Guhlin, MGuhlin.net Consulting
Sunday, February 13, 2005 10:02 AM
Introduction | Task
| Process | Resources
| Conclusion | Quiz
| Copyright Presentation
| Print PDF Materials
I started intelligently, "I want to make a class set of these."
The CopyMax guy looked at me like I was nuts. Then, politely, he reminded
me about copyright law. Of course, I nodded my head, how could I have
ever thought to make class sets of Slave Dancer for my students
|Like many educators I know, I've always felt the way
Pilgrim, a librarian, a Guardian of Copyright Law, shared with
me in her presentation on the Big6:
All ideas are stolen,
modified to look like
theyre not stolen,
and shared among thieves.
that attitude can get you in lots of trouble. After all, violating copyright
law didn't seem to hurt anyone when I first started teaching...but now,
violating copyright law appears to have serious legal consequences for
all. Whether you stack VCRs to make a quick copy of a Disney video,
use CD-Recordables to make copies of songs off the Internet, existing
music CDs, or educational software, it is clear that times have changed.
always, changing copyright law remains a gray
area for most of us. What exactly is copyright and how does it
apply to us? How can I teach my students to do work with technology
that protects intellectual property and does not stifle creativity?
In the space of 60 minutes, you're going to grapple with these questions
an understanding of copyright law and how it applies to you, you need
to develop a thorough understanding of what you are allowed to do under
copyright, and, what you are not allowed to do. One way for you to get
there is to critically analyze a number of copyright scenarios and discuss
them from multiple perspectives. That's your task in this exercise.
If you're short on time, patience, or want to try a different way,
you may want to review the
presentation and then take the online quiz.
end of this lesson, you and your group will answer these questions:
is meant when someone says, "That's copyrighted" and what
is fair use?
- What is the best way to limit district
liability in regards to copyright violations?
- What does copyright law say about
including copyrighted multimedia in educator and student products?
do you get permission from the copyright owners to use their materials?
You have several choices for getting the information
you need to respond to the 4 questions above. You will need a copy of
your district's acceptable use policy and, if they have one, their copyright
& software policy. You can find some sample policies in the Resources
section. Below are your 3 choices:
the whole group into small groups of four. Each small group member
will assume one of the different roles shown below:
The Copyright Author: You've spent over a year developing
a collection of thematic lessons that are correlated to state
and national education standards, incorporate videotape, your
original artwork, and some really great ideas. Your publisher
has just notified you that they believe your copyright is
being violated, but rather than pursue the issue themselves,
they've asked you to put your talents to work at designing
a guide for teachers who want to use copyrighted materials
in their classroom. A little angry at the creative uses other
teachers have put your work to without compensation, you begin....
The School Administrator: In your mind, the best use
of technology is the one that results in the least amount
of litigation. You've heard from your campus librarians that
several teachers are developing web pages that use copyrighted
images, sounds, multimedia (like MP3 music clips) and you
are concerned that it won't be long before you are embroiled
in a lawsuit. You just want to stop the Internet and can't
wait for this fad to be over. You decide to analyze school
district policy to see how the district may have missed the
mark on copyright policy. Begin...
The Librarian: As a guardian of copyright law, you're
a bit scandalized by the wide-scale copying of copyrighted
materials in your school. You are in charge of your school's
software checkout program. Teachers come to you to check out
the installation CDs. Right now, the system is a mess. Even
though you know who is checking out the software, you're not
quite sure how teachers are using the software. Begin...
The Technophile: What a wonderful thing the Internet
is! Last night, you downloaded MP3 music via your high speed
cable modem and burned it on a CD with your CD-Recorder. The
school computer doesn't have the right software to do graphics
editing, so you found the pirated version on the Web, downloaded
it and installed it on your computer and everyone else's at
your grade level. Now, all of you can work on the End of School
Memory Project. Begin...
you'll examine each of the concept builder activities shown for your
role on the list of resources and develop a set of guidelines from
the perspective of your role. After completing the concept builder,
be sure to CREATE YOUR FULL REPORT and PRINT it out. You'll need to
examine each site fairly quickly. Don't spend more than 45 minutes
on your concept builder. Research, analyze, and communicate quickly.
everyone in the small group has printed out their reports, it's time
to get together to answer the following questions. One way to proceed
would be to go around and poll each team member for their understanding
of the concepts. Pay attention to each of the other perspectives,
even if at first you think you might disagree with them.
identifying the main points from each of your perspectives, pool your
perspectives and be prepared to share 3 important points from your
person in each group should record the group's thoughts using this
worksheet. (Please note that your
independent research using the Concept Builder may not have covered
the gaps in your copyright knowledge. If you are unsure of the answers
to the questions on the worksheet, you may want to refer to the
debriefing time is called, use the worksheet to speak from as you
report your results to the whole class. Do you think the other groups
will agree with your conclusions?
the Copyright Quiz. The answers to the Copyright
Quiz should pop up when you select the correct response. This said,
here's the answer key for the quiz (resist
the supporting resources for this webquest:
done discussing what you have learned, it is hoped that you will have
understood the importance of copyright law and where you stand as an
educator, as well as developed some strategies for adhering to copyright
law and sharing your understanding with your peers and students.
Copyright & Fair Use Resources
& Web Sites - Explore several aspects of the period
Use Guidelines - Prepare a lesson for younger students
Copyright Code -
Big Myths about Copyright Explained
by Miguel Guhlin.
Last updated on
Sunday, February 13, 2005 10:02 AM
Disclaimer: The author is not a lawyer. This work does not constitute legal advice.