Skip to main content

Home/ Diigo In Education/ Group items tagged fair use

Rss Feed Group items tagged

Kim Drain

Stanford Copyright & Fair Use - Welcome to the Public Domain - 106 views

  • The public owns these works, not an individual author or artist. Anyone can use a public domain work without obtaining permission, but no one can ever own it.
  • Copyright has expired for all works published in the United States before 1923.
  • For works published after 1977, if the work was written by a single author, the copyright will not expire until 70 years after the author’s death. If a work was written by several authors and published after 1977, it will not expire until 70 years after the last surviving author dies.
  • ...7 more annotations...
  • Thousands of works published in the United States before 1964 fell into the public domain because the copyright was not renewed in time under the law in effect then.
  • Copyright law does not protect ideas; it only protects the particular way an idea is expressed.
  • Sometimes an author deliberately chooses not to protect a work and dedicates the work to the public. This type of dedication is rare, and unless there is express authorization placing the work in the public domain, do not assume that the work is free to use.
  • Copyright law does not protect the titles of books or movies, nor does it protect short phrases such as, “Make my day.” Copyright protection also doesn’t cover facts, ideas, or theories.
  • Creative Commons, a nonprofit organization designed to foster the public domain, helps copyright owners dedicate their works to the public domain.
  • Works published in the U.S. before 1923 In the
  • In the U.S., any work created by a federal government employee or officer is in the public domain, provided that the work was created in that person’s official capacity.
  •  
    This chapter of Stanford's Copyright and Fair Use Overview defines public domain and explains the main ways in which works become public domain. "Dear Rich" letters provide scenarios to illustrate many of these.
onepulledthread

The Educator's Guide to Copyright, Fair Use, and Creative Commons | The Edublogger - 114 views

  •  
    good information for everyone.  Creative commons discussion very helpful.
Dixie Koenemann

A Visit to Copyright Bay - 73 views

  •  
    A clever, fun way to review copyright and fair use law.
Kate Tabor

Copyright Clarity: How Fair Use Supports Digital Learning: Renee Hobbs: Corwin - Helpin... - 42 views

  •  
    Hobbs in great. Met her a couple of years ago and was MOST impressed with the work they were doing to end fair us confusion for teachers
June Griffin

What You Don't Know About Copyright, but Should - Technology - The Chronicle of Higher ... - 191 views

  •  
    Good brief article on copy right and fair use with links to additional helpful resources
Bob Rowan

Wissahickon School District's eToolBox - Copyright - 83 views

  •  
    Discussion of copyright and fair use + good sources for images and audio clips
Ronelle Wanner

Fair Use and Copyright for Teachers - 8 views

  •  
    Copyright Law, Fair Use for Teachers, Challenges for Educators, Questions and Restrictions, Helpful Chart, References. 
Kate Tabor

Free Technology for Teachers: Six Resources for Learning About Fair Use - 106 views

  •  
    Answering questions about Fair Use
tim stapley

Fair Use & Plagiarism - FREE Language Arts Presentations in PowerPoint format, Free Int... - 126 views

  • Free Presentations in PowerPoint formatWhat is plagiarism? (and why you should care)   Plagiarism - Don't Do It! Thou Shall Not Steal (hs) For Students: Plagiarism  For Teachers: Cybercheat, Plagiarism and the Internet Plagiarism (ppts and more, Redclay Schools)  Plagiarism   Quoting, Plagiarism, and Paraphrasing  Quoting, Paraphrasing, Plagiarism, Summarizing Avoiding Plagiarism   What is plagiarism?  Fair Use Copyright Infringement  See Also: Quotation Marks, Paraphrasing, Copyrights, Language Arts Index, Reading Index, Writing Index
  •  
    clas activities to teach plagerism
Cindy Edwards

The 'Fair Use' Rule: When Use of Copyrighted Material is Acceptable | Nolo.com - 100 views

Deb Minter

EBSCOhost: Fair use of research and course packets in the classroom - 53 views

  •  
    Discusses the limited copying of copyrighted material in teaching. USes court cases where the copying has been done at a legal copy center like Kinkos
Cindy Edwards

Theh Educators' Lean and Mean No FAT Guide to Fair Use - 50 views

  • These are: the purpose of the use, the nature of the work, the portion used, and the effect on the market.
  • You thought it was about money. Copyright is about control.
  • What matters more is whether or not it had to do with instruction.
  • ...2 more annotations...
  • Instructional use gives you an exemption; nonprofit use does not.
  • Here's how it goes. If you're considering using copyrighted materials for instructional purposes, do it!...provided that: 1. you are in a place dedicated to instruction and the material will stay there (rather than being distributed to a wider audience); 2. you are using a legitimate copy as your source; 3. the service or resource you are using is not available for sale for educational use.
Alfredo Zavaleta

How Teens Do Research in the Digital World | Pew Research Center's Internet & American ... - 105 views

  • Overview Three-quarters of AP and NWP teachers say that the internet  and digital search tools have had a “mostly positive” impact on their students’ research habits, but 87% say these technologies are creating an “easily distracted generation with short attention spans” and 64% say today’s digital technologies “do more to distract students than to help them academically.”
  • Overall, the vast majority of these teachers say a top priority in today’s classrooms should be teaching students how to “judge the quality of online information.”
  • The internet and digital technologies are significantly impacting how students conduct research: 77% of these teachers say the overall impact is “mostly positive,” but they sound many cautionary notes
  • ...9 more annotations...
  • Teachers and students alike report that for today’s students, “research” means “Googling.”  As a result, some teachers report that for their students “doing research” has shifted from a relatively slow process of intellectual curiosity and discovery to a fast-paced, short-term exercise aimed at locating just enough information to complete an assignment.
    • Kelly Sereno
       
      Yikes - a disturbing survey response!
  •   Second and third on the list of frequently used sources are online encyclopedias such as Wikipedia, and social media sites such as YouTube. 
  •  94% of the teachers surveyed say their students are “very likely” to use Google or other online search engines in a typical research assignment, placing it well ahead of all other sources that we asked about
  • e databases such as EBSCO, JSTOR, or Grolier (17%) A research librarian at their school or public library (16%)
  • In response to this trend, many teachers say they shape research assignments to address what they feel can be their students’ overdependence on search engines and online encyclopedias.  Nine in ten (90%) direct their students to specific online resources they feel are most appropriate for a particular assignment, and 83% develop research questions or assignments that require students to use a wider variety of sources, both online and offline.
  • Teachers give students’ research skills modest ratings Despite viewing the overall impact of today’s digital environment on students’ research habits as “mostly positive,” teachers rate the actual research skills of their students as “good” or “fair” in most cases.  Very few teachers rate their students “excellent” on any of the research skills included in the survey.  This is notable, given that the majority of the sample teaches Advanced Placement courses to the most academically advanced students.
    • Kelly Sereno
       
      These research skills relate to the common core literacy standards, and many ratings of students' skills in these areas fell into fair or poor categories.
  • Overwhelming majorities of these teachers also agree with the assertions that “today’s digital technologies are creating an easily distracted generation with short attention spans” (87%) and “today’s students are too ‘plugged in’ and need more time away from their digital technologies” (86%).  Two-thirds (64%) agree with the notion that “today’s digital technologies do more to distract students than to help them academically.”
    • Alfredo Zavaleta
       
      Students need to show more patience, take longer to decide, ponder the options.
    • Alfredo Zavaleta
       
      Procrastination not necessarily bad- see TED on procrastination
Mary Beth  Messner

The Code of Best Practices in Fair Use for Media Literacy Education -- Publications -- ... - 41 views

  •  
    This is a wonderful resource. I use it along with others when I train on copyright and Creative Commons.
Steve Ransom

Despite Obama's Urging, Policy Stymies Science Students, Teachers Say - NYTimes.com - 18 views

  • In middle school, science fair projects are typically still required — and, teachers lament, all too often completed by parents.
  • In many schools, science fairs depend on teachers who shoulder the extra work. They supervise participants and research, raise the money for medals and poster boards, and find judges — all on their own time.
  •  
    Sad statement of the lack of sufficient time to really get into science that leads naturally to the display of learning... on class time, not extracurricular time. The US DOE is really not interested in deep learning at all...
Gloria Maristany

Stanford Copyright & Fair Use - Educational Uses of Non-coursepack Materials - 2 views

  •  
    Deatiles guidelines from Stanford Univ.
‹ Previous 21 - 40 of 105 Next › Last »
Showing 20 items per page