This link has been bookmarked by 274 people . It was first bookmarked on 07 Nov 2008, by Kimberly Brosan.
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22 Dec 09
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STUDENT
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STUDENT
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STUDENT
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• Did the unlicensed use "transform" the material taken from the copyrighted
work by using it for a different purpose than that of the original, or did it
just repeat the work for the same intent and value as the original?• Was the material taken appropriate in kind and amount, considering the
nature of the copyrighted work and of the use? -
USE OF COPYRIGHTED MATERIALS IN THEIR OWN ACADEMIC AND CREATIVE WORK
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DEVELOPING AUDIENCES FOR STUDENT WORK
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Connie MurphyCenter for Social Media at American University. Click on the PDF link to download the full report.
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Fair use is the right to use copyrighted material without permission or payment under some circumstances—especially when the cultural or social benefits of the use are predominant.
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This code of best practices was created by convening ten meetings with more than 150 members of leading educational associations, including signatories to this document, and other educators across the United States.
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expanded conceptualization of literacy responds to the demands of cultural participation in the twenty-first century.
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Rather than transforming the media material in question, they use that content for essentially the same purposes for which it originally was intended—to instruct or to entertain. In many or even most cases, of course, these uses of media will not have significant copyright implications, either because the content in question has been licensed or because it is covered by one of the specific exemptions for teachers in Sections 110(1) and (2) of the Copyright Act (for "face-to-face" in the classroom and equivalent distance practices in distance education).
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And their actual understanding of the subject is incomplete or even distorted. As a result, there is a climate of increased fear and confusion about copyright, which detracts from the quality of teaching
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Copyright law does not exactly specify how to apply fair use, and that gives the fair use doctrine a flexibility that works to the advantage of users. Creative needs and practices differ with the field, with technology, and with time. Rather than following a specific formula, lawyers and judges decide whether an unlicensed use of copyrighted material is "fair" according to a "rule of reason." This means taking all the facts and circumstances into account to decide if an unlicensed use of copyrighted material generates social or cultural benefits that are greater than the costs it imposes on the copyright owner.
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THREE: SHARING MEDIA LITERACY CURRICULUM MATERIALS
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06 Dec 09
M. CirceThis document is a code of best practices that helps educators using media literacy concepts and techniques to interpret the copyright doctrine of fair use. Fair use is the right to use copyrighted material without permission or payment under some circumstances—especially when the cultural or social benefits of the use are predominant. It is a general right that applies even in situations where the law provides no specific authorization for the use in question—as it does for certain narrowly defined classroom activities.
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<form name="ccoptin" action="http:" /> </form>
FeedsNovember 2008
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Julie LindsayPublications -- Center for Social Media at American University
acrossmydesk education media copyright fairuse digital_law digital_literacy freedom customization integrity
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Cindy KendallPDF useful guide for educators and an excellent page that descibes the user of media in education and media literacy and fair use
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Josh StengerAmong other things, the Center for Social Media contains the codes of best practices in fair use for virtually all areas of education.
copyright education media literacy highereducation digital fair use
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Linda SantiagoThis document is a code of best practices that helps educators using media literacy concepts and techniques to interpret the copyright doctrine of fair use. Fair use is the right to use copyrighted material without permission or payment under some circumstances—especially when the cultural or social benefits of the use are predominant. It is a general right that applies even in situations where the law provides no specific authorization for the use in question—as it does for certain narrowly defined classroom activities.
This guide identifies five principles that represent the media literacy education community’s current consensus about acceptable practices for the fair use of copyrighted materials, wherever and however it occurs: in K–12 education, in higher education, in nonprofit organizations that offer programs for children and youth, and in adult education. -
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This document is a code of best practices that helps educators using media
literacy concepts and techniques to interpret the copyright doctrine of fair
use. Fair use is the right to use copyrighted material without permission or
payment under some circumstances—especially when the cultural or social benefits
of the use are predominant.
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06 Sep 09
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Norman GTeachers deciding for themselves, is the at the core of this article. Often we find teachers that want to be told what they can and can't use in the curriculum, however as this article suggests teachers need only be informed and decide for themselves.
copyright fairuse education literacy media fair_use media literacy fair use
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Karen Vitek"This document is a code of best practices that helps educators using media literacy concepts and techniques to interpret the copyright doctrine of fair use. Fair use is the right to use copyrighted material without permission or payment under some circumstances—especially when the cultural or social benefits of the use are predominant. It is a general right that applies even in situations where the law provides no specific authorization for the use in question—as it does for certain narrowly defined classroom activities.
This guide identifies five principles that represent the media literacy education community’s current consensus about acceptable practices for the fair use of copyrighted materials, wherever and however it occurs: in K–12 education, in higher education, in nonprofit organizations that offer programs for children and youth, and in adult education." -
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Andrew WetzelThis guide identifies five principles that represent the media literacy education community’s current consensus about acceptable practices for the fair use of copyrighted materials, wherever and however it occurs: in K–12 education, in higher education, in nonprofit organizations that offer programs for children and youth, and in adult education.
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Jan AdamsThis document is a code of best practices that helps educators using media literacy concepts and techniques to interpret the copyright doctrine of fair use.
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Kathleen NEducators need to assert their right to Fair USe. Provides guidelines for best practices.
Download the full report:
http://www.centerforsocialmedia.org/files/pdf/Media_literacy_txt.pdfhttp://www.centerforsocialmedia.org/files/pdf/Media_literacy_txt.pdf -
17 Apr 09
Holly JenkinsThis website helps educators interpret the copyright doctrine of fair use. It lists 5 principles that represent about acceptable practices for the fair use of copyrighted material in schools.
4. Promote and model digital citizenship and responsibility.
4a. advocate, model, and teach safe, legal and ethical use of digital information and technology, including the respect for copyright, intellectual property, and the appropriate documentation of sources -
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This document is a code of best practices that helps educators using media literacy concepts and techniques to interpret the copyright doctrine of fair use. Fair use is the right to use copyrighted material without permission or payment under some circumstances—especially when the cultural or social benefits of the use are predominant. It is a general right that applies even in situations where the law provides no specific authorization for the use in question—as it does for certain narrowly defined classroom activities.
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Media literacy education distinctively features the analytical attitude that teachers and learners, working together, adopt toward the media objects they study. The foundation of effective media analysis is the recognition that:
• all media messages are constructed
• each medium has different characteristics and strengths and a unique language of construction
• media messages are produced for particular purposes
• all media messages contain embedded values and points of view
• people use their individual skills, beliefs, and experiences to construct their own meanings from media messages
• media and media messages can influence beliefs, attitudes, values, behaviors, and the democratic process
Making media and sharing it with listeners, readers, and viewers is essential to the development of critical thinking and communication skills. Feedback deepens reflection on one’s own editorial and creative choices and helps students grasp the power of communication.
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• Did the unlicensed use “transform” the material taken from the copyrighted work by using it for a different purpose than that of the original, or did it just repeat the work for the same intent and value as the original?
• Was the material taken appropriate in kind and amount, considering the nature of the copyrighted work and of the use?
If the answers to these two questions are “yes,” a court is likely to find a use fair. Because that is true, such a use is unlikely to be challenged in the first place.
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Terry McClannonCode for Best Practice in Fair Use
hypermedia copyright fairuse education literacy fair_use media media literacy fair use
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Michelle TorriseAn important document for the school media specialist, that asks educators to engage students in interacting with contemporary media under the guidelines of fair use policies.
imported literacy_media fair_use copyright library_best_practices school_libraries
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22 Feb 09
Diane PetersLaw provides copyright protection to creative works in order to foster the creation of culture. Its best known feature is protection of owners’ rights. But copying, quoting, and generally re-using existing cultural material can be, under some circumstances, a critically important part of generating new culture. In fact, the cultural value of copying is so well established that it is written into the social bargain at the heart of copyright law. The bargain is this: we as a society give limited property rights to creators to encourage them to produce culture; at the same time, we give other creators the chance to use that same copyrighted material, without permission or payment, in some circumstances. Without the second half of the bargain, we could all lose important new cultural work.
Copyright law has several features that permit quotations from copyrighted works without permission or payment, under certain conditions. Fair use is the most important of these features. It has been an important part of copyright law for more than 170 years. Where it applies, fair use is a user’s right. In fact, as the Supreme Court has pointed out, fair use keeps copyright from violating the First Amendment. New creation inevitably incorporates existing material. As copyright protects more works for longer periods than ever before, creators face new challenges: licenses to incorporate copyrighted sources become more expensive and more difficult to obtain—and sometimes are simply unavailable. As a result, fair use is more important today than ever before.
Fair use is flexible. It is not uncertain and it is not unreliable.
Copyright law does not exactly specify how to apply fair use, and that gives the fair use doctrine a flexibility that works to the advantage of users. Creative needs and practices differ with the field, with technology, and with time. Rather than following a specific formula, lawyers and judges decide whether an unlicensed use of copyrighted material is “fair” according to a “rule of reason.” This means ta -
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What this article seems not to address as thoroughly is attribution.
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