Yes, You Can! Use Copyrighted Materials for Media Literacy

Education News & Politics

Renee offered a seminar at the National Media Literacy Association (NAMLE) conference in Detroit on August 1, 2009

Renee Hobbs Media Education Lab Temple University National Association for Media Literacy Education Detroit MI August 1, 2009

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To promote creativity, innovation and the spread of knowledge Article 1 Section 8 U.S. Constitution

NEGOTIATED AGREEMENTS BETWEEN MEDIA COMPANIES AND EDUCATIONAL GROUPS Agreement on Guidelines for Classroom Copying in Not-for-Profit Educational Institutions Fair Use Guidelines for Educational Multimedia Guidelines for the Educational Use of Music Educational Use Guidelines are Confusing!

The documents created by these negotiated agreements give them “the appearance of positive law. These qualities are merely illusory, and consequently the guidelines have had a seriously detrimental effect. They interfere with an actual understanding of the law and erode confidence in the law as created by Congress and the courts” --Kenneth Crews, 2001

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Funded by the John D. & Catherine T. MacArthur Foundation

http://mediaeducationlab.com/index.php?page=293

Organizations Supporting the Code of Best Practices Action Coalition for Media Education (ACME) National Association for Media Literacy Education (NAMLE) National Council of Teachers Of English (NCTE) Visual Studies Division International Communication Association (ICA) Association for College and Research Libraries (ACRL)

On November 11, 2008, NCTE adopted the Code of Best Practices in Fair Use for Media Literacy Education as the official policy on fair use: http://www.ncte.org/positions/statements/fairusemedialiteracy

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Transformative Use is Fair Use When a user of copyrighted materials adds value to, or repurposes materials for a use different from that for which it was originally intended, it will likely be considered transformative use; it will also likely be considered fair use. Fair use embraces the modifying of existing media content, placing it in new context. --Joyce Valenza, School Library Journal

Bill Graham Archives vs. Dorling Kindersley, Ltd. (2006)

An Example of Transformative Use ,[object Object],[object Object]

Users’ Rights, Section 107 http://mediaeducationlab.com/index.php?page=295

Elementary School Case Study: P.S. 124, Brooklyn, NY High School Case Study: Upper Merion Area High School King of Prussia, PA College Case Study: Project Look Sharp at Ithaca College Ithaca, NY

Practicing the Fair Use Reasoning Process

The Intellectual Context LESSIG JASZI & AUFDERHEIDE BENKLER

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Continue Your Learning Media Education Lab http://mediaeducationlab.com Online community for sharing: http://copyrightconfusion.wikispaces.com/ Contact: Renee Hobbs Temple University Media Education Lab Philadelphia, PA Email: [email_address] Phone: 215 204-4291

The document discusses media literacy and fair use guidelines for educators. It explains that negotiated agreements between media companies and educational groups have created confusing guidelines for educators around copyright and fair use. However, these guidelines are not actual law. The document advocates that educators understand and exercise their rights to fair use under the US Copyright Act and promotes a Code of Best Practices in Fair Use to provide clarity on how educators can appropriately use copyrighted materials.

Copyright And Fair Use, Media Literacy, Educon Jan 2009

Julie Putnam

ML, Copyright and Fair Use

Hobbs namle 2011 copyright clarity

International Association of School Librarianship

kayepearce

The document discusses copyright and fair use for students. It outlines the 6 exclusive rights of copyright owners and common misconceptions about using copyrighted works in schools. Fair use allows some educational use of copyrighted materials if it meets a balancing test of factors such as being non-commercial and educational in purpose. Students should always cite their sources to avoid copyright infringement. Alternatives to using copyrighted works include creating original content, using public domain works, or content shared freely through Creative Commons licenses.

This document provides an agenda and list of resources for teaching students about the Bill of Rights. The agenda includes lessons to help students understand why and how the Bill of Rights was created. It lists activities that incorporate texts, interactives, movie clips and primary sources. All materials are available on the Stavros Center website. The document also provides several links to external websites that contain additional educational materials about the Bill of Rights, including lessons, explanations of individual rights, histories of the amendments and movie clips related to the amendments.

6340 Copyright

Sarita Pettus

The document summarizes key aspects of U.S. copyright law as it pertains to educators, including the TEACH Act and fair use provisions. It outlines that the TEACH Act provides educators greater rights for use of digital media in distance education settings. It also describes the four factor fair use test that examines the purpose and amount of a work used, whether it affects the market, and if the work is published or unpublished. Educators must employ protections to prevent unauthorized distribution of copyrighted materials.

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This document discusses the potential perils of copyright policies and open access legislation related to open educational resources (OER) through a fictional podcast featuring conversations between UCLA librarians and administrators. It notes challenges implementing OER at UCLA including high textbook costs for students, instructors changing frequently, and scaling OER initiatives. It also summarizes copyright law and policies, challenges around academic freedom and ownership, and the need to identify goals and avoid unintended consequences when pursuing OER legislation and policies.

13274 70171 - natiera graham - jul 21, 2017 207 pm - the teach act

The TEACH Act allows for the performance and display of copyrighted materials for distance education by accredited, non-profit educational institutions. It balances the perspectives of copyright owners and content users and provides guidance for academic institutions. The institution must be accredited and non-profit, and can only share materials with enrolled students as part of a specific course. Educators can use copyrighted works in print, broadcasts, films, audio and virtual resources like Blackboard for distance learning courses. The goal of the TEACH Act is to enable the use of copyrighted content for educational purposes.

TACTC 10-1-09

Higher education needs to embrace open educational resources to help reduce costs for students and increase access to knowledge. This will require a shift in culture from proprietary to shared resources. Washington state legislation aims to promote open content sharing between community and technical colleges. Students have advocated for more affordable textbooks and online course options. Colleges are working to redesign high-enrollment courses using open resources to improve completion rates and save students over $42 million annually in textbook costs. Trustees can support these efforts by having discussions about open resources and setting goals to lower student costs.

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AubreyHall5

This document presents an online presentation about environmental issues in digital technology and online learning. It discusses the importance of digital citizenship and modeling ethical online behavior. It also addresses ensuring equitable access to technology for all students, including researching students' needs, promoting digital literacy, and advocating for resources. Finally, the presentation explores how digital tools can promote diversity, cultural understanding, and global awareness through collaborative online projects.

4099 70171 - erika schraft - jul 20, 2017 512 pm - ed615 3-1-ft_eks

The document discusses the Fair Use Act and the TEACH Act, which protect educators from copyright infringement when utilizing materials for educational purposes. The TEACH Act of 2002 allows for digital copies and performances of copyrighted works for distance learning. It also permits greater flexibility for storing, copying, and digitizing copyrighted content. The Fair Use Act of 2007 protects the use of copyrighted works to introduce new ideas and promote learning through culture. Both acts aim to make information more accessible for educators and students while following copyright guidelines.

Kent copyright community of practice 20210127

Open Ed Conference (2009)

Title: Having “Open” Discussions with your System and Legislature http://openedconference.org/ Dr. Cable Green will discuss how a mix of system strategic technology planning, legislation and legislative work sessions, student advocacy, creative budgeting, and partnering with foundations and international consortia can create positive disruptive spaces to engage open educational resources. Come learn what Washington’s Community and Technical Colleges are doing with open textbooks, course redesign, open licensing and what the WA legislature is encouraging through recently passed legislation.

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This document provides information about copyright and fair use for educational purposes. It outlines that works are protected by copyright unless they are freely available online or fall under fair use guidelines like the Teach Act. It encourages checking whether your campus has licensing for certain works and provides checklists and resources on fair use and getting permission to use copyrighted materials for teaching. Links are included to sites with further information on mass digitization projects and copyright resources for teachers.

Kent Copyright literacy strategy workshop 31 july 2019

Let the trumpet sound 2007

This document provides an overview of 21st century literacy skills and information literacy. It discusses how new technologies are transforming society and the skills students need, such as problem solving, collaboration and digital literacy. These new literacies involve online reading comprehension, learning skills for the internet and evaluating information from various sources like videos, blogs and social media. Information literacy is defined as the ability to access, evaluate and apply information effectively. The document also discusses guided inquiry, which involves carefully planned lessons led by teachers and librarians to guide students through research projects and develop deep knowledge on a topic.

Its the law

edtechdiva

The document discusses several Supreme Court cases related to student expression rights, including Tinker v. Des Moines which established that students have a right to political expression, and Morse v. Frederick which found that schools can restrict speech they see as promoting illegal drug use. It also outlines requirements imposed by laws like the Children's Internet Protection Act and the Children's Online Privacy Protection Act regarding internet safety policies, filtering, and privacy protections for students. Finally, it discusses when schools can intervene in student expression, such as for substantial disruption of school activities or harassment, and recommends schools adopt clear policies on these issues.

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The document provides an overview of 21st century literacy skills needed for students to be successful in today's digital world. These include the ability to critically evaluate online information from a variety of sources, understand multimedia formats, and collaborate online. The document discusses the importance of teaching skills like problem solving, digital literacy, and analyzing information from different perspectives to prepare students. It also introduces various frameworks that can be used to guide students' research process and development of literacy skills, such as Guided Inquiry, Kuhlthau's Information Search Process, and the Big 6 model.

Copyright, Education and Librarians: understanding privileges and rights

Jane Secker

The document discusses copyright issues related to libraries and librarians. It notes that copyright underpins many library services like inter-library loans and digitization projects. Librarians have special privileges under copyright law to support these services. However, technology and digital copying have complicated copyright, sometimes creating fear among librarians. Research on copyright literacy among UK librarians found varying levels of understanding and a need for improved education. The document proposes rethinking copyright education for librarians to better address their needs and roles.

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