To censorship expert Pat Scales, the main concern is one parent attempting to set policy for the children of others. And this challenge, which comes on the heels of the American Library Association's (ALA) Banned Book Week, is a cautionary tale other parents should note, she adds.
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New Hampshire Parent Challenges 'The Hunger Games' - 68 views
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What amazes me is how inconsistent administrators are. As she hasn't read the book herself, why even give her an audience? Right off the bat she sited incorrect information as Kat wasn't the only one to survive and at the heart of the book is all about ethics and standing up for what is right. Isn't that the lesson we want our children to learn?
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The Code of Best Practices in Fair Use for Media Literacy Education - 60 views
www.centerforsocialmedia.org/...r-use-media-literacy-education
copyright fair use media educational technology
shared by Randolph Hollingsworth on 25 Oct 10
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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
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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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the purpose of copyright—to promote the advancement of knowledge through balancing the rights of owners and users.
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In some cases, this will mean using a clip or excerpt; in other cases, the whole work is needed. 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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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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Students should be able to understand and demonstrate, in a manner appropriate to their developmental level, how their use of a copyrighted work repurposes or transforms the original.
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but 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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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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When sharing is confined to a delimited network, such uses are more likely to receive special consideration under the fair use doctrine
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there are no cut-and-dried rules (such as 10 percent of the work being quoted, or 400 words of text, or two bars of music, or 10 seconds of video).
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Transformativeness, a key value in fair use law, can involve modifying material or putting material in a new context, or both
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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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If educators or learners want to share their work only with a class (or another defined, closed group) they are in a favorable position
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courts have found that asking permission and then being rejected has actually enhanced fair use claims.
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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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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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There's Something in the Air: Podcasting in Education (EDUCAUSE Review) | EDUCAUSE - 1 views
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magine a busy commuting student preparing both emotionally and intellectually for class by listening to a podcast on the drive to school, then reinforcing the day’s learning by listening to another podcast, or perhaps the same podcast, on the drive back home.
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s there a noncommercial alternative to Podshow, Odeo, or other such services? Yes: “Ourmedia: The Global Home for Grassroots Media” (http://www.ourmedia.org/).
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Apple’s iTunes version 4.9, which incorporates an extensive podcast directory-and-subscription service into the structure of the iTunes Music Store.
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Why is Apple’s embrace of podcasting troubling to educators? Because this easy-to-use audio-content manager just happens to sit inside a store that sells music.
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Listening is an activity. No good audience is passive.
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Done well, podcasting can reveal to students, faculty, staff, communities—even the world—the essential humanity at the heart of higher education. Among the impressive facilities and intricate processes, colleges and universities are essentially collections of human beings who seek to share the fruits of their labors with the world that helps support them. If this position seems extreme or sentimental, consider Todd Cochrane’s assertion: “Podcasting represents a new way for individuals to communicate about the things they love. They can actually broadcast content that comes from their hearts.”10 If a mass-market text on podcasting begins by stressing the affective dimension of this new medium, educators would do well to think about how they might harness that energy in their teaching and learning practices.
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virtual-environment - Collaborative Tools - 61 views
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Three Trends That Will Shape the Future of Curriculum | MindShift - 85 views
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Given the growing momentum of these trends, what does it mean for students, teachers, schools, and the education community at large? Collaborating and customizing. Educators are learning to work together, with their students, and with other experts in creating content, and are able to tailor it to exactly what they need. Critical thinking. Students are learning how to effectively find content and to discern reliable sources. Democratizing education. With Internet access becoming more ubiquitous, the children of the poorest people are able to get access to the same quality education as the wealthiest. Changing the textbook industry. Textbook publishers are finding ways to make themselves relevant to their digital audience. Emphasizing skills over facts. Curriculum incorporates skill-building.
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Sorry forgot the three trends (the above are consequences of these trends) 1. Digital delivery "No longer shackled to books as their only source of content, educators and students are going online to find reliable, valuable, and up-to-the-minute information" 2. Interest driven curriculum "Though students typically have to wait until their third year of college to choose what they learn, the idea of K-12 education being tailored to students' own interests is becoming more commonplace" 3. Skills 2.0 " Instead of learning from others who have the credentials to 'teach' in this new networked world, we learn with others whom we seek (and who seek us) on our own and with whom we often share nothing more than a passion for knowing"
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Curriculum21 - Annotexting - 62 views
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We would also like to share this DISCUSSION RUBRIC (2007) that you can use as students submit annotations and begin to draw conclusions about what their evidence is pointing to.
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These annotations, rather than being on paper, can be collected with different web tools so that students can collaborate
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Students submit their annotations via their smart phones or other digital devices, and then analyze each other’s notations collectively. They could be looking for main ideas, thematic and literary elements, or big ideas from the work. They could be looking for evidence of connections to other texts, their own experiences, or world issues. They could simply be searching for meaning to support them when reading complex texts.
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In order to get students to own this process, we have to relinquish some control. Let them think, let them make mistakes and respond. Let them draw conclusions even they are not the conclusions we would have drawn. We can be there to coach them through misconceptions.
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Opinion | Don't Fix Facebook. Replace It. - The New York Times - 12 views
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If we have learned anything over the last decade, it is that advertising and data-collection models are incompatible with a trustworthy social media network. The conflicts are too formidable, the pressure to amass data and promise everything to advertisers is too strong for even the well-intentioned to resist.
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the real challenge is gaining a critical mass of users. Facebook, with its 2.2 billion users, will not disappear, and it has a track record of buying or diminishing its rivals (see Instagram and Foursquare). But as Lyft is proving by stealing market share from Uber, and as Snapchat proved by taking taking younger audiences from Facebook, “network effects” are not destiny. Now is the time for a new generation of Facebook competitors that challenge the mother ship.
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When a company fails, as Facebook has, it is natural for the government to demand that it fix itself or face regulation. But competition can also create pressure to do better. If today’s privacy scandals lead us merely to install Facebook as a regulated monopolist, insulated from competition, we will have failed completely. The world does not need an established church of social media.
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