Teaching Ethical Behavior, Kansas Conference Oct 2009


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KASL Conference Presentation, Oct 16, 2009 by Mirah Dow

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Teaching Ethical Behavior, Kansas Conference Oct 2009

  1. 1. Teaching Ethical Behavior<br />Mirah J. Dow, BSE, MLS, PhD<br />School of Library and Information Management, ESU<br />
  2. 2. TThis presentation is online <br />SLIDESHARE<br />
  3. 3. Did You Know 4.0<br />http://www.youtube.com/watch?v=6ILQrUrEWe8<br /> “Democracy”A society where information is self-organizing, self-correcting, never finished.<br />
  4. 4. How can library media specialists teach and students understand how to<br /> √ conclude an inquiry-based research process<br /> (AASL, 2007, Skills 3.1.1);<br /> √ connect to community issues (AASL, Skills 3.1.5);<br />√ use information and technology ethically and responsibly (AASL, 2007, Skills 3.1.6); and<br /> √ respect the principles of intellectual freedom (AASL, 2007, Responsibilities 3.3.7)?<br />
  5. 5. Central Concepts<br />Understanding the concepts of<br />morality<br />ethics, and<br />the law<br />are central to understanding and using ethical behavior.<br />
  6. 6. Morality<br />Morality is the sense of conscience and right and wrong that we derive from our upbringing.<br />
  7. 7. Law<br />United States copyright law governs the legally enforceable rights of creative and artistic works. <br />United States copyright law is part of federal law, and is authorized by the U. S. Constitution <br /> (title 17, U. S. Code).<br />
  8. 8. Ethics<br />Ethics is a branch of philosophy.<br />Ethics is structured and deliberate. <br />Ethics is critical thinking about moral life. <br />According to Severson (1997), “While ethics cannot replace morality or the law (p. 8), it can help guide and inform our moral instincts; steer us away from compromising positions; and improve our vocabulary so that we might talk and listen better” (p. 13).<br />
  9. 9. Ethical Behavior<br />Ethical behavior can help people use new technologies, information, and knowledge civilly and productively in the service of democratic values, such as <br /> equal access to power and <br /> universally recognized freedoms and liberties.<br />
  10. 10. Rules and Principles<br />Rules and Principles are different.<br />Rule - “An authoritative, prescribed direction for conduct.” (Example: School begins promptly at 8:30 a.m. All students must be on time.”)<br />Principle – “The collectivity of moral or ethical standards or judgments”. (Example: Sometimes principles are simply stated in one word such as “liberty. Liberty means freedom of an individual from outside coercion - - force, bullying, cruelty).<br />The American Heritage™ Dictionary of English Language http://education.yahoo.com/reference/dictionary/;_ylt=AmklvrjP3f.KQ0ISFQR67.2ugMMF<br />
  11. 11. Principles of Information Ethics<br />Respect of Intellectual Property<br />Respect for Privacy<br />Fair Representation<br />Nonmaleficense<br />
  12. 12. The Mediating Role of Ethics<br />Morality Ethics Law <br />
  13. 13. Respect of Intellectual Property<br />Respect for intellectual property means that we must ask and answer: To what extent does the creator or publisher of information control the copying and use of that information by others?<br />recipe (trade secret) graphic<br />book motion picture<br />poem sound recording<br />software program plays<br />music painting rubber-tip pencil<br />painting (patent)<br />
  14. 14. Respect for Privacy<br />Respect for privacy means that one’s personal identity must be protected.<br />residence<br />employment records<br />health records<br />money<br />purchasing and spending habits<br />books and individual has checked out from the library<br />
  15. 15. Fair Representation<br />Fair representation means one must be able to trust what the seller says the product is and that it will function as advertised. If not, it is expected that the manufacturer will make it right.<br />computers<br />databases<br />software<br />movies or music<br />Internet services<br />
  16. 16. Nonmaleficence<br />Nonmaleficence means doing no harm. We must never do anything that might contribute to the decline of another person’s life or affairs. <br />Applied to today’s students, nonmaleficence means that it is never OK to use Internet-based social utilities such as e-mail, Facebook, MySpace, or YouTube in ways that can cause harm to others. <br />
  17. 17. Steps in Principled Ethics<br />What are the structured and deliberate steps that can be taught to students in practicing ethical behavior?<br />
  18. 18. Step One<br />1. Get the facts straight. Without sufficient and accurate information, one cannot use good judgment. Ask:<br />What is it? <br />What was actually done? <br />Who is involved? <br />What is at stake? <br />Who is likely to benefit or lose?<br />
  19. 19. Step Two<br />2. Identify the moral dilemma (inspect the facts in light of moral feelings). Recognize a dilemma. <br /> Dilemmas are good-good conflicts. That is, there is a choice between two equally acceptable (or good) choices of action. A true moral dilemma requires that one rejects, or turns away from, one moral choice for the sake of another.<br />
  20. 20. Step Three<br />Evaluate the moral dilemma using the principles of information ethics to decide which side has the most ethical support.<br />One should listen to the voice in the head (conscious) and use moral values to evaluate the good-good choices. What was learned about right and wrong form parents or other adults?<br />
  21. 21. Step Three (Continued)<br />What do the Principles of Information Ethics teach about respect for intellectual property, privacy, fair representation, and doing no harm?<br /> Discuss. Make a tally sheet to give points to one side or the other in the good-good dilemma. <br /> Judgment should be based on which side has the most principles supporting it.<br />
  22. 22. Step Four<br />Test your solution. Will it stand up to public scrutiny? <br /> Students should ask if she/he would want this decision and resulting actions to be broadcast by the school’s principal or published in the newspaper?<br /> Would she/he be proud for her/his grandparents or other valued adults to know the solution?<br />
  23. 23. References<br />American Association of School Librarians (2007). Standards for the 21st Century Learner. http://www.ala.org/ala/mgrps/divs/aasl/guidelinesandstandards/learningstandards/standards.cfm (accessed October 10, 2009).<br />American Heritage Dictionary of the English Language. http://education.yahoo.com/reference/dictionary/;_ylt=AmklvrjP3f.KQ0ISFQR67.2ugMMF<br /> (accessed October 10, 2009).<br />Dow, M. (2008, December). Teaching ethical behavior in the global world of information and the AASL Standards. School Library Media Activities Monthly, 25(4), 49-52.<br />Copyright, U. S. Copyright office, Library of Congress. http://www.copyright.gov/<br /> (accessed October 10, 2009).<br />Severson, Richard J. (1997). The principles of information ethics. Armonk, NY: M. E. Sharpe. <br />
  24. 24. Information Ethics Case Examples<br />http://slim.emporia.edu/faculty/mirah/projects.htm#ethiccases<br />Here you will find examples of current, original ethics cases by Master of Library Science Students.<br />Please feel free to use the casesin your own teaching.<br />