Research Findings on Media Ethics in the Classroom

1. Media Ethics and the Classroom
PATRICK
DUHAMEL

2. • How can we mold, create and develop new media
whilst still giving credit to the original authors,
photographers and film makers that allowed us to
remix and sample their work?
• How can we create projects that inspire our students
to value ethical behavior while preparing them with
the skills needed for an increasingly global job
market?
• As educators we also have to examine our own ethics
as well when collecting data for studies and
disseminating it onto web platforms.
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3. • The Obama hope poster scandal shows how
dangerous ‘fair use’ can be.
• The original creator endured a court battle over
not properly crediting the original photo.
• Many argue it invades on people’s demand to
create new media in ‘participatory culture.’
• Many platforms use this case to educate
students on when and how they can remix.
• Others use this to debate current legislation
with students.
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4. • The article The Pedagogical Potential of Video Remix argues video
remixes allow students to enter into ‘participatory culture’ and
gives them ‘conceptual tools’ that this new media literacy provides.
• Calls section 107 of the US Copyright law a ‘huge gray area’
• Believes we need to inform and engage students around this
debate and that video remixes can be a great talking point
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5. • There is great variation as to how
copyright is enforced.
• Nicholas Bramble seeks 3
possible changes to make this
better for education.
1. Digital Student Portfolio: allows
students to archive and
transform materials in a folder
that isn’t subject to copyright.
2. Government repository where
items could be accessed.
3. Congressional law that protects
schools under fair use.
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6. • The study Rethinking Plagiarism in the Digital Age argues students
plagiarize because they have lost sight of ownership do to their consistent
use of collaborative work or because they have little knowledge on the
topic they are studying.
• To stop plagiarism teachers need to do a few things:
1. Teachers should discuss with students why academics
write and the awards associated with it.
2. Teachers should provide projects that are exciting and
relevant to students.
3. Should have ‘check points’ in online platforms to catch
plagiarism early on so corrections can be made.
CHANGES:
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7. Media Ethics in the Classroom
• Jessica K. Parker studied how students learned media
ethics in a study on a documentary film seminar for
seniors in California.
• Students connected deeply to the study as it involved
their community.
• Students also needed to get close to their subjects
whilst not too close as to impact their film
• The project had strength as it was cross-curricular
involving English, filmmaking and Social Studies.
• Students also took part in the critiquing process with
their classmates allowing for strong active learning.
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8. Teachers Guide to Digital Research
• The study The Ethics of Digital Writing Research
argues there is a gray area in how student work is
protected in terms of teacher research.
• Wants teachers to think more rhetorically rather than
scientifically in determining how their work will affect
online communities they study.
• Teachers should:
1. Consult the group they are observing directly.
2. Look at circumstances case by case.
3. Communicate with others in the field to make sure no
harm is being done.
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9. Research Conclusions
• Students need to be drawn into the copyright debate both for
protection and to show them how they can be advocates.
• Teachers must use digital media even though there are risks, to
not do so would prevent educating students for the digital world.
• Teachers need to inform and de-stigmatize plagiarism.
• Teachers must present dynamic lessons that relate to students.
• Media literacy can provide real world ethical lessons.
• Teachers must act ethically when conducting digital research on
students.
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10. Research Presentation End

11. WORK CITED PICTURES
• Picture 1: https://phpnepal.org.np/php-objectives
• Picture 2: https://obeygiant.com/obama-hope/
• Picture 3: http://clipartsign.com/image/36350/
• Picture 4: https://www.mp3poolonline.com/blog/who-invented-the-
remix/
• Picture 5: https://www.rstreet.org/
• Picture 6: http://www.differencebetween.net/language/difference-
between-reform-and-revolution/
• Picture 7: http://www.plagiarismchecker.net/plagiarism-pictures.php
• Picture 8: https://mediaartscenter.org/teen-producers-projects-in-
motion/tpp-silouette-2/

12. WORK CITED PICTURES
• Picture 9: https://www.flaticon.com/free-icon/teacher_206897
• Picture 10: https://www.slideshare.net/jamiedavies/glyndwr-
teaching-and-research
• Picture 11: https://www.scienceaz.com/main/ProcessResource
/unit/88/process-science/grades-5-6/draw-conclusions

13. WORK CITED FOR SLIDES
• SLIDE 3: GRIES, L. (2015). Obama Hope, Copyright, and Fair Use. In
Still Life with Rhetoric: A New Materialist Approach for Visual
Rhetorics, 177-201.
• SLIDE 4: Burwell, C. (2013). The Pedagogical Potential of Video Remix:
Critical Conversations About Culture, Creativity, and Copyright.
Journal of Adolescent & Adult Literacy, 57(3), 205-213.
• SLIDE 5: Bramble, N. (2016). Copyright Reform and Educational Progress. In
Greenhow C., Sonnevend J., & Agur C. (Eds.), Education and Social
Media: Toward a Digital Future (pp. 153-166). MIT Press.

14. • SLIDE 6: Evering, L., & Moorman, G. (2012). Rethinking Plagiarism in
the Digital Age. Journal of Adolescent & Adult Literacy, 56(1),
35-44.
• SLIDE 7: Parker, J. (2013). Critical Literacy and the Ethical
Responsibilities of Student Media Production. Journal of
Adolescent & Adult Literacy, 56(8), 668-676.
• SLIDE 8: McKee, H., & Porter, J. (2008). The Ethics of Digital Writing
Research: A Rhetorical Approach. College Composition and
Communication, 59(4), 711-749.
WORK CITED FOR SLIDES