The document summarizes key points from the "Code of Best Practices in Fair Use for Media Literacy Education" regarding using copyrighted works in education. It states that unclear copyright rules reduce teaching quality and learning by discouraging educators from using digital tools. The code provides best practices for educators to follow fair use guidelines when incorporating copyrighted media into lessons to build students' critical thinking and communication skills. It addresses using excerpts that further educational objectives, giving proper attribution, and distributing student works that transform original media.

1. Photo used under Creative Commons
from Zach Klein
created by Lorene Wilcoxen
and Karyn Carpenter

2. “…there is a climate of increased fear and confusion about copyright, which
detracts from the quality of teaching. Lack of clarity reduces learning and
limits the ability to use digital tools. Some educators close their classroom
doors and hide what they fear is infringement; others hyper-comply with
imagined rules that are far stricter than the law requires, limiting the
effectiveness of their teaching and their students’ learning.”
Retrieved from Code of Best Practices in Fair Use for Media Literacy
Education pg. 4 found at www.centersforsocialmedia.org/medialiteracy
via geekandpoke.typepad.com

4. “Media literacy is the capacity to access, analyze, evaluate, and
communicate messages in a wide variety of forms .” (pg. 2)
Photo used under Creative Commons
Photo used under Creative Commons from zoetnet
from oddharmonic
Photo used under Creative
Commons from kpwerker

7. Found on
animationlibrary.com

8. •“Educators use television, news, ads, movies, still
images, newspaper & magazine articles, web sites,
video games, etc. to build critical thinking and
communication skills.” (pg. 10)
•teachers should select only what is necessary to
the topic being discussed
•give credit to original author and use proper
citation models

9. •use only what is necessary and give credit
•all copyrighted “materials being used should
meet professional standards for curriculum
development, with clearly stated educational
objectives, a description of instructional practices,
assignments, and assessment criteria.” (pg. 11)

10. •copyrighted materials get shared at “conferences
or professional development programs as well as
by electronic means.” (pg. 11)
•choose material carefully; only what’s necessary
to meet the objectives of the lesson
•obtaining permissions for promotional purposes
is encouraged

11. •students create their own messages using a
variety of media and will include copyrighted
material with their creative works
•learning media literacy at a practical level
•“Students should be able to understand and
demonstrate, in a manner appropriate to their
developmental level, how their use of a
copyrighted work repurposes or transforms the
original.” (pg. 13)

12. •students are expected to reach others beyond the
classroom walls with their work
•“If student work that incorporates, modifies, and
re-presents existing media content meets the
transformativeness standard, it can be distributed
to wide audiences under the doctrine of fair use.”
(pg. 13)

14. •Tools for Teks
•Khan Academy
•Curriki

15. Photo used under Creative Commons
from dgermony
Photo used under Creative Commons
from MikeBlogs
Photo used under Creative Commons
from tvol

16. Code of Best Practices in Fair Use for Media Literacy Education
retrieved from www.centerforsocialmedia.org/medialiteracy
www.creativecommons.org
www.flickr.com
www.youtube.com