Copyright Privileges
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This presentation covers the "special privileges" students and teachers share under the copyright law using fair use.

This presentation covers the "special privileges" students and teachers share under the copyright law using fair use.

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Copyright Privileges Copyright Privileges Presentation Transcript

  • Special Copyright Privileges for Students and Teachers By Christopher Haskins October 2, 2009
  • Introduction
    • ► Introduction
    • ► Task
    • ► Process
    • ► Student Resources
    • ► Evaluation
    • ► Conclusion
    • ► Teacher Page
    • ► Bibliography
  • Task
    • 1. You will serve on a committee that includes publishers, authors, students, and educators to create a draft for a 2015 revision of the copyright law. Start by taking a look at the historical and present protections of the copyright. You will also look at Creative Commons, fair use, the TEACH Act and define public domain.
    • You will be assigned to two or more roles and look at the items you read from their perspective.
    • Roles:
    • Publisher - you make your money by editing and publishing material for resale.
    • Author - you make money from creating original works and selling them to the publisher. You get royalties off your creations.
    • Educator - you use materials that are created and published to teach students various fields of study.
    • Student - you learn to report on and create new material to show what you have learned.
    • 2. You will present your findings in a logical time sequence. Historical - present day - and suggested future changes with a PowerPoint presentation.
    • ©
    • Printed from keyboard (Option G on a Mac)
      ecstaticist <div xmlns:cc=&quot;http://creativecommons.org/ns#&quot; about=&quot;http://www.flickr.com/photos/ecstaticist/3383614530/&quot;><a rel=&quot;cc:attributionURL&quot; href=&quot;http://www.flickr.com/photos/ecstaticist/&quot;>http://www.flickr.com/photos/ecstaticist/</a> / <a rel=&quot;license&quot; href=&quot;h ttp://creativecommons.org/licenses/by-nc-sa/2.0/&quot;>CC BY-NC-SA 2.0</a></div>
  • Process
    • 1. Make sure you understand the role you have been assigned.
    • 2. As you watch the videos, listen to the voice recording and read the articles look for any privileges students and teachers currently have that other do not.
    • Consider the following questions:
      • - How does this help them do their job?
      • - Is it really helping the author
      • - What good is a long copyright now when information is outdated after five years?
      • - Most of our famous past authors, painters and musicians have built on the works of others. How has the copyright helped or hinder this in modern day.
      • - What changes to the law would you make?
    • 3. Take notes on what you are reading and make sure you have the information to cite your sources. It is always good to have research backing up your argument.
    • 4. When you are finished researching the information, you may use the Google Docs document to work collaboratively with the other members of your team to devise a revision for the 2015 copyright law.
    • 5. Make a PowerPoint Presentation to be presented to the class. Submit the URL for you PowerPoint to the instructor.
     
  • Student Resources
    • Copyright:
    • http://www.copyright.com
    • en.wikipedia.org/wiki/ Copyright
    • en.wikipedia.org/wiki/ Copyright _infringement
    • www. copyright .gov/laws
    • Creative Commons:
    • Watch the first two videos on this site to learn about Creative Commons
    • http://creativecommons.org/about/what-is-cc
    • Video of Creative commons licenses http://creativecommons.org/videos/mayer-and-bettle
    • http://www.ted.com/talks/larry_lessig_says_the_law_is_strangling_creativity.html
    • Fair Use:
    • http://www.centerforsocialmedia.org/resources/publications/code_for_media_literacy_education/
    • http://en.wikipedia.org/wiki/Fair_use
    • http://www.halldavidson.net/chartshort.html
    • http://www.mediaeducationlab.com/sites/mediaeducationlab.com/files/CodeofBestPracticesinFairUse.pdf
    • Teach Act:
    • http://www.usg.edu/legal/copyright/teach_act.phtml
     
  • Evaluation  
  • Conclusion
    • You have studied Copyright and the “Special” privileges teachers and students share to allow them to learn and practice writing and creating artistic and musical works. You have also learned the definition of the terms: attribution, share-alike, derivative work, non-commercial, Creative Commons, fair use, and copyright infringement. These terms will become more important to you as you move through middle and high school and especially in the college setting. Laws are continually changing and you will want to stay up with the current rules and guidelines. Some of you may even be in a profession that will have a voice in any future revisions of the copyright laws.
    • Another area of intrigue might be the roll the publishers play in creating APA and MLA formatting. I.e. one space between sentencing to shorten the amount of pages the publisher has to print (Jenkins, 2009).
    • .
      Joel Mann <div xmlns:cc=&quot;http://creativecommons.org/ns#&quot; about=&quot;http://www.flickr.com/photos/joelmann/2598837793/&quot;><a rel=&quot;cc:attributionURL&quot; href=&quot;http://www.flickr.com/photos/joelmann/&quot;>http://www.flickr.com/photos/joelmann/</a> / <a rel=&quot;license&quot; href=&quot;http://cre ativecommons.org/licenses/by-nd/2.0/&quot;>CC BY-ND 2.0</a></div>
  • Teacher Page
    • Part 1:
    • This lesson is created with minimal teacher instruction, based on the teacher as the facilitator idea. This lesson was designed for grades 6-8 enrichment students to complement a unit on short stories. The student will use their new knowledge of copyrights to compose their own short stories and to combine them into a literary magazine for the school. The lesson will take place in the middle school enrichment room. The class will have a block of three hours to complete this assignment. The students are already familiar with Creative Commons, this lesson is designed to help the students discover what they are and are not allowed to do in their writing and research.
    • Part 2:
    • This lesson is also for a requirement in a college class. It is designed as part of an online multimedia assignment. I created the assignment using the constructivist approach to learning. Although I will be introducing the assignment in a audio presentation, the students will be doing most of the research. They will be working online, but also collaboratively in the traditional setting (a blended approach) to learn ideas and propose a possible future change to the copyright law.
    • The necessary materials will include: access to the internet and the provided links, PowerPoint or NeoOffice Presentation software, and at least four students in a group. GoogleDocs is used for the students to have a collaborative format for them to work together.
     
  • Teacher Resources
    • Web Sites:
    • Center for Social Media, (2008) The code of best practices in fair use for media literacy education. http://www.centerforsocialmedia.org/resources/publications/code_for_media_literacy_education/
    • Code of best practices in fair use for media literacy education. http://www.mediaeducationlab.com/sites/mediaeducationlab.com/files/CodeofBestPracticesinFairUse.pdf
    • Cohen and Rosenzweig, (2005). Owning the past - a brief history of the copyright. http://chnm.gmu.edu/digitalhistory/copyright/1.php
    • Copyright and fair use guidelines for teachers. http://www.halldavidson.net/chartshort.html
    • Copyright Clearance Center (2009) http://www.copyright.com
    • Georgia University System (2009) A Guide to the TEACH act http://www.usg.edu/legal/copyright/teach_act.phtml
    • Heins, M. (2006). Fair use it or lose it. http://www.fair.org/index.php?page=3066
    • University System of Georgia Copyright Policy. Guide to the TEACH act
    • http://www.halldavidson.net/chartshort.html (Fair use guidelines)
    • United States Copyright Offie (2009). www. copyright .gov/laws
    • Wikipedia. en.wikipedia.org/wiki/ Copyright, Creative Commons Attribution-ShareAlike License.
    • Wikipedia http://en.wikipedia.org/wiki/Fair_use Creative Commons Attribution-ShareAlike License.
    • Wikipedia. en.wikipedia.org/wiki/ Copyright _infringement Creative Commons Attribution-ShareAlike License.
    • Interview:
    • Jenkins, J. (2009) personal conversation with a local expert took place 9/29/2009.
    • Videos:
    • Creative Commons Attribution 3.0 License. http://creativecommons.org/about/what-is-cc
    • Creative Commons Attribution License. http://creativecommons.org/videos/mayer-and-bettle
    • Fogel, K. (2006). History of copyright and its implication for the ownership of information today. http://www.archive.org/details/KarlFogel_chalktalk
    • Lessig, L. (2007) Larry Lessig on the law that choke creativity. http://www.ted.com/talks/larry_lessig_says_the_law_is_strangling_creativity.html
    • Pictures:
    • ecstaticist
    • <div xmlns:cc=&quot;http://creativecommons.org/ns#&quot; about=&quot;http://www.flickr.com/photos/ecstaticist/3383614530/&quot;><a rel=&quot;cc:attributionURL&quot; href=&quot;http://www.flickr.com/photos/ecstaticist/&quot;>http://www.flickr.com/photos/ecstaticist/</a> / <a rel=&quot;license&quot; href=&quot;h ttp://creativecommons.org/licenses/by-nc-sa/2.0/&quot;>CC BY-NC-SA 2.0</a></div>
    • Joel Mann
    • <div xmlns:cc=&quot;http://creativecommons.org/ns#&quot; about=&quot;http://www.flickr.com/photos/joelmann/2598837793/&quot;><a rel=&quot;cc:attributionURL&quot; href=&quot;http://www.flickr.com/photos/joelmann/&quot;>http://www.flickr.com/photos/joelmann/</a> / <a rel=&quot;license&quot; href=&quot;http://cre ativecommons.org/licenses/by-nd/2.0/&quot;>CC BY-ND 2.0</a></div>