SUP228 Best Practices in Fair Use for 21st-Century Educators
[Workshop : Seminar/Demo]
Renee Hobbs, Temple University, Media Education Lab with Kristin Hokanson, Michael RobbGrieco and Joyce Valenza
Sunday, 6/28/2009, 12:30pm–3:30pm WWCC 145 A
WATCH US LIVE

Session Outline

Overview Code of Best Practices




Remix: Mike


  • HANDOUT: Lesson 3

Case Study Tranformativeness

Video: Upper Merion case study

Fair Use Reasoning: Kristin

  • Online fair use reasoning tool: what it is and why it's useful
  • Introduce form
Kristin, Joyce, Mike (30 minutes)
JigSaw examination of scenarios
1. Pass out cards
  • 1 tan, 3 grey
  • 2 green, 5 purple
  • 4 salmon, 6 pink
  • 7 yellow, 8 blue
2. Like colors meet to discuss & complete online form
3. Return to table, share
4. Large group share
5. "But What if . . " game
Download a printable version of the form
Share the google form http://spreadsheets.google.com/ccc?key=pBjZckogV6TDs7tU6fzH9Aw click to view and copy into your google account to use and modify

Creative Commons: Joyce


  • Focus: Why are transformative works important?
  • Categorized list of examples of transformativeness (Center for Social Media) (Satire and Parody, Negative or Critical Commentary, Positive Commentary, Quoting in Order to Start a Discussion, Illustration or Example, Incidental Use, Personal Reportage/Diaries, Archiving of Vulnerable or Revealing Materials, Pastiche or Collage) Ain't No Other Man
  • Viewing and Discussion of Darfur video Transformative: why or why not?



Compare & Contrast

  • Compare and Contrast Venn diagram: 3 Views on Intellectual Property
  • HANDOUT: Lesson 5 in teaching about Copyright and fair use
Joyce (15 minutes)
Where does Creative Commons fit in the mix?

Take Aways

Discussion and conclusion
  • What are your take-aways? How does this change/inform your practice?
  • Brainstorming: Spreading the word: How do we get this message across to ISTE membership?
  • HANDOUT: How to give a workshop

Renee
  • Evaluation

Notes


Session Recording


Contact information:


Renee Hobbs reneeh@temple.edu
http://mediaeducationlab.com/about/renee-hobbs

Katie Donnelly
http://mediaeducationlab.com/about/katie-donnelly

Kristin Hokanson
Blog: http://khokanson.blogspot.com
Website: http://theconnectedclassroom.org
email: kristin.hokanson@gmail.com
http://twitter.com/khokanson
http://mediaeducationlab.com/about/kristin-hokanson

Michael RobbGrieco
email: robbgrieco@temple.edu
http://mediaeducationlab.com/about/michael-robbgrieco

Joyce Kasman Valenza
joyce_valenza@sdst.org
School Library Journal Blog
Virtual Library


Purpose & Objectives
Participants will understand:

• that copyright law is designed to promote creativity and the growth of knowledge by balancing the rights of owners with the rights of users;
• how fair use ensures that copyright law does not limit First Amendment rights;
• that the flexibility of fair use enables it to be relevant and useful to many different kinds of creative communities;
• that fair use requires reasoning and interpretation of situational factors and how this reasoning process parallels analysis skills used in media literacy education;
• the ways in which copyright law has expanded to protect owners over a period of time
• the historical context in which the Code of Best Practices for Fair Use in Media Literacy developed, with particular attention to the work of documentary filmmakers;
• how educators’ lack of knowledge about copyright and fair use negatively affect teaching and learning;
• why the “fair use guidelines” do not have the force of law and how they interfere with educators’ genuine understanding of fair use.
• how the biases of many existing copyright education materials reflect the interests of large copyright holders
• how educators can use the Code of Best Practices for Fair Use in Media Literacy Education as a tool in making decisions about the use of copyrighted materials in the classroom and in their own (and students’) work
• how the Code of Best Practices relates to other relevant copyright issues for educators, including DRM exemptions for movies, electronic reserves and photocopying for educators
• how the approach embodied in the Code of Best Practices differs from the Creative Commons approach which gives authors flexibility in identifying types of use rights
• how to use case studies, videos and other tools to guide the process of teaching and learning about fair use and applying the Code of Best Practices to specific situations
• how to use strategies for advocacy to help educators recognize the importance of protecting user rights
Participants will be able to:
• demonstrate their understanding of fair use through participation in discussion activities
• explain why media literacy educators should be leaders in establishing user rights through fair use
• be confident and motivated to continue their learning about copyright and fair use

Outline
In the first hour of the workshop, the panelists will explain importance of fair use for media literacy and technology education. 21st-century educators and learners need to be able to reasonably access and incorporate copyrighted materials into their work in order to analyze culture.

Drawing on research from The Cost of Copyright Confusion for Media Literacy, the high school teachers on our panel will discuss the confusion that educators typically face when dealing with copyright issues – including confusing guidelines, conflicting internal and external policies, and copyright curricula designed by industry stakeholders that distort the nature of fair use. We will screen a video describing the issues that many educators face, and explain how this confusion can be overcome. We will provide a brief background on the history of fair use and how it can best be understood by technology educators.

In the second hour, the panelists who worked on the creation of the Code of Best Practices in Fair Use for Media Literacy Education will discuss the process of creating the code and lead workshop participants in group discussion of hypothetical fair use scenarios and a close review of the Code. We will then lead the participants in an analysis of actual curriculum materials and real student work.
In the final section of this workshop, we will introduce teaching materials designed for both student learning and professional development.

The panelists will lead the audience in viewing and discussion of animated copyright songs and fair use case study videos and conclude with a demonstration of a sample lesson plan for teaching about copyright and fair use.