Notes from “Erasing Copyright Confusion” at NCTE 2009

Notes from “Erasing Copyright Confusion” at NCTE 2009

Joyce Valenza, Renee Hobbs, Kristin Hokanson, and Michael RobbGrieco

Center for Social Media

  • 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?
  • 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
  • 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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Notes from Danielle Nicole DeVoss’s Opening Keynote at NWP’s “Digital Is…”

Danielle Nicole DeVoss asks us to think about what digital was then and is now…

Digital is…

  • Networked — we compose in networked spaces
  • Collaborative — people are able to connect and create through these networks (LolCats)
  • Multimodal — typography, kinetic type, digital stories
  • Re-Mediated — taking a media object and recreating it so it moves across media; moving across text to audio to video (StarzBunnies)
  • Remixed — taking bits and pieces and parts of other media to create new messages and meaning
  • Policed — digital millennium copyright act; You Tube copyright issues (Fair Use)
  • (Requires) Critical thinking — because of the visuals (Harry Potter, Redbook)
  • (Can be) Democratic — Iran and Twitter, YouTube Debates

Writing is Digital — this is, as Elyse put it, our moment.


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Announcing MIT’s International Journal of Learning and Media

Today, I received an exciting announcement from Kellie Bramlet with MIT Press Journals. In addition to the series of books that they released last year with a Creative Commons license, they are now offering the following new journal:

The International Journal of Learning and Media

MIT Press, in cooperation with The Monterey Institute for Technology and Education (MITE), is pleased to announce the publication of the first issue of The International Journal of Learning and Media (IJLM). A first of its kind, the journal is devoted to examining the intersection of media and learning in multiple contexts. Volume 1, Issue 1, edited by David Buckingham, Tara McPherson and Katie Salen, is now available for FREE at http://ijlm.net . While IJLM retains the peer-review process of a traditional scholarly journal, its editorial vision and electronic-only format permit more topical and polemic writing, visual and multimedia presentations, and online dialogues. IJLM will allow the broad community interested in digital media and learning to share its insights using the tools of digital media. Sections of the journal range from shorter pieces on critical issues of a timely nature, through longer essays on keywords shaping the landscape of learning and media today, to traditional peer-reviewed scholarly articles.

http://ijlm.net is currently in its beta stage and we welcome your comments, questions and thoughts on how to improve the site. Please contact us by clicking on the Feedback button in the upper right corner at http://ijlm.net

The development and publication of IJLM is supported by a grant from the John D. and Catherine T. MacArthur Foundation as part of its 5-year, $50 million, initiative in digital media and learning.