Hobbs, Media Literacy, Artistic Expression And Copyright Ala

Media Literacy, Artistic Expression and Copyright
This project is supported by a grant from the John D. and Catherine T. MacArthur Foundation.
Renee Hobbs Temple University 2008 American Library Association Conference Anaheim CA June 29, 2008

Media Literacy is an Expanded Conceptualization of Literacy
… the ability to access, analyze,
evaluate and communicate messages
in a wide variety of forms.
--Aspen Institute Leadership Forum on
Media Literacy, Washington DC (1993)

Media Literacy Educators Depend on the Ability to Use Mass Media and Popular Culture

The purpose of media literacy education is to help individuals of all ages develop the habits of inquiry and skills of expression that they need to be critical thinkers, effective communicators and
active citizens in today’s world.
--Core Principles of Media Literacy Education, AMLA, St. Louis (2007)

Media Literacy is Literacy for the Information Age Listening -- Speaking Reading -- Writing Critical Viewing – Creating Messages Literacy is the sharing of meaning through symbolic forms

Critical Analysis of Mass Media and Popular Culture

Composing Messages using Media and Technology Tools

Media Literacy Educators Depend on the Ability to Use Mass Media and Popular Culture

Copyright Owners are Shaping Educational Discourse about Copyright
MEDIA INDUSTRY THEMES:
Sharing = Stealing
Relying on Fair Use is Too Risky
Respect Authors = Always Get Permissions
Gillespie, T. (2008). Characterizing Copyright in the Classroom: The Cultural Work of Anti-Piracy Campaigns. International Communication Association Conference, Montreal. May 25. From the Recording Industry Association of America (RIAA)

Copyright Confusion Hurts the Quality of Teaching and Learning
CONFUSION RESULTS IN:
Less effective teaching materials
Distribution hurdles
Misinformation perpetuated
Watch Our You Tube Video

The Purpose of Copyright
Copyright law is designed to balance rights of users with the rights of owners by encouraging widespread and flexible use of cultural products for the purposes of education and the advancement of knowledge .

Our Goal: Identify Fair Use Norms within the Practice Community
Intensive interviews with 63 educators
Half-day meetings with 150 educators in
10 cities nationwide
K-12 communication, journalism, English and social studies teachers
K-12 and college library media specialists and technology integration specialists
College faculty in media studies and education
Youth media practitioners in non-profit organizations

Process: Finding Consensus about What’s Fair
Discussion of scenarios of common educational practices:
Teachers’ use of copyrighted materials for teaching media literacy
Use of copyrighted materials in research, curriculum and multimedia materials development
Students’ use of copyrighted materials in
media production and creative composition activities

The Results: Fair Use Applies to Core Instructional Practices
EMPLOYING COPYRIGHTED MATERIAL TO ILLUSTRATE MEDIA EDUCATION LESSONS IN TEACHING SITUATIONS
EMPLOYING COPYRIGHTED MATERIAL IN DEVELOPING CURRICULUM MATERIALS FOR MEDIA EDUCATION
SHARING EDUCATORS’ MEDIA LITERACY CURRICULUM MATERIALS
ENCOURAGING LEARNERS TO CREATE MESSAGES THAT INCORPORATE, MODIFY AND REPRESENT COPYRIGHTED MATERIALS IN TRANSFORMATIVE WAYS
DEVELOPING AUDIENCE FOR LEARNER WORK

Fair Use: Transformative Use
Adds value to the copyrighted material
Employs it for a purpose different from that for which it was originally intended
Can involve modifying material or putting material into a new context

Bill Graham Archives vs. Dorling Kindersley, Ltd. (2006)

An Example of Transformative Use
The purpose of the original: To generate publicity for a concert.
The purpose of the new work: To document and illustrate the concert events in historical context.

An Example of Transformative Use
The purpose of the original: to entertain
The purpose of the new work:
(1) to strengthen students’ communication and critical thinking skills
(2) to inform and comment on media violence in contemporary society

Statement of Best Practices for Fair Use in Media Education
POTENTIAL SIGNATORIES:
National Association for Media Literacy Education (formerly AMLA)
National Council of Teachers of English (NCTE) Media Commission
Student Television Network (STN)
International Communication Association (ICA) Visual Communication Division
Action Coalition for Media Education
International Visual Literacy Association
ALA, ACRL, AASL, others?

Why a Statement can Make A Difference
Teaching Tool. Developing consensus about the application of fair use within a practice community can reduce copyright confusion.
Norm Defining. A Statement of Best Practices will be important to the courts in the event of a legal challenge to the practice of media literacy education.
Advocacy. Media educators can play an important role in expanding the concept of user rights, including helping to improve school district policies about copyright and fair use.

“ Only people can make the necessary sophisticated judgment when determining fair use. Fair use was designed to be ambiguous and flexible… Use it or lose it!”
--Carrie Russell
Complete Copyright (2004)
Office for Information Technology Policy
American Library Association

For More Information:
Renee Hobbs
Media Education Lab
Temple University
School of Communications and Theater
[email_address]
On the Web:
Center for Social Media
www.centerforsocialmedia.org/medialiteracy
www.mediaeducationlab.com

Hobbs, Media Literacy, Artistic Expression And Copyright Ala

by Renee Hobbs on Jun 30, 2008

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