Notes from “Erasing Copyright Confusion” at NCTE 2009
Joyce Valenza, Renee Hobbs, Kristin Hokanson, and Michael RobbGrieco
- Renee Hobbs, Temple — What is the purpose of copyright?
- Protect intellectual property
- Ownership, profit
- Authors’ right
- In fact, the purpose of copyright is to promote creativity, innovation, and the spread of knowledge
- Owners have pushed for longer length of copyright
- How we Cope as Educators with Copyright
- “See no evil” teachers — don’t examine copyright issues at all
- “Close the door” teachers — know that there is something to copyright, yet keep it private
- “Hyper-comply” teachers — they hold on to this idea more strongly for their students than themselves
- When I use creative materials, which concepts apply?
- Attribution — citing your sources (an academic community’s normative conventions that they agree upon to acknowledge other’s work)
- Plagiarism — not acknowledging source material used in your work
- Infringement — copying another’s work in violation of the law
- Fair Use — the legal use of copyrighted works without permission or payment
- Licensing — Asking permission and paying a fee
- Copyright balances the rights of owners with the rights of users
- Owners get to control how their work is controlled and distributed for a limited use of time
- As users, however, we have some rights, too
- All those things you knew about the “30 second rule,” the “10% rule,” the “45 day rule” are not the law
- The charts that you see, they are not the law — they are negotiated agreements that have “the appearance of positive law”
- The guidelines actually limit our understandings of fair use
- You can use copyrighted material in a variety of ways — criticism, comment, news reporting, scholarship AND creative work
- Peter Jazi — the benefits to society outweigh the private costs to the copyright holder, or else copyright law becomes a form of private censorship
- Michael RobbGrieco, Temple — Responding to the Rise of Remix Culture: Challenges and opportunities for teaching, learning, and literacy
- Are you a part of remix culture?
- Build on others?
- Quote passages?
- Do you have a website?
- Our students are fully immersed in a remix culture
- Remix is how our students add their own personal experience to the wider culture and make their experience known to others
- Can remix perpetuate cultural norms that are oppressive?
- Critical remix for democracy, dialogue, and exchange
- Single Ladies in Mayberry
- Develop media literacy skills
- Balancing producer and consumer identities
- Can create shallow engagement without critical interpretation (this is where educators come in)
- How do we realize the potential of fair use while also facing the challenges that are present?
- How can we be critical with our students and invite interpretation and argument?
- Michael’s video: Copyright, What’s Copyright?
- Are you a part of remix culture?
- Kristin Hokanson, Upper Merion High School
- What does it mean to add value to other people’s work?
- Use of Flickr images for a biology project
- Use of Dave Matthews “Gravedigger” with Spoon River Anthology
- Media Lab’s “Teach Them to Reason” tool
- Ending Copyright Confusion Wiki
- Attribution is an ethical practice, not a legal one; citing sources doesn’t let you off the hook
- Fair use is a reasoning process that requires critical thinking; context and situation determine how fair use applies.
- Am I creating something new (through transformative use), or am I redistributing (which is, in contrast, a violation of the law)?
- Joyce Valenza, Springfield Township High School
- Dorothy Fair Use Video
- Copyright Friendly Wiki
- This project is a user-rights movement
- The Code of Best Practices for Fair Use is NCTE’s official policy on fair use
- The guidelines that have been created since the implementation of the 1970s copyright law were brought about from negotiations by the media industry; the guidelines that were created are not set down as the law
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