Transcript Document

Information Literacy Seminar
Responsible Use
Presentation Created by Leslie Yoder
Information Literacy
Knowing when and why you need
information, where to find it, and how to
evaluate, use and communicate it in an
ethical manner.
From the Chartered Institute of Library Information Professionals website.
The New 3Rs
• Research Process
• Reliable Resources
• Responsible Use
The ISTE NETS - Students
(Int’l. Society for Technology in Education)
The Standard
5. Digital Citizenship
Students understand human, cultural, and
societal issues related to technology and
practice legal and ethical behavior.
The ISTE NETS
Teachers
The Standard
4. Promote and Model Digital
Citizenship and Responsibility
Teachers understand local and global societal
issues and responsibilities in an evolving digital
culture and exhibit legal and ethical behavior in
their professional practices.
Why is it important?
The landscape has changed
Brave New World
• Information has changed
• Belief that content on the “Net” is free.
• Confronted by situations before we
have solutions
• False notion of “tech savvy” kids
• “Immigrant” mentality
• Perceived anonymity, invisibility
• “Cheating Culture”
http://www.startribune.com/nation/35282034.html
Goals for this seminar
Teachers will leave with a better
understanding of:
1. Copyright law
2. Fair Use Guidelines
and
3. Why they matter
“Copy from one, it's plagiarism;
copy from two, it's research.”
~Unknown
Plagiarism
Using another person's words,
ideas or creative work without
giving credit to that person.
Used with permission of artist.
The New Plagiarism
 Easier than ever
 Poorly designed assignments
 Real or imagined confusion regarding
ownership of information on the
Internet
 Busy, pressured students
 Absence of consequences
Why is it a problem?
• It’s illegal and unethical
• Students don’t learn
What is our goal?
• Detection
or
• Prevention
What’s the solution?
• Plagiarism-proof assignments
• Teach
– paraphrasing
– citation
– copyright free resources
• Approach from the “Golden Rule”
– Our kids are and will be creators of information
Resources
• Plagiarism Proof Assignments
Doug Johnson Blue Skunk Blog
Tip Sheets - Question
• Paraphrasing and Summarizing
Teaching it - from The OWL
Tip Sheets - Gather
• Citation tools
The Citation Machine
Citation Maker
COMO LINKS
comosr.spps.org < Library Media Center
< Teacher
Tools
http://comosr.spps.org/86c906e9-8a3c-4d0f-976f-56888ce0a07f.html
Copyright and Fair Use for Teachers
<
Research Process
http://comosr.spps.org/Copyright_and_Fair_Use.html
http://comosr.spps.org/Research_Process.html
MLA Citation Example Sheets (& Generators) http://comosr.spps.org/mla.html
Plagiarism Policy http://comosr.spps.org/Plagiarism_Policy.html
Confusion
QuickTime™ and a
H.264 decompressor
are needed to see this picture.
Intellectual Property
Intellectual property rights give creators
exclusive rights to their creations, thereby
providing an incentive for the author or
inventor to develop and share the
information rather than keep it secret.
Intellectual Property Primer
Public Domain
“Those
works that are either no longer
protected by copyright or never were.”
From http://www.copyright.com
http://www.copyright.cornell.edu/public_domain/ Cornel University
http://www.unc.edu/~unclng/public-d.htm
Copyright Law
Derived from specific language in the
Constitution, U.S. copyright law exists to
foster creativity and spur the distribution
of new and original works.
The law grants copyright holders, such as
publishers, writers and other types of
creators, the exclusive right to
reproduce, perform, distribute, translate
and publicly display their original works.
http://www.copyright.com
Copyright Protects:
1.
2.
3.
4.
5.
6.
7.
Literary works
Musical works
Dramatic works
Pantomimed and choreographed works
Pictorial, graphic and sculpted works
Motion pictures and audiovisual works
Sound recordings
What’s Copyright?
QuickTime™ and a
Sorenson Video 3 decompressor
are needed to see this picture.
Copyright
 Concept emerged after invention of
printing press, in the 1400s.
 Originally intended to protect elite, censor
information.
 200 years later, shifted to protection of
creators.
 First US Copyright Act - 1790
 Four revisions, last in 1976
 Tends to be “self-correcting.”
Multimedia
http://www.copyright.com/
Copyleft
http://en.wikipedia.org/wiki/Copyleft
Creative Commons
http://creativecommons.org/
Balance
Fair Use
Allows you to use copyrighted materials
in your teaching, on a limited basis.
A Uniquely US Concept
It is presumed the use is minimal enough
that it does not interfere with the
copyright holder's exclusive rights to
reproduce and otherwise reuse the
work.
Based on Four Criteria
1. Purpose of use or transformative factor
2. Nature of the work
3. Amount and sustainability of the portion
used
4. The effect on marketability
User’s Rights
Quic kTime™ and a
H.264 dec ompr ess or
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Multimedia Guidelines (old)
• Music, lyrics, and music video:
– up to 10 percent of the work but no more than 30
seconds of the music or lyrics from an individual
musical work.
– Illustrations or photographs:
– no more than five images from one artist or
photographer.
– no more than 10% or 15 images, whichever is less,
from a collection.
• Numerical data sets:
– up to 10 percent or 2,500 fields or cell entries,
whichever is less, from a copyrighted database or
data table.
From: http://www.umuc.edu/library/copy.shtml#student
http://www.copyright.com/
“A variety of content and media is now
available online, but fear and misinformation
have kept teachers and students from using
this valuable material, including portions of
films, TV coverage, photos, songs, articles,
and audio, in the classroom.”
Center for Social Media Press Release http://www.centerforsocialmedia
Five Principles of the
Code of Best Practices in Fair Use for
Media Literacy Education
Educators can, under some circumstances:
1. Make copies of newspaper articles, TV shows,
and other copyrighted works, and use them and
keep them for educational use.
2. Create curriculum materials and scholarship with
copyrighted materials embedded.
3. Share, sell and distribute curriculum materials
with copyrighted materials embedded.
Learners can, under some circumstances:
4. Use copyrighted works in creating
new material
5. Distribute their works digitally if they
meet the transformativeness standard.”
From: http://creativecommons.org/weblog/entry/10618
The Transformative Factor
The Purpose and Character of the Use:
When taking portions of copyrighted work, ask
yourself the following question:
Has the material you have taken from the
original work been transformed by adding
new expression or meaning?
From: http://fairuse.stanford.edu/Copyright_and_Fair_Use_Overview/chapter9/9-b.htm
l
Copyright Quiz
Sacramento State University
Resources
A Teacher's Guide to Fair Use and Copyright
http://home.earthlink.net/~cnew/research.htm
The Educator's Guide to Copyright and Fair Use
http://www.education-world.com/a_curr/curr280.shtml
Copyright Chart
http://www.techlearning.com/techlearning/pdf/db_area/archives/TL/2002/10/cop
yright_chart.pdf
University of Minnesota Fair Use Test
http://www.lib.umn.edu/copyright/checklist.phtml
Nancy Willard suggests:
• Teach about the value of created works to society.
• Use public domain resources wherever possible.
• Collaborate with other educators to create and
disseminate public domain materials
• Ask permission to use copyrighted work
• Teach students to give credit for work used
From The Educator’s Guide to Copyright and Fair Use
Giving credit
Citation Maker
COMO LINK FOR CITATION MAKERS
comosr.spps.org/mla
http://comosr.spps.org/mla
Asking permission
It’s Easy!
Used with permission of author
In Conclusion
• Educators and students need to be
informed and educated regarding the
issues and the law.
• Uniformly communicated and enforced
policies work best.
• If this seems complicated, it’s because
it is. Use your resources!
• Teach citizenship, not compliance.
Resources Consulted
• Copyright in the Cyber Age
http://www.electronic-school.com/0698f5.html
• Copyright in a Digital Age
http://www.electronic-school.com/2000/06/0600f2.html
• Copyright Issues
http://www.ala.org/ala/washoff/WOissues/copyrightb/copyright.htm
• Cyberbee:Copyright and Digital Content
http://www.infotoday.com/MMSchools/oct01/cybe0110.htm
• Educators Guide to Copyright and Fair Use
http://www.techlearning.com/db_area/archives/TL/2002/10/copyright.html
• Fair Use: Overview and Meaning for Higher Education
http://www.cetus.org/fair5.html
• The Educator’s Guide to Copyright and Fair Use
http://www.education-world.com/a_curr/curr280.shtml
• Teacher’s Guide to Fair Use and Copyright
http://home.earthlink.net/~cnew/research.htm