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saved byNicole Muth on 2008-09-25

  • netTrekker or Web directories like Awesome Library.
  • the ability to access, evaluate, synthesize, and build upon information and
    media are crucial skills.
  • Teach them to search
  • Left to their own devices, students will depend on natural language to search
    rather than analyze keywords that would be more effective. They also tend to
    rely entirely on a single search tool such as Yahoo or Google for obtaining
    information.
  • Challenge students to search using a variety of strategies and tools (see
    "21st-Century Literary Terms and Definitions") and report back on the most and
    least effective search approaches.
  • require them to include a number of keywords and search options they used along
    with their traditional, footnoted attributions
  • inaccuracies found in the Wikipedia Web site and other collaboratively created
    online sources, prompting certain educational organizations to ban their use for
    research. Why not treat the site itself as a subject of study
  • Do they find any misleading, inaccurate, or missing information in Wikipedia?
    How does it compare to overviews they find elsewhere?
  • What makes a source viable?
  • look at the advantages and disadvantages of various resources—not only with
    regard to the accuracy issues discussed earlier but also in terms of the
    fluidity and speed at which information is updated.
  • National Council of Teachers of English literacy recommendation: the need for
    students to learn to manage "multiple streams of simultaneous information
  • Copyright is a huge topic
  • important for students living and interacting online to have a clear
    understanding of the legal issues involved in copying and redistributing the
    work of others. Some key concepts worth reiterating here
    include:
        The creator of an original work—whether a student
    or a professional artist—automatically owns all rights to its use, with certain
    exceptions, including the exception for "fair use."
        Fair
    use allows people to use copyrighted materials, without paying or getting
    special permission, if they are using the materials for the purpose of
    education, review, satire, or journalism, and are taking into consideration the
    following criteria:
        the purpose and character of the use,
    including whether such use is of 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; and
        the
    effect of the use upon the potential market for or value of the copyrighted
    work.
        Barring some drastic redefinition or legal
    precedent, fair use does not apply to educational materials posted on the public
    Internet for others to access and redistribute at will.
       
    The copyright holder can always choose to grant to others some or all rights to
    their work.
  • An understanding of Creative Commons not only allows students to determine the
    conditions under which they want to share their own work but also gives them an
    understanding of the legal and ethical issues involved in reusing the work of
    others in situations that do not qualify as fair use
  • digital materials circulated via e-mail or posted at sites such as YouTube
    frequently lack adequate information about the copyright holder, CC
    licensing—with the attribution requirement that typically accompanies it—is
    raising new awareness about the importance of identifying and citing one's
    sources
  • The ease by which we all cut and paste these days raises many questions about
    the definition of the word "plagiarism." But by expecting students to provide
    attribution to the best of their ability, and discussing the challenges they
    encounter as they try to do this, the education world can help redefine what it
    means to be an ethical and active participant in collaborative authoring
    ventures