This document provides an overview of copyright law as it pertains to educational use, including fair use and the TEACH Act. It discusses how teachers can use copyrighted materials in the classroom for educational purposes according to certain guidelines. It also addresses how students can use copyrighted content in school assignments and projects, as long as they properly cite sources. Several examples of appropriate and inappropriate uses by teachers and students are presented. The main points are that fair use allows limited educational use of copyrighted works, while the TEACH Act specifically covers distance education, as long as rules under each are followed.
Yes! You Can Use Copyrighted Material for Digital LiteracyRenee Hobbs
In this session, Renee Hobbs, Sandy Hayes and Kristin Hokanson explore the importance of copyright and fair use for digital literacy. Participants gain knowledge about U.S. copyright law as it relates to the most common instructional practices in digital literacy and appreciate the concept of transformative use. They gain confidence in making a fair use determination and learn how to integrate fair use reasoning into student media production activities. Finally, participants increase their ability to advocate for the fair use of copyrighted materials in digital literacy
Yes! You Can Use Copyrighted Material for Digital LiteracyRenee Hobbs
In this session, Renee Hobbs, Sandy Hayes and Kristin Hokanson explore the importance of copyright and fair use for digital literacy. Participants gain knowledge about U.S. copyright law as it relates to the most common instructional practices in digital literacy and appreciate the concept of transformative use. They gain confidence in making a fair use determination and learn how to integrate fair use reasoning into student media production activities. Finally, participants increase their ability to advocate for the fair use of copyrighted materials in digital literacy
Copyright Clarity: How Fair Use Supports Digital LearningRenee Hobbs
Use these slides along with Renee Hobbs' new book, Copyright Clarity: How Fair Use Supports Digital Learning (Corwin Press, 2010) to offer a professional development workshop for educators in your community.
Edtc 6340-66 copyright crash course alberto tudon 2nd edalbertotudon
Updated version after reading chapters 1 and 2. I increased the number of pictures. Changed the font type and size to be larger. I changed the background to reduce distractions. I reduced the number of words per slide by about half. Eliminated a couple of slides that could be presented in a single slide. Changed the placement of present images to guide the eye from left to right.
Copyright Clarity: How Fair Use Supports Digital LearningRenee Hobbs
Use these slides along with Renee Hobbs' new book, Copyright Clarity: How Fair Use Supports Digital Learning (Corwin Press, 2010) to offer a professional development workshop for educators in your community.
Edtc 6340-66 copyright crash course alberto tudon 2nd edalbertotudon
Updated version after reading chapters 1 and 2. I increased the number of pictures. Changed the font type and size to be larger. I changed the background to reduce distractions. I reduced the number of words per slide by about half. Eliminated a couple of slides that could be presented in a single slide. Changed the placement of present images to guide the eye from left to right.
GAMABrief: What Every School Needs to Know About Copyright LawChristina Gagnier
Technology in the classroom is nothing new, but with the rise of smartphones, smart boards and tablet computing, the way teachers and students use and engage with media continues to grow and evolve. Any time educational content is used, shared or created, whether by teachers or by students, IP laws and, specifically, copyright laws, are implicated. Administrators, teachers and students must all be aware of what activity is freely permissible under U.S. Copyright Law, and what sort of activities might run afoul of the law.
Session designed to develop knowledge of the distinctions between fair use, creative commons, and other types of licenses so attendees will understand how to evaluate the use of a copyrighted work to determine whether it is appropriate for teachers and students to claim fair use, use Creative Commons licenses, ask
permission, or purchase a license.
Participants will also learn some specific
activities that can be used to teach K-12
students about their social responsibility
and ethical use of information.
Social Responsibility recognizes the importance of information a.docxjensgosney
"Social Responsibility" recognizes the importance of information and the teaching of ethical behavior to a democratic society. This series of columns will explain copyright issues to the clients of the school library media specialist: students, teachers, administrators, parents, community members.
You are a high school English teacher. It is that time of the year when your classes begin studying Shakespeare. You have a great idea: the students will read Romeo and Juliet in the original Shakespeare and then compare it to a televised version you have found advertised in your newspaper's TV guide. Your strategy is to tape the televised version and use it in class. If the lesson works out well, you decide that you will keep the tape and use it in future classes. Can you do this legally, or is there a copyright violation involved?
In 1981, Congress unofficially accepted (did not enact into law) a series of proposed guidelines for off-air taping by educators. The "Guidelines for Off-Air Recording of Broadcast Programming for Educational Purposes" have not been tested in court, nor do they have the force of law. However, they do offer educators limited access to many broadcasts under the Fair Use Guidelines.1
Below are some general provisions that pertain only to free television programs broadcast over the air. Cable programs are excluded.
* Television programs may be taped by individual teachers (at school or at home), or at teacher(s) request. For example, a teacher may ask the school library media specialist to make a specific tape.
* These programs may be used with students during a ten-day instructional period following the original taping.
* The programs may be used one time for instruction and one more time for reinforcement (for a total of two times).
* The teacher may keep the tape for up to forty-five days for the purposes of teacher evaluation and use in student assessment.
* At the end of forty-five days, the tape must be erased or destroyed. You cannot ask your best friend, grandmother, or other teachers to also tape the broadcast so that you can use it for an additional forty-five-day period. This off-air taping is a one-time privilege.
* The tape may not be edited; for example, while you do not need to use an entire off-air recording, it is not to be physically altered. You may not create a new videotape with selections from this one. If there are commercials in the tape, they must stay in. However, you can use the remote control device to cue up specific sections or bypass the commercials.
* Copying just the audio track is not permissible, as this represents a derivative copy.
* Taping is for educational use only.
* Limited copies may be made of the tape for use by teachers of other classes, but the rules above still apply.
* All such off-air taping should include the copyright notice as originally seen on the program.2
There are exceptions to the rules above. For example, if you obtain permission from the broadcast owner, you may ke.
Can Students Use Images in their Writing? Renee Hobbs
Students use copyrighted materials in their own creative and academic for: for illustration, digital storytelling, and critical analysis. Learn about how copyright and fair use supports these practices.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
2. QUIZ: True or False A copyrighted work may be used or copied under certain conditions. Copyright laws do not extend to facts and ideas. If a teacher is using copyrighted materials, there is a proper type and amount that they may use by law. Fair use has been a part of copyright law for almost 200 years.
3. The answer to all the questions is TRUE! Teachers use copyrighted materials all the time and that is ok! Section 107 of the Copyright Law and the Teach Act give teachers the right.
4. Fair Use Section 107, loosely termed “fair use,” allows use of copyrighted materials for educational purposes according to certain restrictions. By utilizing Fair Use, teachers have access to works that reach past the classrooms and textbooks, so they can expand and enrich learning opportunities for students. Technology is available in most schools and this allows teachers to maximize their teaching potential. Taken from http://home.earthlink.net/~cnew/research.htm#Introduction
5. The Teach Act This is a separate set of rights that is used as an addition to Fair Use. There are no limits or permission needed to use clips, music, movies, or really any type of media. This act was created to address the disparity in “distance education.” However, the Teach Act is not unlimited; it covers only media that is shown directly in classes and institutions and must abide by rules that are defined in the Act itself. Taken from http://www.utsystem.edu/ogc/intellectualproperty/teachact.htm
6. Students Using Copyrighted Materials in their School Projects Is it ok to allow student to use copyrighted materials for school projects? YES! This is a battle that is fought every day, as teachers attempt to teach their students about the responsible use of the Internet. Students may use the materials on the Internet and other media resources, but they must document the creator whenever possible. Students should also continue to be creative in their approaches and not rely too heavily on prefabricated images.
7. Examples of How Might Students Use Copyrighted Materials in their School Projects This rule is important anytime that students use the Internet for projects. The following items are appropriate for students use: Music Books Images Websites Online periodicals/databases Videos Any other media resource
8. Teacher Scenario Mrs. Frankelstein brings her fifth period English class into the computer lab to create a bio-poem. She instructs her students to use words and images that they find online to assemble this poem. The poems are to be used for educational purposes only and will not be submitted for contests or public displays of any type. This is purely an English class exercise.
9. Appropriate Audiences Who is allowed to view student/teacher presentations that use copyrighted materials that take advantage of Fair Use? The presentations should mainly be viewed within the non-profit, educational institution by students and other educators. There should be no large-scale public presentation. If the project that uses copyrighted materials is placed on the Internet, it is a violation of Fair Use, so teachers must be cognizant of this issue. Teachers are also encouraged to cite copyrighted materials appropriately in order to set a good example for students; this reinforces the importance of copyright protocol adherence.
10. Teacher Scenario Mr. Glickman instructed his third period history class to create PowerPoint presentations about the Holocaust. Students were allowed to use any multi-media resources as well as books, magazines, and periodicals. In addition, Mr. Glickman did require all of his students to turn in a Works Cited page along with their presentations. He invited only the principal and classmates to view the presentations.
11. Reproducing/Using Copyrighted Materials in the Classroom This is a common practice for most teachers, but is it ethically correct? YES! Teachers may use books, workbooks, podcasts, videos, music, websites, and any other resource for educational purposes. Teachers must give credit to the author, creator, or producer and must use the materials explicitly for classroom enrichment. In addition the materials should be aligned with the objectives for the lesson/unit.
13. Teacher Scenario Mrs. Pagnam found a fabulous short story (aproximately 2000 words) that highlighted how an author uses voice in his writing. Her students had been struggling with this technique for weeks. She photocopied one class set for her students to use during her lesson that day. Students only used the copies in school, and Mrs. Pagnam had clearly presented the author and copyright information on a title page that she created.
14. Conclusions The rules for Fair Use and the Teach Act have been established to allow educators and students some leeway in their use of copyrighted materials. Students may use copyrighted materials for class presentations; teachers may make copies of materials for school use only; and so as long as the audience consists of students or education related staff, the use of copyrighted materials is appropriate in each identified situation. It is important to remember that students and teachers each have a responsibility to cite media and text sources whenever possible. This establishes correct protocols that students should learn to follow for a lifetime. Learning through practice is the core of this philosophy.
15. Resources Center for Social Media. (n.d.). Code of best practices in fair use for media literacy education. Retrieved from http://wnec.embanet.com/file.php/1/ED615/Documents/CodeofBestPracticesinFairUse.pdf Copyright Crash Course. (2002, November 13). Teach act finally becomes law. Retrieved from http://www.utsystem.edu/ogc/intellectualproperty/teachact.htm Newsome, Cathy. (1997). A teacher’s guide to fair use and copyright. Retrieved from http://home.earthlink.net/~cnew/research.htm#Introduction University of Texas Libraries. (n.d.). Copyright crash course. Retrieved from http://copyright.lib.utexas.edu/teachact.html#toolkit U.S. Copyright Office. (2009, November). Copyright and fair use. Retrieved from http://www.copyright.gov/fls/fl102.html Washington State University. (1997, October 22). Guidelines for educational use of copyrighted materials. Retrieved from http://publications.urel.wsu.edu:80/copyright/CopyrightGuide/copyrightguide.html. [7 November, 1998].