The document outlines an agenda for a presentation on leveraging emerging technologies for learning, including discussing how technologies can enable, engage, and empower students; strategies for personal information management and finding resources; considerations around creating and sharing content while respecting copyright and fair use; and ways to connect and grow professionally through social media and digital tools. Key frameworks and concepts covered include TPACK, Bloom's Digital Taxonomy, personal information management, copyright, fair use, Creative Commons, and strategies for searching online resources.
Knowledge Sommelier 101 - The Art of Curation in EducationAtul Pant
The growing abundance of quality learning resources available on the internet, in multiple formats to suit needs of different learners, implies that teachers need to become curators of content that they can use to enrich their teaching. This presentation, which I made at Allahabad University in India in Oct 2012, gives an overview of Art of Curation for teaching.
Do you struggle to keep track of all your favorite websites and other online resources? Have you ever lost your folder of Internet bookmarks from your Web browser or wished you could access them from ANY computer? Would you like to share the links to your favorite online resources with your colleagues or students? Social bookmarking is a technique of storing, classifying, sharing and searching links through the practice of folksonomic tagging using a cloud-based service. This online session offered 10/31/2012 introduced the several popular free social bookmarking tools and explore practical applications for implementing social bookmarking activities in the classroom.
Resistance is Futile: The dynamics of the Science CollectiveJudy O'Connell
Educators are increasingly using new media and digital technologies to teach and engage their 21st century students. Reading, writing, gaming, trans-media, immersive worlds, augmented reality, and Web 3.0 are all part of the new digital frontiers. Whether it’s science or science fiction, Alice in Wonderland or Angry Birds, the dynamics of this new information ecology can transform science classroom experiences. Assimilate these ideas, tools and techniques into your ‘collective’ ~ Resistance is futile.
Knowledge Sommelier 101 - The Art of Curation in EducationAtul Pant
The growing abundance of quality learning resources available on the internet, in multiple formats to suit needs of different learners, implies that teachers need to become curators of content that they can use to enrich their teaching. This presentation, which I made at Allahabad University in India in Oct 2012, gives an overview of Art of Curation for teaching.
Do you struggle to keep track of all your favorite websites and other online resources? Have you ever lost your folder of Internet bookmarks from your Web browser or wished you could access them from ANY computer? Would you like to share the links to your favorite online resources with your colleagues or students? Social bookmarking is a technique of storing, classifying, sharing and searching links through the practice of folksonomic tagging using a cloud-based service. This online session offered 10/31/2012 introduced the several popular free social bookmarking tools and explore practical applications for implementing social bookmarking activities in the classroom.
Resistance is Futile: The dynamics of the Science CollectiveJudy O'Connell
Educators are increasingly using new media and digital technologies to teach and engage their 21st century students. Reading, writing, gaming, trans-media, immersive worlds, augmented reality, and Web 3.0 are all part of the new digital frontiers. Whether it’s science or science fiction, Alice in Wonderland or Angry Birds, the dynamics of this new information ecology can transform science classroom experiences. Assimilate these ideas, tools and techniques into your ‘collective’ ~ Resistance is futile.
Advancements in learning technologies are being driven from an increasing diversity of domains of practice and research. The “open” agenda – open architecture, open source, open standards, open access, open learning, open networks, open data, and open educational resources – is very much at the forefront of these advances for a growing international community of practice. While this agenda is valued highly in the education sector, openness is not the only driver of change or innovation with ICT. Social media continues to shape the nature of much engagement online and the late 20th century mantra that “content is king” is giving way to a fresh focus on so-called “21st century skills” and competencies where digital literacy is as important as critical thinking and problem solving. Meanwhile, discourses on sense-making and developments in knowledge management and knowledge-sharing infrastructures continue to inform the theory and practice of e-learning. This presentation acknowledges these trends and a broad range of narratives that track the evolution of e-learning as a means of contextualising a frontier ready for further technological innovation: the stimulation and support of questioning online. In particular, research into why-questioning is highlighted. Why? Because the semantics involved typically involve ambiguity, dialog or further inquiry. More specifically, investigation into why-questioning reveals that the object it seeks is explanatory content – and content that can be characterized as such presents a number of challenges for learning technology design.
Definitions, issues and debates in the Digital Humanities.
• What are Digital Humanities centres? Are there new ones? For
example at Princeton!
• And organizations like HASTAC and http://www.artshumanities.
net.
• DIGHUMLAB draft mission and goals.
• European organizations, DARIAH, CLARIN, NeDiMAH, etc..
• Some famous and useful case studies, tools and methods
• Education opportunities.
• Getting started in DH..
"Libraries And Mobile Devices: Public Policy Considerations" - Timothy Vollmer from the American Library Association's Office for Information Technology Policy; LITA National Forum, 2009. Salt Lake City, Utah.
Teaching with Google Books: research, copyright, and data miningNathan Rinne
Do you know about Google Books? Join an exciting tour that will not only introduce the Google Books Project and its history, but will share ideas about using it as a springboard to delve into issues like: a) data-mining; b) copyright law; and c) research, both personal and scholarly.
Mapping the use of digital sources amongst Humanities scholars in the Netherl...MaxKemman
Presentation given at Digital Humanities Congress 2012, reporting survey regarding the use of online tools.
Videos originally in the presentation do not work on Slideshare, contact me when you would like to view the video-interviews, quotes are included however.
Navigating 21st Century Digital Scholarship: OERs, Creative Commons, Copyrigh...NASIG
Digital scholarship issues are increasingly prevalent in today’s environment. We are faced with questions of how to protect our own works as well as others’ with responsible attribution and usage, sometimes involving a formal agreement. These may come in the form of Creative Commons Licensing, provisions of US Copyright, or terms of use outlined by contractual agreements with library vendors. Librarians at Eastern Carolina University and Kansas State University are among several university libraries now providing services to assist navigating these sometimes legalistic frameworks. East Carolina University Libraries are taking initiatives to familiarize faculty, researchers, and students with Open Educational Resources. Librarians identified a need to have pertinent understanding of the Creative Commons license and how it is used to protect created works that can be shared, modified and reused. At Kansas State, librarians identified the overlap of their subject matters through their correspondence regarding users’ copyright and licensing questions; a partnership formed, and they implemented a proactive and public-facing approach to better meet user needs and liability concerns at a research university.
NASIG audience members will learn how to:
- Find and identify Creative Commons licensed materials
- Modify and cite Creative Commons works
- Obtain a Creative Commons license
- Provide copyright literacy education to their campus communities through outreach and online copyright learning resources
- Present vendor license terms and best practices for the everyday user’s understanding and search process
Mapping an Ecosystem of Open Images #OER16Theo Kuechel
The quantity of open images available online is growing exponentially. An emerging challenge for the OER community is to identify relationships between sources of images.
The ecosystem of open images is complex. Provenance, openness and issues of quality are all factors to be considered.
This presentation showcases examples from three distinct sources, and discuss the challenges and affordances of each respectively.
Strategic scenarios in digital content and digital businessMarco Brambilla
This lesson was given in May 2009 at MIP, Politecnico di Milano. The audience included members of the Acer academy program.
Rights on reused content are maintained by respective owners.
See further information on my activity at:
http://home.dei.polimi.it/mbrambil/
and:
http://twitter.com/marcobrambi
Advancements in learning technologies are being driven from an increasing diversity of domains of practice and research. The “open” agenda – open architecture, open source, open standards, open access, open learning, open networks, open data, and open educational resources – is very much at the forefront of these advances for a growing international community of practice. While this agenda is valued highly in the education sector, openness is not the only driver of change or innovation with ICT. Social media continues to shape the nature of much engagement online and the late 20th century mantra that “content is king” is giving way to a fresh focus on so-called “21st century skills” and competencies where digital literacy is as important as critical thinking and problem solving. Meanwhile, discourses on sense-making and developments in knowledge management and knowledge-sharing infrastructures continue to inform the theory and practice of e-learning. This presentation acknowledges these trends and a broad range of narratives that track the evolution of e-learning as a means of contextualising a frontier ready for further technological innovation: the stimulation and support of questioning online. In particular, research into why-questioning is highlighted. Why? Because the semantics involved typically involve ambiguity, dialog or further inquiry. More specifically, investigation into why-questioning reveals that the object it seeks is explanatory content – and content that can be characterized as such presents a number of challenges for learning technology design.
Definitions, issues and debates in the Digital Humanities.
• What are Digital Humanities centres? Are there new ones? For
example at Princeton!
• And organizations like HASTAC and http://www.artshumanities.
net.
• DIGHUMLAB draft mission and goals.
• European organizations, DARIAH, CLARIN, NeDiMAH, etc..
• Some famous and useful case studies, tools and methods
• Education opportunities.
• Getting started in DH..
"Libraries And Mobile Devices: Public Policy Considerations" - Timothy Vollmer from the American Library Association's Office for Information Technology Policy; LITA National Forum, 2009. Salt Lake City, Utah.
Teaching with Google Books: research, copyright, and data miningNathan Rinne
Do you know about Google Books? Join an exciting tour that will not only introduce the Google Books Project and its history, but will share ideas about using it as a springboard to delve into issues like: a) data-mining; b) copyright law; and c) research, both personal and scholarly.
Mapping the use of digital sources amongst Humanities scholars in the Netherl...MaxKemman
Presentation given at Digital Humanities Congress 2012, reporting survey regarding the use of online tools.
Videos originally in the presentation do not work on Slideshare, contact me when you would like to view the video-interviews, quotes are included however.
Navigating 21st Century Digital Scholarship: OERs, Creative Commons, Copyrigh...NASIG
Digital scholarship issues are increasingly prevalent in today’s environment. We are faced with questions of how to protect our own works as well as others’ with responsible attribution and usage, sometimes involving a formal agreement. These may come in the form of Creative Commons Licensing, provisions of US Copyright, or terms of use outlined by contractual agreements with library vendors. Librarians at Eastern Carolina University and Kansas State University are among several university libraries now providing services to assist navigating these sometimes legalistic frameworks. East Carolina University Libraries are taking initiatives to familiarize faculty, researchers, and students with Open Educational Resources. Librarians identified a need to have pertinent understanding of the Creative Commons license and how it is used to protect created works that can be shared, modified and reused. At Kansas State, librarians identified the overlap of their subject matters through their correspondence regarding users’ copyright and licensing questions; a partnership formed, and they implemented a proactive and public-facing approach to better meet user needs and liability concerns at a research university.
NASIG audience members will learn how to:
- Find and identify Creative Commons licensed materials
- Modify and cite Creative Commons works
- Obtain a Creative Commons license
- Provide copyright literacy education to their campus communities through outreach and online copyright learning resources
- Present vendor license terms and best practices for the everyday user’s understanding and search process
Mapping an Ecosystem of Open Images #OER16Theo Kuechel
The quantity of open images available online is growing exponentially. An emerging challenge for the OER community is to identify relationships between sources of images.
The ecosystem of open images is complex. Provenance, openness and issues of quality are all factors to be considered.
This presentation showcases examples from three distinct sources, and discuss the challenges and affordances of each respectively.
Strategic scenarios in digital content and digital businessMarco Brambilla
This lesson was given in May 2009 at MIP, Politecnico di Milano. The audience included members of the Acer academy program.
Rights on reused content are maintained by respective owners.
See further information on my activity at:
http://home.dei.polimi.it/mbrambil/
and:
http://twitter.com/marcobrambi
One of our two presentations at the 2022 conference of the Canadian Network for Innovation in Education (CNIE).
We present a simple tool that can help instructional designers position their learning objectives in a 3D matrix. This tool, which requires no technology, is intended to help navigate the complex waters of education with immersive technologies as are found in the metaverse, and understand what we're doing it for.
Discusses tools and tips for implementing innovative services with free social media tools and mobile apps applied in libraries and other working environments. Iincludes apps supporting the latest trends in cloud storage, crowdfunding, ebooks, makerspaces, MOOCs, news aggregation, photo and video sharing, self-publishing, social networking and bookmarking, video conferencing, visualization and wearable technology --all tailored to the needs of libraries and the communities they serve.
What can science educators do now to prepare for the new science standards coming in the Fall of 2012? Understanding the Framework for K-12 Science Education will help tremendously! Join us in this series of webinars where we focus on the middle level and delve into each section of the Framework for K–12 Science Education using the NSTA Reader's Guide to the Framework as a guide. Both of these documents are free to download.
Part II of our series on the impact the Common Core State Standards will have on science instruction in the middle grades. In this session, we’ll explore the writing standards for grades 6-8. Learn about the standards themselves, discover resources that can help you modify your instruction to meet them, and join the emerging conversation with other educators. You’ll get the most out of the seminar if you’ve browsed these standards ahead of time. Go to http://corestandards.org/, click on English Language Arts, and scroll to the Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6-12.
What can science educators do now to prepare for the new science standards coming in the Fall of 2012? Understanding the Framework for K-12 Science Education will help tremendously! Join us in this series of webinars where we focus on the middle level and delve into each section of the Framework for K–12 Science Education using the NSTA Reader's Guide to the Framework as a guide. Both of these documents are free to download.
Part I of our series on the impact the Common Core State Standards will have on science instruction in the middle grades. In this session, we’ll explore the reading standards for grades 6-8. Learn about the standards themselves, discover resources that can help you modify your instruction to meet them, and join the emerging conversation with other educators. You’ll get the most out of the seminar if you’ve browsed these standards ahead of time. Go to http://corestandards.org/, click on English Language Arts, and scroll to the Reading Standards for Literacy in Science and Technical Subjects 6-12.
What can science educators do now to prepare for the new science standards coming in the Fall of 2012? Understanding the Framework for K-12 Science Education will help tremendously! Join us in this series of webinars where we focus on the middle level and delve into each section of the Framework for K–12 Science Education using the NSTA Reader's Guide to the Framework as a guide. Both of these documents are free to download.
This slide deck was developed for a BYOD (bring your own device) presentation at the Ohio eTech conference, 2/15/12. Participants built their own ebook using CAST's UDL Book Builder free learning tool.
This presentation discusses strategies for helping students become proficient in creating infographics. Special emphasis is given to elementary school science.
This presentation discusses visual literacy, nonlinguistic representations, and infographics and shares strategies for helping students becoming proficient in interpreting infographics.
Learn how to set up a basic classroom and use some of the basic tools in rSmart's mySakai, an online learning management tool similar to Blackboard and Moodle.
If you have a schoolyard habitat or garden and would like fresh ideas about how to use it, or are simply interested in getting your students outside to experience their environment in meaningful and educational ways, this session is for you! This presentation shares how you and your students can get involved with bird-related citizen-science projects and authentic outdoor inquiry!
This presentation was from the NSDL 2010 Annual Principal Investigator's Meeting, November 3, 2010 in Washington, DC. It describes two different implementations of a youth-centered educational technology design process used to create tools and content.
This presentation was from the NSDL 2010 Annual Principal Investigator's Meeting, November 3, 2010 in Washington, DC and showcased SMARTR, the Middle School Portal 2 student site.
This presentation was from the NSDL 2010 Annual Principal Investigator's Meeting, November 3, 2010 in Washington, DC. We presented research, instruments, and findings of Teachers' Domain and the Middle School Portal 2 in implementing social media tools.
This presentation describes challenges teachers face when implementing research projects and provides ways to make the assignment fresh and meaningful.
More from The Ohio State University, College of Education and Human Ecology (20)
Leveraging Emerging Technologies for Learning (Science)
1. Leveraging Emerging
Technologies for Learning
(Science)
Copyright October 2012. Presentation by Kimberly Lightle is licensed under a
Creative Commons Attribution-ShareAlike 3.0 Unported License.
2. Information and links from
today’s presentation can be
found at:
http://slidesha.re/Prd3bP
www.msteacher2.org
-
3. Agenda
• Three E’s of Education – Enabled, Engaged,
Empowered
• Personal Information Management (Finding and
Refinding Information)
• Creating and Creating without Breaking the Law
• Connecting and Sharing (Growing professionally)
www.msteacher2.org
-
8. Social Media Technologies
Have you ever…. Yes No
Contributed to a blog?
Used a wiki?
Viewed a video on YouTube?
Downloaded a podcast?
Shared your bookmarks?
Used a social networking
site?
Tweeted?
www.msteacher2.org
-
9. Frameworks for Integrating
Technology
TPACK Bloom's Digital Taxonomy
• BDT isn't about the tools
or technologies -- it is
about using these to
facilitate learning
• Pyramid (pay attention to
CC license)
Image from http://tpack.org/
www.msteacher2.org
-
10. Bloom’s Taxonomy Bloom’s Revised Taxonomy
Anderson, L.W., and D. Krathwohl (Eds.) (2001). A Taxonomy for
Learning, Teaching and Assessing: a Revision of Bloom's www.msteacher2.org
Taxonomy of Educational Objectives. Longman, New York. -
11. Tools
Adapted from Churches, Andrew. Bloom’s Digital Taxonomy.
Educational Origami. 30 January 2009. www.msteacher2.org
< http://edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomy >. -
12. What do we want students to do with online
resources and applications?
Ask a question Edit a wiki page
Create a digital story
Run a simulation
Level of Engagement
Post to blog
Collect and share data with
Find a website students around the world
www.msteacher2.org
-
14. Definition of Personal Information
Management (PIM)
Activities you perform in order to acquire, organize,
maintain, retrieve, and use information
• Paper-based and digital information
• To complete tasks
• In our various roles
• For you
• AND about you (How are you managing the
personal information other people have about
you?)
www.msteacher2.org
-
15. An Engineer's Desk. Image courtesy of camknows, Flickr.
http://www.flickr.com/photos/camknows/3821001012/
PIM in the Material World
Are you a hunter?
Are you a gatherer?
Do you have a guilt pile?
www.msteacher2.org
-
16. PIM in the Digital World
• Where are my Personal Information Management
spaces?
– iGoogle Homepage via RSS
– Google Drive (Google docs)
– Email (Feedburner and Folders)
– Folders on my desktop (but I’m tethered to one machine
– ConnectPC)
– DropBox
– Twitter
– Diigo
– Wiki
• Where are yours? Which ones allow you to share or
be part of a community?
www.msteacher2.org
-
21. Copyright, Fair Use, and Right
to Reuse
• Copyright
– Public Domain
• Fair Use
• Right to Reuse
– Creative Commons
www.msteacher2.org
-
22. What Can Be Protected?
Section 102 of the 1976 Copyright law lists:
• musical works, including any accompanying words
• dramatic works, including any accompanying
music
• pantomimes and choreography
• pictorial, graphic and sculptural works
• motion pictures and other audiovisual works
• sound recordings
• architectural works
www.msteacher2.org
-
23. What Can’t Be Protected?
• works already in the Public Domain (information,
knowledge, discoveries, and artistic creations
never or no longer protected by copyright)
• those works not fixed in a tangible medium such
as ideas
• facts
• works of the U.S. Government produced by
government employees
www.msteacher2.org
-
24. Copyright is Automatic
Copyright is the rule, rather than the
rule
exception.
Materials are copyright protected instantly.
instantly
The creator or author must do something in
order to not have copyright protection.
www.msteacher2.org
-
25. How do you know when something
is in the Public Domain?
• Anything published prior to 1923
• Anything published between 1923 & 1978 without a
copyright notice
• Between 1978 and 1 March, 1989:
– various conditions apply
• After 1 March 1989:
– 70 years after death of author
– If corporate, or anonymous authorship, either 95 years
from date of first publication, or 120 years from the date
of creation, whichever comes first
www.msteacher2.org
-
27. Copyright Law Exemption – Fair Use
As defined in Section 107 of the U.S. Copyright Act, fair use
is a defense against charges of copyright infringement
determined through the analysis and application of the four
fair use factors:
factors
the purpose and character of the use, including whether
such use is of a commercial nature or is for nonprofit
educational purposes;
the nature of the copyrighted work;
the amount and substantiality of the portion used in relation
to the copyrighted work as a whole;
the effect of the use upon the potential market for or value
of the copyrighted work.
www.msteacher2.org
-
28. How do you determine whether
Fair Use applies?
Free tools
• Fair Use Evaluator: http://www.librarycopyright.net/fairuse/
• Fair Use Checklist:
http://copyright.columbia.edu/copyright/files/2009/10/fairusechecklist.pdf
• Thinking Through Fair Use:
http://www.lib.umn.edu/copyright/fairthoughts
Fair use frequently functions as an exemption to the
copyright law for educational and socially important
purposes such as teaching, research, criticism,
commentary, parody, and news reporting.
www.msteacher2.org
-
29. What if your use is outside the
limits of fair use?
1. Obtain permission directly from the copyright
holder.
2. Reconsider your intended use.
You could also try to find comparable
works in the public domain or
Creative Commons works that would
meet your purpose.
www.msteacher2.org
-
30. Creative Commons
• Simple, standardized way to grant
copyright permissions to their creative
work.
• Every CC license helps creators to retain
copyright while allowing others to copy,
distribute, and make some uses of their
work — at least non-commercially.
http://creativecommons.org/choose/
http://search.creativecommons.org/
www.msteacher2.org
-
31. Search for Images
• Creative Commons is a meta-search – you can
search Flickr, Fotopedia, Google, YouTube, etc.
• Search.USA.gov is the U.S. government’s
official search engine. It is a comprehensive,
searchable index of about 50 million pages from
federal, state, local, territorial, and tribal
websites.
http://search.creativecommons.org/
http://search.usa.gov/images
http://www.freetech4teachers.com/2011/06/9-places-to-find-creative-
commons.html
www.msteacher2.org
-
32. Licensing the Content You Create
• If you don't want anybody to reuse your content you could use this:
– Example: Copyright March 2012 - Kimberly Lightle. All rights reserved.
• Some people do add an additional statement about contacting the author for
permission:
– Example: Copyright March 2012 - Kimberly Lightle. All rights reserved.
Contact the copyright holder at lightle.16@osu.edu for additional
information.
• The easiest and internationally recognized way to indicate how you want your
content reused is through a Creative Commons license. Working through this
set of questions will help you determine which license you want to use on each
piece of content you create - http://creativecommons.org/choose/. This page
also provides icons and the html code to embed into your web page.
– Example: Copyright March 2012. Stories for Students by Kimberly Lightle
is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported
License.
www.msteacher2.org
-
35. Who do you follow on Twitter?
What blogs do you read?
I follow…
• @rmbyrne
• @web20classroom
• Wired Science
• NSF Science 360
• Moving at the Speed of Creativity
• And many more…
www.msteacher2.org
-
36. Kimberly Lightle, PhD
The Ohio State University
School of Teaching and Learning, EHE
lightle.16@osu.edu
www.msteacher2.org
-
Editor's Notes
55% of online teens have created a personal profile online (ages 12-17) 55% have used social networking sites like MySpace or Facebook. 66% of teens who have created a profile say that their profile is not visible to all Internet users - Pew Internet & American Life Project Survey (1.7.07)
Why 2.0? Static to Active – build an architecture of participation 55% of online teens have created a personal profile online (ages 12-17) 55% have used social networking sites like MySpace or Facebook. 66% of teens who have created a profile say that their profile is not visible to all Internet users - Pew Internet & American Life Project Survey (1.7.07)
From Educational Origami – Andrew Churches wiki
Ask yourself this question as you think about using digital resources and the web.
The origin of copyright “ The Congress shall have the power … to promote the Progress of Science and useful Arts, by securing for limited Times to Authors and Inventors exclusive Right to their respective Writings and Discoveries.” - U.S. Constitution. Art 1, Section 8
Original works of authorship fixed in a tangible medium of expression. The key concepts are Original, Fixed, and Tangible.
Copyright Does Not Protect Certain Works There are some things that copyright law does not protect. Copyright law does not protect the titles of books or movies, nor does it protect short phrases such as, “Make my day.” Copyright protection also doesn’t cover facts, ideas, or theories. These things are free for all to use without authorization. Short Phrases Phrases such as, “Show me the money” or, “Beam me up” are not protected under copyright law. Short phrases, names, titles, or small groups of words are considered common idioms of the English language and are free for anyone to use. However, a short phrase used as an advertising slogan is protectible under trademark law. In that case, you could not use a similar phrase for the purpose of selling products or services. Subsequent chapters explain how this rule applies to specific types of works. For more information on trademarks, see Chapter 10. Facts and Theories A fact or a theory—for example, the fact that a comet will pass by the Earth in 2027—is not protected by copyright. If a scientist discovered this fact, anyone would be free to use it without asking for permission from the scientist. Similarly, if someone creates a theory that the comet can be destroyed by a nuclear device, anyone could use that theory to create a book or movie. However, the unique manner in which a fact is expressed may be protected. Therefore, if a filmmaker created a movie about destroying a comet with a nuclear device, the specific way he presented the ideas in the movie would be protected by copyright. Example: Neil Young wrote a song, “Ohio,” about the shooting of four college students during the Vietnam War. You are free to use the facts surrounding the shooting, but you may not copy Mr. Young’s unique expression of these facts without his permission. In some cases, you are not free to copy a collection of facts because the collection of facts may be protectible as a compilation.
First that your own works are automatically covered by the Copyright Law. Unless they are created as a “work for hire” you own the copyright on your work. Equally important, that all students ’ works are covered by the Copyright Law. Finally, content available in digital form on the Internet and in e-mail is considered “tangible” thus is covered by copyright.
There are four common ways that works arrive in the public domain: the copyright has expired the copyright owner failed to follow copyright renewal rules the copyright owner deliberately places it in the public domain, known as “dedication,” or copyright law does not protect this type of work.
1. Obtain permission directly from the copyright holder. This process can take time and generally involves paying some form of royalty or licensing fee. 2. Reconsider your intended use. You can review your fair use analysis and determine which factors of your intended use most oppose fair use and make changes to be more favorable. For example, you could reduce the amount of material or choose content from different works that might be more favorable to fair use.