With this slide, I plan to introduce myself and let everyone know that I am videotaping the presentation.
I will ask the participants to complete a Pre-test that will measure how much knowledge they possess regarding copyright laws.
This slide tells the audience the purpose of the workshop.
I will explain to the participants that in using the ASSURE plan from my course, the presenter uses learning objectives when teaching a lesson plan. I will then read the learning objectives.
This is an icebreaker to liven up the participants after a hard days work. It prepares the group to speak up during questions and/or during activities.
Definition of copyright
In this slide, I will tell participants how important copyright laws are to faculty and staff.
I will give the participants the history of copyright and what right are granted to copyright owners.
I will tell the participants the type of works that are protected by copyright.
I will tell participants how long copyright lasts.
This is the first activity. Participants will use laptop computers to access the website. There will be a hand out distributed for each activity. For this activity, a tutorial on the website is readily available before using the records search.
I will tell participants that there are other types of materials that can be copyrighted legally.
Definition of fair use.
This slide is especially important for teachers.
Most teachers may end up breaking copyright laws in the name of education so that is why courts look at all four factors.
Teachers need to know that they are not allowed to copy whole textbooks even in the name of education.
This slide is very important for teachers because they need to ensure that they adhere to fair use guidelines.
Depriving the copyright owner of income can be done in many ways….reproducing a textbook instead of paying for it, burning a copy of a software program that you do not have an additional license for.
The de minimus defense was used in a court case dealing with a motion picture. The person sued the producer for using his/her pictures in the film. Fortunately for the producer, the courts decided the pictures de minimus.
This is the second activity. Participants will use laptop computers to access the website. There will be a hand out distributed for each activity. For this activity, the participants will locate one court case, summarize it, and share it with the class.
These fair use guidelines are very important to teachers when reproducing materials.
Under brevity, these guidelines should be reviewed frequently when reproducing materials.
Spontaneity happens when a teacher does not “plan” to reproduce and distribute materials for a lesson plan.
Under the cumulative effect, teachers must follow this guideline for reproducing materials for classes in certain terms.
Audiovisual material guidelines
The off-air recording guidelines are also important to teachers because they must erase or destroy the recording no longer than forty-five consecutive calendar days after the date of recording.
Including a copyright notice on reproduced materials is necessary.
Teachers should ensure that they have the proper license to install software programs before doing so.
Teachers and students are allowed to scan a limited amount of copyright materials for projects or for lesson plans. They should follow photocopying or multimedia guidelines.
I think that this is one of the most important slides because many teachers love to include portions of legally obtained materials into projects used in classrooms. These guidelines are included in a hand out provided.
This is the third activity. Participants will use laptop computers to access the website. There will be a hand out distributed for each activity. For this activity, participants will define key terminology used in copyright education.
This is another resource that is included in the hand outs.
I will ask the participants to complete a Post-test that will measure how much knowledge you have gained after the workshop. The evaluation is also included in the hand outs to gather data to be used in improving the quality of trainings and workshops in the future.
I will ask the participants if they have any questions.
I will thank the participants for attending the workshop as well as thank the media specialist for hosting my workshop.
1. COPYRIGHT EDUCATION FOR TEACHERS
2. WELCOME! Please complete the Pre-Test (yellow sheet) in your packet.
3. PURPOSE The Copyright for Education workshop is intended to assist faculty and staff in copyright law and to assist in integrating copyright information into curriculum.
4. LEARNING OBJECTIVES <ul><li>Given a list of selected works, participants will use the Library of Congress’ copyright records to search registered books, music, art, and periodicals. </li></ul><ul><li>Given access to the Library of Congress’ website, participants will define key terminology used in copyright education. </li></ul><ul><li>Participants will learn more about “why” copyright law exists and where it all started (history of copyright). </li></ul>
5. FINISH THE SENTENCE <ul><li>Go around the room and have each person complete one of these sentences: </li></ul><ul><li>The best job I ever had was… </li></ul><ul><li>The worst project I ever worked on was… </li></ul><ul><li>The riskiest thing I ever did was… </li></ul>
6. WHAT IS COPYRIGHT? “ Copyright is a form of protection provided by the laws of the United States to the authors of ‘original works of authorship,’ including literary, dramatic, musical, artistic, and certain other intellectual works. This protection is available to both published and unpublished works” (Library of Congress).
7. WHY ARE COPYRIGHT LAWS IMPORTANT TO TEACHERS? Copyright laws are important to teachers because there are limitations that they must know and should make the right decisions when copying protected materials. In addition, educators are given special privileges called “fair use” that should be known when copying protected materials.
8. In 1790, the first Copyright Act was enacted in the United States. Since that time there have been many revisions to the law. The Copyright Act Revision of 1976 added the “fair use” clause. “The Copyright Act of 1976 grants a number of exclusive rights to copyright owners, including: reproduction right, distribution right, right to create adaptations, and performance and display rights” (Stanford University Libraries). HISTORY OF COPYRIGHT
9. WHAT KIND OF WORKS ARE PROTECTED BY COPYRIGHT? There are many types of materials protected by copyright law, from print to graphical to electronic. These can be in the form of books, videos, magazine articles, paintings, illustrations, cartoons, email messages, etc.
10. HOW LONG DOES COPYRIGHT LAST? Copyright lasts for the life of the author plus 70 years or, for works made for hire, 120 years from its creation.
11. ACTIVITY #1 Please find the red sheet for Activity #1. You will search the list of selected works using the Library of Congress’ copyright records search at http://cocatalog.loc.gov/cgi-bin/Pwebrecon.cgi?DB=local&PAGE=First Please see the tutorial first.
12. ARE THERE OTHER WAYS TO LEGALLY USE COPYRIGHTED MATERIAL? Public domains, expired copyrighted materials, and U.S. government materials can all be reproduced legally. Other materials may be used if one requests permission from the copyright holder. Fair use can also be used when reproducing copyrighted materials.
13. WHAT IS FAIR USE? “ Fair use is a copyright principle based on the belief that the public is entitled to freely use portions of copyrighted materials for purposes of commentary and criticism” (Stanford University Libraries).
14. FAIR USE <ul><li>Since the copyright law prohibits the unauthorized use of copyrighted materials while allowing criticism, teaching, research, news reporting, etc., certain privileges are given to teachers for particular uses of copyright works. </li></ul><ul><li>Four factors are used in determining Fair Use: </li></ul><ul><li>Purpose and character of the use </li></ul><ul><li>Nature of the copyrighted work </li></ul><ul><li>Amount and substantiality of the material used </li></ul><ul><li>The effect of use on the potential market of the work </li></ul>
15. Purpose and Character of the Use This factor determines whether the material was used for financial gain, education, or commercially. Unfortunately, even if you are not using the material to make a profit, the courts need to review all four factors.
16. Nature of the Copyrighted Work This factor determines what type of material the work is, whether the work is scholarly or commercial. For example, copying a study on animals is more likely to be considered to be fair use than copying music or copying a workbook.
17. Amount and Substantiality of the Material Used This factor determines the amount of the portion of the work used. The less you copy, the more likely it will be excused as fair use. However, even if you copy a small portion of the work, the material copied will not be a fair use if the portion taken is the “heart” of the work (Stanford University Libraries).
18. The Effect of Use on the Potential Market of the Work This factor determines “whether your use deprives the copyright owner of income or undermines a new or potential market for the copyrighted work” (Stanford University Libraries).
19. THE DE MINIMUS DEFENSE De minimus is used in court cases when the portion of material copied is small enough not to be considered for a fair use analysis. For example, in a court case dealing with a motion picture, a producer was sued for using copyrighted pictures in the film. The courts viewed the film and decided that the pictures were de minimus due to being out of focus and practically unrevealed.
20. ACTIVITY #2 Please access the Stanford University Libraries’ website at http://fairuse.stanford.edu and locate one court case under the “Dockets” tab. Summarize it and be prepared to share it with the class.
21. THE FAIR USE TEST <ul><li>There are three guidelines that assist teachers in applying fair use: </li></ul><ul><li>Brevity </li></ul><ul><li>Spontaneity </li></ul><ul><li>Cumulative Effect </li></ul><ul><li>Teachers may make copies for each student in the class provided that the materials carry the copyright notice and meet the fair use test. </li></ul>
22. <ul><li>Brevity </li></ul><ul><li>Poem - less than 250 words and printed on not more than two pages, or a selection from a poem of not more than 250 words </li></ul><ul><li>Article, Story, or Essay – less than 2,500 words or a selection of not more than 1,000 words or 10% of a the material, whichever is less </li></ul><ul><li>Chart, Graph, Diagram, Drawing, Cartoon, Periodical, or Picture per Book </li></ul><ul><li>Maximum of two published pages with less than 10% of a material that combines text and illustrations </li></ul>THE FAIR USE TEST
23. THE FAIR USE TEST 2) Spontaneity The teacher copies published materials and distributes to students as a last minute decision for a lesson plan.
24. THE FAIR USE TEST 3) Cumulative Effect The teacher is copying the material for one class during one term (cannot copy more than nine times for one course during one term). Teachers may only reproduce materials (one short poem, article, story, essay, or two excerpts) from the same author. Also, teachers may not reproduce more than three times from the same group of works for one course term.
25. AUDIOVISUAL MATERIALS USE <ul><li>Section 110 of the U.S. Copyright Law (Fair Use) establishes that teachers have the right to display and perform audiovisual materials. Particular conditions must ALL be met for the use of audiovisual materials to be allowed: </li></ul><ul><li>Must be part of the lesson plan. </li></ul><ul><li>Must be shown by teachers or students. </li></ul><ul><li>Must be shown in classroom or other school location. </li></ul><ul><li>Must be shown in a face-to-face environment. </li></ul><ul><li>Must be shown only to students and teachers. </li></ul><ul><li>Must be shown using a legal copy with a copyright notice. </li></ul>
26. GUIDELINES FOR OFF-AIR RECORDING <ul><li>Educational institutions are allowed to record television programs and use them for instructional purposes if they meet the following guidelines: </li></ul><ul><li>A broadcast program may be recorded off-air and kept for a period for no longer than forty-five (45) consecutive calendar days after the date of the recording. It must be erased or destroyed immediately after that date. </li></ul><ul><li>Off-air recordings can only be used once by the teacher for the lesson plan and only once for reinforcement during the first ten (10) consecutive school days in the fort-five (45) calendar day of the retention period. </li></ul><ul><li>Individual teachers may only make the requests for and use of off-air recordings. </li></ul>
27. GUIDELINES FOR OFF-AIR RECORDING (cont.) <ul><li>Teachers do not have to use the complete off-air recording, but they cannot modify them in any way. </li></ul><ul><li>Copyright notice must be included. </li></ul><ul><li>Appropriate control measures must be established at schools to uphold the integrity of the off-air recording guidelines. </li></ul>
28. COMPUTER SOFTWARE Computer software is somewhat different than copyrighted publications. In most cases, the consumer purchases the software program, not the copyright. In schools, software programs are usually bought with a license per a number of workstations. If it is illegally reproduced, then it is a violation of the copyright law. Before installing a piece of school software, please make sure you are allowed.
29. SCANNING Limited amounts of copyrighted materials can be scanned from print to digital. Students are allowed to scan a limited amount of materials into a project, but it may only be allowed to be shown in the class for which it was produced. Teachers or students may not scan cartoons or articles into a newsletter unless it is for criticism, comment, or news reporting. *When scanning images, follow photocopying or multimedia guidelines.
30. MULTIMEDIA GUIDELINES Teachers are allowed to include portions of legally obtained materials when creating their own educational multimedia projects used in the classroom. Guidelines on portion limits are as follows: Motion media – up to 10% or three minutes Text – up to 10% or 1,000 words Music – up to 10% or 30 seconds (music or lyrics) Photos or Images – up to five works from one author; up to 10% or 15 works from a collection
31. ACTIVITY #3 Please access the Library of Congress’ website at http://loc.gov and define the following six terms: Fair Use, Copyright, Publication, Copyright Infringement, Public Domain, and Copyright Notice.
32. RESOURCES Library of Congress’ Copyright Office http://loc.gov Stanford University Libraries http://fairuse.stanford.edu
34. POST-TEST & EVALUATION Please complete the Post-Test (green sheet) in your packet as well as the Evaluation (blue sheet).
35. ANY QUESTIONS
36. Melissa D. Moore, MPA Aspiring Media Specialist [email_address] Thank you for participating!