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Clint Hamada

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

www.centerforsocialmedia.org/...e_for_media_literacy_education

Best Practice Fair Use literacy CC copyright guide guidelines

shared by Clint Hamada on 07 Apr 10 - Cached
  • 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.
  • ...51 more annotations...
  • 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

Applying Psychology and Learning Sciences Research to Developing a Makerspace | Getting... - 3 views

gettingsmart.com/...research-developing-makerspace

applying psychology learning research developing makerspace

shared by John Evans on 23 Aug 15 - No Cached
  • John Evans on 23 Aug 15
     
    "As a female middle school STEM teacher, leveling the playing field among my boys and my girls in both their love of science and their beliefs about their potential success as scientists has always been one of my highest priorities and one of my biggest anxiety-inducers. Now, while developing a school-wide makerspace for every preschool-through-8th-grade child in my school, I feel a great responsibility to create both a physical space and a program that is welcoming and encouraging for all students. Coming from my roots in molecular biology research and learning sciences research, I of course turned to the scientific literature as I crafted my plan (in addition to my extensive visits to existing makerspaces). Following are some of my plans followed by the research supporting each plan."
John Evans

Applying Maker Education to Music | Piktochart Infographic Editor - 4 views

magic.piktochart.com/...lying-maker-education-to-music

applying maker education music infographic

shared by John Evans on 10 Aug 15 - No Cached
  • John Evans on 10 Aug 15
     
    "The maker movement is a revival of hands-on, do-it-yourself, and do-it-with-others learning that allows students the ability to create original works and products. This is often done with the aid of  computers, electronics, and online resources/communities (Maker Education Initiative, 2015)."
John Evans

Gaggle.Net - CIPA Compliance for Google Apps - 0 views

www.gaggle.net/googleaps.html

gaggle.net gaggle Gmail

shared by John Evans on 26 Mar 09 - No Cached
  • Google Apps for education provides an excellent set of communication tools for students and educators. However, the email account feature of Google Apps does not offer a method to meet the requirements of the Children's Internet Protection Act. As a solution, Gaggle accounts can be integrated with Google Apps. The same great monitoring and filtering capabilities found in Gaggle can be applied to your Gmail accounts.
  • John Evans on 26 Mar 09
     
    Gaggle accounts can be integrated with Google Apps. The same great monitoring and filtering capabilities found in Gaggle can be applied to your Gmail accounts.
John Evans

Applying iPad Apps in the Classroom: Goal? Language Proficiency! | The FLTmag - 1 views

fltmag.com/applying-ipad-apps

applying ipad apps classroom goal language proficiency

shared by John Evans on 16 Nov 14 - No Cached
  • John Evans on 16 Nov 14
     
    "With the growing interest in using iPads for teaching, the inclusion of technology as part of the 21st century skills, and the availability of iPads in classrooms, it becomes more and more important to create language lessons that make effective use of the device. Often teachers and learners alike are overwhelmed by the new technology and the wealth of apps that are available. When searching the Apple Store, for example, several language learning apps focus on grammar, vocabulary drills, and games in a variety of languages. However, it is not the objective of this article to highlight apps for grammar and verb drills. Instead, it is the goal of this article to present a sample of free-of-charge apps that were not necessarily created for language instruction but that can be used in a creative way to encourage critical thinking, enhance language proficiency, and integrate into existing curricula and lessons. WHY USE TECHNOLOGY IN TEACHING?"
successcds1

COVID E-permit Pass Application, - How to apply online for E-Permit. कोविड इ-... - 0 views

youtu.be/xSv_3X8XIjo

#covid19 #e-permit pass #

shared by successcds1 on 19 May 20 - No Cached
  • successcds1 on 19 May 20
     
    Today's video is about COVID E-permit Pass - How to apply online for E Permit. कोविड इ-परमिट के लिए कैसे अप्लाई करें | आप इ-परमिट को प्राप्त करने के लिए ऑनलाइन अप्लाई कर सकते हैं
hazeljames00

ICT for Teachers - 140 views

Hi Glen, it's great to see such an engaging and hands-on approach to integrating ICT in education! Since you're exploring digital tools, you might be interested in Spotify Lite APK - a lightweight ...

started by glen gatin on 10 Oct 08 7 follow-ups, last by hazeljames00 on 23 May 25
John Evans

Kleinspiration: 10 Apps & Sites for Digital Storytelling & more! - 7 views

www.kleinspiration.com/...-for-digital-storytelling.html

apps digital storytelling

shared by John Evans on 21 Nov 12 - No Cached
  • John Evans on 21 Nov 12
     
    "What is digital storytelling? Students can tell their story in a digital manner the same as they would orally or on paper. Digital storytelling is simply applying one's creative ideas in a manner that allows him or her to add multimedia (video, images, and audio) to their voice. "
John Evans

INFOGRAPHIC: The Health Hazards Of Tablet Use - 4 views

www.makeuseof.com/...e-health-hazards-of-tablet-use

infographic health hazards tablet

shared by John Evans on 19 Nov 12 - No Cached
  • John Evans on 19 Nov 12
     
    "I've never really thought about this until now, but if you use a tablet extensively, you have to watch how you're seated when you're using it. Just like how you sit in front of a normal computer matters to your back and neck posture, the same rules equally apply to when you're using your iPad, Android tablet or Kindle Fire."
John Evans

Picture Perfect: Teaching to Visual Literacy -- THE Journal - 0 views

thejournal.com/...aching-to-visual-literacy.aspx

picture perfect teaching visual literacy literacy journal

shared by John Evans on 21 Dec 12 - No Cached
  • John Evans on 21 Dec 12
     
    "Visual Literacy proponent Lynell Burmark explains why the use of images is so important in the classroom and how it can help teachers meet the challenges of getting through the curriculum and engaging students in skills and content they'll actually remember and apply after the test."
John Evans

Early childhood STEM: Less talk more action SmartBlogs - 0 views

smartblogs.com/...s-talk-more-action-doug-haller

childhood stem action

shared by John Evans on 03 Jan 13 - No Cached
  • John Evans on 03 Jan 13
     
    "Elementary education overemphasizes literacy at the expense of disciplines that lead to greater academic, professional and personal success for adults. By placing STEM disciplines at the center of elementary education, we lay the foundation necessary to meet adult personal and professional challenges while providing an environment in which to apply the 3Rs."
John Evans

10 Secrets To Unlocking The Learning Potential Of The iPad - 7 views

www.teachthought.com/...learning-potential-of-the-ipad

ipad learning ipaded RTW

shared by John Evans on 22 Apr 13 - No Cached
  • John Evans on 22 Apr 13
     
    "To establish how we can maximize the impact of the iPad as a learning tool, we first have to establish what kind of impact we'd hope to have. In this case, we'll settle on understanding (as troublesome a term as that might be): Students being able to think critically about chosen standards or curriculum, and apply understanding in diverse, academic and non-academic environments. With that as the goal, here are some ideas."
John Evans

What teachers need and reformers ignore: time to collaborate - 3 views

www.washingtonpost.com/...ers-ignore-time-to-collaborate

collaboration teachers pd time

shared by John Evans on 12 Apr 13 - No Cached
  • John Evans on 12 Apr 13
     
    "Concern for 21st century learning has driven the adoption of the Common Core State Standards (CCSS) by more than 40 states. These new standards recognize that the premium in today's world is not merely on students' acquiring information, but on their being able to analyze, synthesize, and apply what they've learned to address new problems, design solutions, collaborate effectively, and communicate persuasively. Achieving these goals will require a transformation in teaching, learning, and assessment so that all students develop the deeper learning competencies that are necessary for post-secondary success."
Sheri Oberman

My Education Path :: Courses directory (28) - 2 views

myeducationpath.com/courses

resources

shared by Sheri Oberman on 02 Feb 13 - No Cached
  • Sheri Oberman on 02 Feb 13
     
    This site catelogues all sorts of courses. Education courses run the gambit from preparing to student teach to coaching skills. You take your course and then you somehow apply to have your knowledge assessed for credit...?
John Evans

Code Club World Projects - Code Club World Projects - 1 views

projects.codeclubworld.org

code club world projects languages tutorials

shared by John Evans on 07 Sep 16 - No Cached
  • John Evans on 07 Sep 16
     
    The Code Club projects are step by step guides for children to follow to create animations, games, websites and much more. Children will build up their programming skills as they move through the projects, and challenges provide opportunities to demonstrate and apply what's been learnt. Our projects cover Scratch, HTML & CSS and Python. Choose your language to access the resources.
John Evans

The Benefits of Paper Prototypes in Games and Learning | MindShift | KQED News - 0 views

ww2.kqed.org/...ototypes-in-games-and-learning

benefits paper prototypes games learning

shared by John Evans on 24 Aug 16 - No Cached
  • John Evans on 24 Aug 16
     
    "Tracy Fullerton, director of the University of Southern California's Game Innovation Lab, wrote the textbook Game Design Workshop, now in its 3rd edition. Paper prototyping and iterative design is something that The Game Innovation Lab has done for over a decade. Many academic institutions use the methodology to create innovative games. In March 2014 I asked Fullerton how teachers could apply techniques such as paper prototyping and iterative design in the classroom. She pointed out how similar the process was to constructivism, or learning from doing. She said, "It's a version of constructivist education, more focused on systems thinking than just making.""
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