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This document is a code of best practices that helps educators using media literacy concepts and techniques to interpret the copyright doctrine of fair use. 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. It is a general right that applies even in situations where the law provides no specific authorization for the use in question-as it does for certain narrowly defined classroom activities.

Before the VBrick system was in place, according to Daniel Greene, Bryant's media production specialist, professors had to physically visit the library, select a video, download it to a portable media such as disk or tape, and carry it to class. When the university purchased a large number of professionally produced educational documentary videos several years ago, it became obvious that a better system was needed to manage and distribute them.

It's worth noting that in this particular study "social media" includes text messaging. Combined with blogging and social networking, these three technologies are used by 50% of U.S. adults for communication

What's new about new media? A visual essay that tracks how the discussion of the New Humanities spread following the posting of "The Future is Now" to youTube. As a way of starting a conversation, the video has helped bring insights from across the country to Rutgers, enriching our efforts to put together a vision that builds on the wisdom of others

Keynote presentations from New Media Consortium 08 at Princeton. Powered by Mediasite.

A personal dumping ground for various cool quotes, the odd stat, as slides to talk around when describing how things are changing online and in media & communications generally.

One qualitative study, which surely won't be welcomed by manufacturers of basic word processing software, found that students who create and edit documents using Web-based collaboration tools include more complex visual media in their assignments - and come away with a better understanding in the process. Another ongoing experiment finds, with statistical significance, that instructors can be more effective in grading students' work if they record their comments directly into documents as audio.

Dartmouth faculty in diverse departments including Government, Art History, Arabic, Writing, Native American Studies and Women Studies were excited to assign video projects and wanted to give students a more active and engaged learning experience. However, the faculty did not have a clear understanding of the processes involved to support such a project or how to integrate this type of assignment into the curriculum. To insure success, we needed to develop a more ambitious, comprehensive and seamless support services between curricular computing, the library's media center, and the peer-tutoring center. This session will illustrate how we've "de-silotized" the pedagogical and technical support and share students' feedback about their experiences.

Across campus, buzz has been steadily spreading about a new service provided by the university called Sakai. From a link on the university homepage to a Web address listed in various course syllabi, Sakai has surely entered the university's consciousness.