain injury," says Dr. Kathryn Schneider, PT, PhD, an assistant professor and clinician scientist (physiotherapist) in the Sport Injury Prevention Research Centre in the kinesiology faculty. "This program also demonstrates how a concussion management protocol can be adapted to the characteristics and resources of different sports and settings." A concussion management protocol is a detailed process that outlines how to prevent, detect and manage concussions in a specific context."
John Evans

Sir Ken Robinson: Creativity Is In Everything, Especially Teaching | MindShift - 4 views

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    "From Creative Schools by Ken Robinson and Lou Aronica, published April 21, 2015, by Viking, an imprint of Penguin Publishing Group, a division of Penguin Random House LLC. Copyright by Ken Robinson, 2015. Creative Teaching Let me say a few words about creativity. I've written a lot about this theme in other publications. Rather than test your patience here with repetition of those ideas, let me refer you to them if you have a special interest. In Out of Our Minds: Learning to Be Creative, I look in some detail at the nature of creativity and how it relates to the idea of intelligence in the arts, the sciences, and other areas of human achievement. In 1997, I was asked by the U.K. government to convene a national commission to advise on how creativity can be developed throughout the school system from ages five through eighteen. That group brought together scientists, artists, educators, and business leaders in a common mission to explain the nature and critical importance of creativity in education. Our report, All Our Futures: Creativity, Culture and Education, set our detailed proposals for how to make this happen in practice and was addressed to people working at all levels of education, from schools to government."
John Evans

ISTE 2015: Takeaway Tips for a Library Maker Space | ISTE 2015 | School Library Journal - 3 views

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    "The maker movement was front and center at the 2015 ISTE conference-and that's a good thing for me. After following maker initiatives with great interest for some time now, I have the opportunity to design a maker space this year for 6th-12th grade students at my school, Worcester (MA) Academy. A search of this year's program at ISTE, held June 28 to July 1 in Philadelphia, using the term "constructivist learning/maker movement" resulted in 67 related sessions. The ISTE Librarians Network hosted a maker station at their Digital Age Playground and convened a panel on library maker spaces, featuring elementary and middle school librarians, a school administrator, and the coordinator of a public library maker initiative. Vendors and exhibitors demonstrated tools, lessons, and ideas for maker spaces. Meanwhile, a four-hour Maker Playground Wednesday morning drew a huge crowd of attendees. One of my goals at the conference was to gather ideas and tips to help me create my library's maker space. Here are some highlights of what I discovered at ISTE."
John Evans

A Principal's Reflections: Leading With Video - 0 views

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    " Digital leaders know full well the power of video. As principal I routinely used video tools to improve communications, enhance public relations, and create a positive brand presence.  Leaders today can harness mainstay video tools to build better connections and relationships with all stakeholders while telling the story of their school/district in a way that was never possible. Video tools can also be used as pivotal learning tools that save precious time and money.  Below I break down four main categories of digital tools:"
John Evans

ISTE 2015: Takeaway Tips for a Library Maker Space | ISTE 2015 | School Library Journal - 1 views

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    "The maker movement was front and center at the 2015 ISTE conference-and that's a good thing for me. After following maker initiatives with great interest for some time now, I have the opportunity to design a maker space this year for 6th-12th grade students at my school, Worcester (MA) Academy. A search of this year's program at ISTE, held June 28 to July 1 in Philadelphia, using the term "constructivist learning/maker movement" resulted in 67 related sessions. The ISTE Librarians Network hosted a maker station at their Digital Age Playground and convened a panel on library maker spaces, featuring elementary and middle school librarians, a school administrator, and the coordinator of a public library maker initiative. Vendors and exhibitors demonstrated tools, lessons, and ideas for maker spaces. Meanwhile, a four-hour Maker Playground Wednesday morning drew a huge crowd of attendees. One of my goals at the conference was to gather ideas and tips to help me create my library's maker space. Here are some highlights of what I discovered at ISTE."
John Evans

Making the Most of Back-to-School Communications | Edutopia - 1 views

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    "We all know that the back-to-school season is exciting -- not just for students and educators, but for parents, businesses, and the media as well. It's a time when the greater community is primed to pay attention to its schools. As Nora Carr, Chief of Staff for Guilford County (NC) Schools and former president of the National School Public Relations Association (NSPRA) has written, "In terms of PR heaven, it doesn't get any better than this." So it's important that educators consider back-to-school communications a key part of their work, taking advantage of this once-a-year opportunity to spread the word about what's happening in their school (or district) and set the tone for the engagement of families and other stakeholders for the rest of the school year."
John Evans

9/11 iPad App Documents 10 Years at Ground Zero - 3 views

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    "Since the Sept. 11, 2001, attacks, Steve Rosenbaum has become what might be the world's largest curator of photos and videos related to the site. Now, he's sharing the best of those with the public for free using a novel medium: an iPad app."
John Evans

A Comprehensive Checklist of The 21st Century Learning and Work Skills ~ Educational Te... - 3 views

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    "July 16, 2014 While searching for some resources on a paper and writing on  the 21st century learning skills I came across this skills checklist created by the university of Toledo. This checklist is meant to help students build powerful resumes outlining all the skills they master. I spent some time going through the components of this sheet and found it really sharing with you here.  You can use this sheet with your students as an explanatory guide of some of the important skills ( I said some because some other important skills particularly those related to digital citizenship and digital literacy are missing) they need to work. Below is a round-up of the 9 most important skills which I selected from the entire list. You can acccess this list from this link. 1- Research skills Know how to find and collect relevant background information Be able to analyze data, summarize findings and write a report 2- Critical Thinking skills Be able to review different points of view or ideas and make objective judgments Investigate all the possible solutions to a problem, weighing the pros and cons 3- Organizational skills Be able to organize information, people or thins in a systematic way Be able to establish priorities and meet deadlines 4- Problem-solving skills Be able to clarify the nature of a problem Be able to evaluate alternatives, propose viable solutions and determine the outcome of the various options 5- Creative thinking skills Be able to generate new ideas, invent new things, create new images or designs Find new solutions to problems Be able to use wit and humour effectively 6- Analytical/ logical thinking skills Be able to draw specific conclusions from a set of general observations of from a set of specific facts Be able to synthesize information and ideas 7- Public speaking skills Be able to make formal presentations Present ideas, positions and problems in an interesting way 8- Oral communication skills Be able to present information and ideas clearly a
John Evans

Small Tech, Big Impact: Designing My Maker Space | School Library Journal - 2 views

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    "I didn't think 2015 would be the year I created a teen maker space, but it was-and it turned out to be an exciting, challenging, and rewarding experience. After six months of planning, our maker space at the Public Library of Mount Vernon and Knox County, Ohio, where I am the YA services coordinator, opened last month. How did it come together? Organically. It began during our teen summer reading program seven months ago, when I hosted a few extremely popular Maker Mondays. Our children's librarian, Debbie Baker, and I created a collection of circulating maker-related titles. We also assembled 20 small circulating maker kits with Snap Circuits (kits for creating objects with electronic circuitry), stop-motion animation materials, and LEGO. These were such a hit that a dedicated maker space seemed ideal for us. Ideal-until we considered our budget and space restraints. We started planning anyway. Our process began with a lot of research, online and in person, visiting libraries and maker faires. There was heavy-duty continuing ed: online workshops and webinars, many hosted by School Library Journal. We knew that a maker space would benefit our community, but we couldn't see how to make it happen. With time and goal adjustments, we reached the finish line and launched in January."
John Evans

Engineering Gift Guide | INSPIRE - 1 views

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    "Toys, games and books can support children's early development of knowledge and skills related to engineering as well as science and mathematics. Reserach has shown many of the toys, games and books that support engineering learning are more often purchased for boys than for girls. Through the Engineering Gift Guide, the INSPIRE Research Institute for Pre-College Engineering is raising public awareness of the many toys, games and books that promote engineering learning and are fun for both boys and girls."
John Evans

Over 1,200 Manitoba kids hospitalized due to mental health in 2016-17: report | CTV New... - 0 views

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    "A new report is shedding light on the state of children's health in Canada and found that more and more kids are dealing with mental health concerns. The study, which was released by Children First Canada and the O'Brien Institute for Public Health, examined various health-related issues including mortality rates, poverty and physical health by using data from various sources such as Statistics Canada, The Canadian Institute for Health Information (CIHI) and Health Canada."
John Evans

Drones Take Flight on Campus for Teaching, Research and Administrative Tasks | EdTech M... - 0 views

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    "Ten years ago, seeing a drone zoom over a college campus would have been unusual, to say the least. Today, however, several institutions are using the technology to support learning, research and even administrative work, such as capturing footage for a marketing video. Unmanned aerial vehicles have been in use since the 1990s, primarily to support military, border security and other public operations, according to the Federal Aviation Administration. Consumer adoption began to accelerate a few years ago as hobby drones became more advanced and less expensive. From 2014 to 2017, consumer drone shipments jumped worldwide by 7 million units, according to a Business Insider Intelligence analysis. That's about when higher education institutions began to realize UAVs could play a role on campus, according to Venkata Krishnan Seshadri, industry lead at market research provider Technavio. "Drones facilitate application-based, practical learning, which helps students understand and remember key theoretical concepts," Seshadri says. "Using drones significantly reduces risks and costs. For instance, in archeological-related courses, drones are used to capture aerial imagery, which increases the quality of learning without safety issues.""
John Evans

Why Education Needs Augmented-Not Artificial-Intelligence | EdSurge News - 1 views

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    "Education technology has a public relations problem. In a space where words carry wide currency, our choice of language matters. That's why I'm troubled by Artificial Intelligence (AI). At a time when educators need assurances that digital innovations will work for them, the fundamental premise of this technology may imply just the opposite."
John Evans

All kids should have a computer science education - Baltimore Sun - 0 views

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    "Like most students at the time, I did not have access to computer science classes when I attended Wilde Lake High School in Columbia during the 1980s. I only stumbled upon the field when my high school math teacher recommended that I take a FORTRAN programming course at Howard Community College. I quickly learned that programming was like nothing I had experienced in school before. Whenever I finally solved a problem, there was a deeply satisfying "aha!" moment. As a result, I studied computer science at Harvard and received my Ph.D. in the field from the University of California, Berkeley. Nearly four decades after I took that first FORTRAN class, I'm a professor of computer science and associate dean at the University of Maryland, Baltimore County. I was fortunate to have found my passion, even though computer science was not taught at my school. The unfortunate fact is that most K-12 schools still do not teach computer science, and most of today's high school and college students - particularly women - have still had little or no exposure to computational thinking, coding or computer science. There are certainly many students who would make great computer scientists, or who could leverage computing skills to achieve success in any number of other fields, who never take a single related class. Even in Maryland, one of the most technologically advanced states in the nation, only 14 percent of students take a computer science class in high school, and nearly half of the public high schools do not offer any AP computer science classes."
John Evans

Exploring Media Literacy Education as a Tool for Mitigating Truth Decay | RAND - 1 views

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    "Truth Decay - the diminishing role that facts, data, and analysis play in political and civil discourse - appears to result, in part, from an increasingly complex information ecosystem. Technology, in particular, offers continual access to information of varying quality and credibility, information that can blur the line between fact-based evidence and opinion. Not everyone is equipped with the skills necessary to navigate such uncertain terrain. The purpose of this report is to describe the field of media literacy (ML) education and the ways in which ML education can counter Truth Decay by changing how participants consume, create, and share information. One limitation of this research base arises from the variety of ways that literature defines and measures ML outcomes; while a multiplicity of viewpoints can be beneficial, it also presents challenges in terms of aggregating findings across studies. Despite this, the authors describe existing evidence that ML could be a useful tool for combating Truth Decay. They also provide an inventory of ML offerings available to the public. Finally, the authors make suggestions for moving forward, with the specific recommendation that professionals in ML and related fields strengthen their communication and collaboration, considering where there are opportunities for a common approach to researching ML. The authors recommend that policymakers and practitioners increase participation from diverse constituencies in scaling ML efforts"
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