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School staff had repeatedly photocopied, manipulated and distributed study guides from an educational publishing company. This incident served as a wake-up call for teachers who thought copyright law did not apply to their classrooms. “Teachers either don’t know or don’t want to know that they’re violating copyright,” said \u003c/span>\u003ca href=\"https://www.melissaannpero.com/\">\u003cspan style=\"font-weight: 400\">Melissa-Ann Pero\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a former language arts teacher who has also worked with educators on hybrid and online learning practices in Pennsylvania.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.copyright.gov/what-is-copyright/\">\u003cspan style=\"font-weight: 400\">Copyright\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> ensures that creators have exclusive rights to print, publish, perform, film or record their literary, artistic and musical creations – or to authorize others to do so. While many teachers willingly share their instructional materials, even those they have personally crafted, the act of sharing doesn’t negate the need for proper attribution or copyright protection. “I’ve tried to get away from using phrases like ‘I’ve stolen that from somebody,’ because I haven’t. I’ve asked to borrow it, and I give people credit,” said Pero, who now teaches at a career and technical high school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sound copyright practices not only shield teachers from legal complications and safeguard their intellectual property, but also set an example for students. In the digital era, when information can be ambiguously sourced and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/47580/media-literacy-five-ways-teachers-are-fighting-fake-news\">\u003cspan style=\"font-weight: 400\">potentially misleading\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.edutopia.org/article/teaching-rhetorical-analysis-news/\">\u003cspan style=\"font-weight: 400\">teaching students the importance of proper sourcing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> continues to grow in importance. At the International Society for Technology in Education (ISTE) conference last year, Pero and other speakers offered recommendations for how educators can navigate copyright and model digital citizenship for students.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Schools have certain protections. What are they?\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In education, copyright has its own set of rules that provide specific protections. \u003c/span>\u003cspan style=\"font-weight: 400\">Fair use allows limited use of copyrighted work without seeking permission, serving purposes like news reporting, commentary, education, parody and the creation of transformative new works.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, the protective umbrella of education is not as impervious as once believed, said Pero.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Fa\u003c/span>\u003cspan style=\"font-weight: 400\">ir use isn’t a one-size-fits-all rule, and it is evaluated on a case-by-case basis that considers four key factors: the purpose of use, the nature of the original work, the amount used and the impact on the original’s market value.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>Purpose of use:\u003c/b>\u003cspan style=\"font-weight: 400\"> Educators can share materials as long as they’re integral to the course, part of systematic instructional activities, and directly related to the teaching objectives. However, expanding the purpose, like publishing a school project online, might change fair use status. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Nature of the original work: \u003c/b>\u003cspan style=\"font-weight: 400\">Fair use status is more likely if the original is informative or factual rather than highly creative. However, creative works can still qualify. For example, watching a taped production of Hamlet during a unit on Shakespeare in an English class is likely to fall under fair use.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Amount used: \u003c/b>\u003cspan style=\"font-weight: 400\">Fair use asks that teachers use portions of the original material and only what’s necessary to convey their point. While it’s still possible with entire creative works, like videos or songs, using less increases the likelihood of fair use. Excerpts – typically two pages or less or 10% of longer works – are permissible, along with up to 30 seconds of music. Pero emphasized that many publishing companies are open to working with teachers as long as proper credit is given. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Market impact:\u003c/b>\u003cspan style=\"font-weight: 400\"> If your use undermines the creator’s ability to profit from their work, it’s less likely to be considered fair use.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">For clarification on copyright concerns, Mary Beth Clifton, who teaches about copyright in her role as an instructional technology coordinator in Pennsylvania, recommended that educators use \u003c/span>\u003ca href=\"https://copyrightandcreativity.org/online-training/\">\u003cspan style=\"font-weight: 400\">Copyright and Creativity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an online hub of educator-friendly resources about copyright, including office hours, webinars and \u003c/span>\u003ca href=\"https://copyrightandcreativity.org/infographics/\">\u003cspan style=\"font-weight: 400\">downloadable posters\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During pandemic-related distance learning, teachers relied on the 2002 \u003c/span>\u003ca href=\"https://www.copyright.gov/docs/regstat031301.html\">\u003cspan style=\"font-weight: 400\">Technology, Education and Copyright Harmonization (“TEACH”) Act\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. This act provides exemptions that allow educators to share certain copyright-protected materials online with students without getting permission from copyright holders. Generally, the TEACH Act mandates that distribution of all materials must be limited to students who are currently enrolled in the class for a specific time. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Digital citizenship and nurturing respect for copyright\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Citing sources and giving credit are integral components of digital citizenship — how we conduct ourselves responsibly in the online world. Complying with copyright can seem tedious, but it is foundational to many of the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/digital-citizenship\">\u003cspan style=\"font-weight: 400\">digital citizenship\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> skills teachers hope to instill in students. “We talk about how to be respectful, face-to-face and how to be respectful in a Zoom conference. We also need to talk about how to be respectful in the digital environment,” said Clifton. With\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62462/8-free-ai-powered-tools-that-can-save-teachers-time-and-enhance-instruction\">\u003cspan style=\"font-weight: 400\"> AI tools on the rise\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, students’ ability to trace the origins of their sources will become more valuable. When teachers make their own copyright practices visible, they model its importance for students. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Empowering students to copyright their work\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">One way to help students to become more knowledgeable about copyright is to have them copyright their own work. With students increasingly \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/47636/what-writing-wikipedia-entries-can-teach-students-about-digital-literacy\">\u003cspan style=\"font-weight: 400\">creating their own content as opposed to just consuming it\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, teachers have an opportunity to introduce them to copyrighting. Clifton suggested students and teachers use \u003c/span>\u003ca href=\"https://creativecommons.org/\">\u003cspan style=\"font-weight: 400\">Creative Commons\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> licenses because they are a simple way to communicate how one wants their work to be used. A Creative Commons license is a public use license that allows creators to \u003c/span>\u003ca href=\"https://creativecommons.org/share-your-work/cclicenses/\">\u003cspan style=\"font-weight: 400\">mix and match four conditions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to communicate how they would like the work to be used. For example, a person may choose to allow others to distribute, remix, adapt, and build upon the material for noncommercial purposes only. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When students experience the process of protecting their own work, it’s easier to communicate the significance of copyright because it’s more personalized, said Clifton. She prompts students with questions about how they would feel about finding out that their work was used without permission to foster discussions about sharing and respecting creative works.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Practicing mindful image use\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Whether it’s in a powerpoint or on a poster board, images are often used without permission. To illustrate how images are protected by copyright, Pero used the logo from the Tokyo Olympics in 2020 as an example. When the first Tokyo 2020 logo was presented, a Belgian designer said it was too similar to one of his designs, and the \u003c/span>\u003ca href=\"https://www.bbc.com/news/world-asia-34115750\">\u003cspan style=\"font-weight: 400\">Tokyo Olympics logo was changed.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> In her classes, Pero instructed students to \u003c/span>\u003ca href=\"https://support.google.com/websearch/answer/29508?hl=en&co=GENIE.Platform%3DAndroid\">\u003cspan style=\"font-weight: 400\">use filters on Google image search\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to easily access images that are free to share. Even when using such searches, teachers can set the expectation that students should credit the image creators.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, Pero oversaw her schools’ yearbook class, and she instructed students to give photo credit for each photo whether they were taken professionally or by peers. “One year, we made a yearbook that mimicked Survivor’s logo,” said Pero. She told students that if they wanted to go through with the idea, “We need to get permission because we’re going to publish like 400 of these.” Student sent an image of the yearbook logo to Survivor’s production team to confirm that it was okay to use. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Inviting students to connect with creators \u003c/b>\u003c/h2>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Pero’s students did independent choice reading, she invited them to give authors a shoutout on social media. As part of the assignment, students identified the author’s social handle and tagged them in a post about what they read. If the student didn’t have a social account she did it from her own account. “They were amazed at the [response] they got,” said Pero. This simple act allowed students to connect with the creators behind the works they engage with, fostering a deeper appreciation for writers and artists. Learning more about the origins of the works they appreciate can empower students and develop their agency. Starting these habits early lays the foundation for a future where acknowledging sources becomes second nature. “Let’s get kids in the habit, students in the habit, adults in the habit of saying, ‘I got this from here. It’s not mine,'” Pero said.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"When teachers model correct copyright use they not only shield themselves from legal complications, but also set a good example for students.","status":"publish","parent":0,"modified":1713291329,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":16,"wordCount":1410},"headData":{"title":"Demystifying Copyright for Teachers and Students | KQED","description":"When teachers model correct copyright use, they not only shield themselves from legal complications, but also set a good example for students.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"When teachers model correct copyright use, they not only shield themselves from legal complications, but also set a good example for students.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Demystifying Copyright for Teachers and Students","datePublished":"2024-01-23T11:00:17.000Z","dateModified":"2024-04-16T18:15:29.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/62986/demystifying-copyright-for-teachers-and-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">In 2019, the Houston Independent School District found itself entangled in a legal battle, facing a \u003c/span>\u003ca href=\"https://www.houstonchronicle.com/news/houston-texas/education/article/Federal-jury-HISD-staff-repeatedly-violated-13895634.php\">\u003cspan style=\"font-weight: 400\">verdict of $9.2 million for copyright violations\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. School staff had repeatedly photocopied, manipulated and distributed study guides from an educational publishing company. This incident served as a wake-up call for teachers who thought copyright law did not apply to their classrooms. “Teachers either don’t know or don’t want to know that they’re violating copyright,” said \u003c/span>\u003ca href=\"https://www.melissaannpero.com/\">\u003cspan style=\"font-weight: 400\">Melissa-Ann Pero\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a former language arts teacher who has also worked with educators on hybrid and online learning practices in Pennsylvania.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.copyright.gov/what-is-copyright/\">\u003cspan style=\"font-weight: 400\">Copyright\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> ensures that creators have exclusive rights to print, publish, perform, film or record their literary, artistic and musical creations – or to authorize others to do so. While many teachers willingly share their instructional materials, even those they have personally crafted, the act of sharing doesn’t negate the need for proper attribution or copyright protection. “I’ve tried to get away from using phrases like ‘I’ve stolen that from somebody,’ because I haven’t. I’ve asked to borrow it, and I give people credit,” said Pero, who now teaches at a career and technical high school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sound copyright practices not only shield teachers from legal complications and safeguard their intellectual property, but also set an example for students. In the digital era, when information can be ambiguously sourced and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/47580/media-literacy-five-ways-teachers-are-fighting-fake-news\">\u003cspan style=\"font-weight: 400\">potentially misleading\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.edutopia.org/article/teaching-rhetorical-analysis-news/\">\u003cspan style=\"font-weight: 400\">teaching students the importance of proper sourcing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> continues to grow in importance. At the International Society for Technology in Education (ISTE) conference last year, Pero and other speakers offered recommendations for how educators can navigate copyright and model digital citizenship for students.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Schools have certain protections. What are they?\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In education, copyright has its own set of rules that provide specific protections. \u003c/span>\u003cspan style=\"font-weight: 400\">Fair use allows limited use of copyrighted work without seeking permission, serving purposes like news reporting, commentary, education, parody and the creation of transformative new works.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, the protective umbrella of education is not as impervious as once believed, said Pero.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Fa\u003c/span>\u003cspan style=\"font-weight: 400\">ir use isn’t a one-size-fits-all rule, and it is evaluated on a case-by-case basis that considers four key factors: the purpose of use, the nature of the original work, the amount used and the impact on the original’s market value.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>Purpose of use:\u003c/b>\u003cspan style=\"font-weight: 400\"> Educators can share materials as long as they’re integral to the course, part of systematic instructional activities, and directly related to the teaching objectives. However, expanding the purpose, like publishing a school project online, might change fair use status. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Nature of the original work: \u003c/b>\u003cspan style=\"font-weight: 400\">Fair use status is more likely if the original is informative or factual rather than highly creative. However, creative works can still qualify. For example, watching a taped production of Hamlet during a unit on Shakespeare in an English class is likely to fall under fair use.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Amount used: \u003c/b>\u003cspan style=\"font-weight: 400\">Fair use asks that teachers use portions of the original material and only what’s necessary to convey their point. While it’s still possible with entire creative works, like videos or songs, using less increases the likelihood of fair use. Excerpts – typically two pages or less or 10% of longer works – are permissible, along with up to 30 seconds of music. Pero emphasized that many publishing companies are open to working with teachers as long as proper credit is given. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Market impact:\u003c/b>\u003cspan style=\"font-weight: 400\"> If your use undermines the creator’s ability to profit from their work, it’s less likely to be considered fair use.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">For clarification on copyright concerns, Mary Beth Clifton, who teaches about copyright in her role as an instructional technology coordinator in Pennsylvania, recommended that educators use \u003c/span>\u003ca href=\"https://copyrightandcreativity.org/online-training/\">\u003cspan style=\"font-weight: 400\">Copyright and Creativity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an online hub of educator-friendly resources about copyright, including office hours, webinars and \u003c/span>\u003ca href=\"https://copyrightandcreativity.org/infographics/\">\u003cspan style=\"font-weight: 400\">downloadable posters\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During pandemic-related distance learning, teachers relied on the 2002 \u003c/span>\u003ca href=\"https://www.copyright.gov/docs/regstat031301.html\">\u003cspan style=\"font-weight: 400\">Technology, Education and Copyright Harmonization (“TEACH”) Act\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. This act provides exemptions that allow educators to share certain copyright-protected materials online with students without getting permission from copyright holders. Generally, the TEACH Act mandates that distribution of all materials must be limited to students who are currently enrolled in the class for a specific time. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Digital citizenship and nurturing respect for copyright\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Citing sources and giving credit are integral components of digital citizenship — how we conduct ourselves responsibly in the online world. Complying with copyright can seem tedious, but it is foundational to many of the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/digital-citizenship\">\u003cspan style=\"font-weight: 400\">digital citizenship\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> skills teachers hope to instill in students. “We talk about how to be respectful, face-to-face and how to be respectful in a Zoom conference. We also need to talk about how to be respectful in the digital environment,” said Clifton. With\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62462/8-free-ai-powered-tools-that-can-save-teachers-time-and-enhance-instruction\">\u003cspan style=\"font-weight: 400\"> AI tools on the rise\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, students’ ability to trace the origins of their sources will become more valuable. When teachers make their own copyright practices visible, they model its importance for students. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Empowering students to copyright their work\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">One way to help students to become more knowledgeable about copyright is to have them copyright their own work. With students increasingly \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/47636/what-writing-wikipedia-entries-can-teach-students-about-digital-literacy\">\u003cspan style=\"font-weight: 400\">creating their own content as opposed to just consuming it\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, teachers have an opportunity to introduce them to copyrighting. Clifton suggested students and teachers use \u003c/span>\u003ca href=\"https://creativecommons.org/\">\u003cspan style=\"font-weight: 400\">Creative Commons\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> licenses because they are a simple way to communicate how one wants their work to be used. A Creative Commons license is a public use license that allows creators to \u003c/span>\u003ca href=\"https://creativecommons.org/share-your-work/cclicenses/\">\u003cspan style=\"font-weight: 400\">mix and match four conditions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to communicate how they would like the work to be used. For example, a person may choose to allow others to distribute, remix, adapt, and build upon the material for noncommercial purposes only. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When students experience the process of protecting their own work, it’s easier to communicate the significance of copyright because it’s more personalized, said Clifton. She prompts students with questions about how they would feel about finding out that their work was used without permission to foster discussions about sharing and respecting creative works.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Practicing mindful image use\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Whether it’s in a powerpoint or on a poster board, images are often used without permission. To illustrate how images are protected by copyright, Pero used the logo from the Tokyo Olympics in 2020 as an example. When the first Tokyo 2020 logo was presented, a Belgian designer said it was too similar to one of his designs, and the \u003c/span>\u003ca href=\"https://www.bbc.com/news/world-asia-34115750\">\u003cspan style=\"font-weight: 400\">Tokyo Olympics logo was changed.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> In her classes, Pero instructed students to \u003c/span>\u003ca href=\"https://support.google.com/websearch/answer/29508?hl=en&co=GENIE.Platform%3DAndroid\">\u003cspan style=\"font-weight: 400\">use filters on Google image search\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to easily access images that are free to share. Even when using such searches, teachers can set the expectation that students should credit the image creators.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, Pero oversaw her schools’ yearbook class, and she instructed students to give photo credit for each photo whether they were taken professionally or by peers. “One year, we made a yearbook that mimicked Survivor’s logo,” said Pero. She told students that if they wanted to go through with the idea, “We need to get permission because we’re going to publish like 400 of these.” Student sent an image of the yearbook logo to Survivor’s production team to confirm that it was okay to use. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Inviting students to connect with creators \u003c/b>\u003c/h2>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Pero’s students did independent choice reading, she invited them to give authors a shoutout on social media. As part of the assignment, students identified the author’s social handle and tagged them in a post about what they read. If the student didn’t have a social account she did it from her own account. “They were amazed at the [response] they got,” said Pero. This simple act allowed students to connect with the creators behind the works they engage with, fostering a deeper appreciation for writers and artists. Learning more about the origins of the works they appreciate can empower students and develop their agency. Starting these habits early lays the foundation for a future where acknowledging sources becomes second nature. “Let’s get kids in the habit, students in the habit, adults in the habit of saying, ‘I got this from here. It’s not mine,'” Pero said.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62986/demystifying-copyright-for-teachers-and-students","authors":["11721"],"categories":["mindshift_20579","mindshift_195","mindshift_21358","mindshift_193"],"tags":["mindshift_1023","mindshift_528","mindshift_529","mindshift_862","mindshift_822","mindshift_968","mindshift_546"],"featImg":"mindshift_62987","label":"mindshift"},"mindshift_13477":{"type":"posts","id":"mindshift_13477","meta":{"index":"posts_1591205157","site":"mindshift","id":"13477","score":null,"sort":[1309992206000]},"guestAuthors":[],"slug":"the-seven-golden-rules-of-using-technology-in-schools","title":"The 7 Golden Rules of Using Technology in Schools","publishDate":1309992206,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_13490\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/davidortez/5350567687/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-13490\" title=\"David Ortez\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/David-Ortez-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Sometimes teachers and administrators need a kick in the pants to see what they perceive as problems re-framed in a different way. Adam S. Bellow, author of \u003ca href=\"http://www.scribd.com/doc/19590152/The-Tech-Commandments\">The Tech Commandments\u003c/a>, and founder of \u003ca href=\"http://edutecher.net/\">eduTecher\u003c/a>, spoke to a roomful of receptive teachers at the recent\u003ca href=\"http://www.isteconference.org/2012/\"> ISTE 2011 conference\u003c/a>, and demonstrated some of the ironies and contradictions the education system is mired in. And he had some advice.\u003c/p>\n\u003cp>\u003cstrong>1) DON'T TRAP TECHNOLOGY IN A ROOM.\u003c/strong> \"When I went to school, computers were put in a room called The Lab,\" Bellow said. \"'What are they experimenting with in there, I thought.' Technology wasn't built into what we were doing. It was farmed off in a room, like it was special. Like we were learning how to code, and in case the Russians came, we'd know what to do.\" Technology should be like oxygen, Bellow said, quoting \u003ca href=\"http://www.scienceleadership.org/pages/Faculty_and_Staff\">Chris Lehmann\u003c/a>, the founding principal of Science Leadership Academy: Ubiquitous, necessary, and invisible.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"We're doing kids a major disservice if we don't teach them good digital citizenship.\"\u003cstrong> \u003c/strong>\u003c/aside>\n\u003cp>\u003cstrong> \u003c/strong>\u003cstrong>2) TECHNOLOGY IS WORTHLESS WITHOUT PROFESSIONAL DEVELOPMENT. \u003c/strong>\u003cstrong> \u003c/strong>Bellow emphasized the importance of making professional development a priority, the importance of time and money being spent to educate teachers on not just an hour-long how-to session, but ways to integrate technology creatively into educators' daily teaching practice in meaningful ways. He told the story of an interactive-whiteboard training guide who made one quick appearance at a school, never to return, leaving teachers still unsure of how to use the technology. There's a world of professional development on YouTube and on Twitter, ironically sites that most schools block (see Number 4.)\u003c/p>\n\u003cp>\u003cstrong>3) MOBILE TECHNOLOGY STRETCHES A LONG WAY. \u003c/strong>\"You can get much more out of mobile tech than out of most other technology,\" Bellow said. Kids bring it to class everyday, but we tell them to turn it off as soon as they walk in. In New York City, Bellow said he watched as an agonizingly long queue of students waited for 45 minutes to pass through a metal detector and hand over their cell phones, which were then placed in individually labeled manila envelopes. \"Can we do something better with those 45 minutes?\" he asked. Cell phones can\u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/a-day-in-the-life-of-the-ipad-classroom/\"> replace expensive reference books\u003c/a>, Flip cameras, old calculators, and the list goes on. \"Instead of buying those tools, buy an iPod Touch and it’ll be all of those things,\" he said.\u003c!--more-->\u003c/p>\n\u003cp>\u003cstrong>4) THE NEW 'F WORD' IS FEAR.\u003c/strong> Not Facebook, and not the other expletive you might have expected. Schools fear everything from being replaced by gadgets (\"Any teacher who can be replaced by a robot should be,\" he said), to \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/revolution-2-0-the-control-shift/\">kids knowing more about subjects than they do\u003c/a>, to collaborative Web tools\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/straight-from-the-doe-facts-about-blocking-sites-in-schools/\"> that are blocked because of a slew of acronyms \u003c/a>that haunt administrators. On one hand, \"teachers are frustrated because they feel like they're being handcuffed,\" Bellow said, due to crude filters that block out \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/eight-surprising-webites-schools-cant-access/\">all kinds of useful websites\u003c/a>. On the other hand, kids already come to school with phones that have access to everything. \"We could block Facebook, but who are we kidding? They're already on it,\" he said. \"The world is not a sterile place. Kids need to learn how to deal with it.\" And because kids have access to every kind of information at any time, they need to learn about things like \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/how-the-internet-affects-plagiarism/\">Creative Commons and copyright rules\u003c/a>. \"We're doing them a major disservice if we don't teach them good digital citizenship,\" he said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>5) TECH TOOLS ARE NOT JUST A PASSING FAD. \u003c/strong>Bellow said he's heard countless times from those who don’t want to take risks by finding and investing in new tools. And even when they do, they use only a fraction of the tools' potential purposes because they haven't invested enough time to figure it out (see Number 2). Bellow told the story of a school administrator who was able to buy iPads for his teachers, but is only using them to take attendance. He showed a video of a 100-year-old woman learning how to use the iPad to browse the Web, to read books, to watch videos, and how excited she was about it. \"We are natural lifelong learners,\" he said.\u003c/p>\n\u003cp>\u003cstrong>6) MONEY IS NOT THE PROBLEM. \u003c/strong>Teachers have access to thousands of free Web tools. And even if the free ones do decide to start charging, others will crop up to replace it. The point is not to be afraid of \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/jumping-into-the-21st-century-one-teachers-account/\">diving in \u003c/a>(see Number 4).\u003c/p>\n\u003cp>\u003cstrong>7) INVITE EVERY STAKEHOLDER TO THE CONVERSATION. \u003c/strong>\"Who's at the table?\" Bellow asked. \"Mostly administrators, some ask teachers. But here's a novel idea. Let's have students come to the table, and parents too!\"\u003c/p>\n\u003cp>MindShift readers are familiar with these concepts, but it's great to have a tidy recap. Thanks, Mr. Bellow.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"From last year's ISTE talk by Adam Bellow that's making the rounds again: The new \"F\" word is Fear. Fear of using technology in schools, in the hands of kids. Here's why that should change.\r\n","status":"publish","parent":0,"modified":1340907299,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":11,"wordCount":824},"headData":{"title":"The 7 Golden Rules of Using Technology in Schools | KQED","description":"From last year's ISTE talk by Adam Bellow that's making the rounds again: The new "F" word is Fear. Fear of using technology in schools, in the hands of kids. Here's why that should change.\r\n","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"The 7 Golden Rules of Using Technology in Schools","datePublished":"2011-07-06T22:43:26.000Z","dateModified":"2012-06-28T18:14:59.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"13477 http://blogs.kqed.org/mindshift/?p=13477","disqusUrl":"https://ww2.kqed.org/mindshift/2011/07/06/the-seven-golden-rules-of-using-technology-in-schools/","disqusTitle":"The 7 Golden Rules of Using Technology in Schools","path":"/mindshift/13477/the-seven-golden-rules-of-using-technology-in-schools","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_13490\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/davidortez/5350567687/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-13490\" title=\"David Ortez\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/David-Ortez-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Sometimes teachers and administrators need a kick in the pants to see what they perceive as problems re-framed in a different way. Adam S. Bellow, author of \u003ca href=\"http://www.scribd.com/doc/19590152/The-Tech-Commandments\">The Tech Commandments\u003c/a>, and founder of \u003ca href=\"http://edutecher.net/\">eduTecher\u003c/a>, spoke to a roomful of receptive teachers at the recent\u003ca href=\"http://www.isteconference.org/2012/\"> ISTE 2011 conference\u003c/a>, and demonstrated some of the ironies and contradictions the education system is mired in. And he had some advice.\u003c/p>\n\u003cp>\u003cstrong>1) DON'T TRAP TECHNOLOGY IN A ROOM.\u003c/strong> \"When I went to school, computers were put in a room called The Lab,\" Bellow said. \"'What are they experimenting with in there, I thought.' Technology wasn't built into what we were doing. It was farmed off in a room, like it was special. Like we were learning how to code, and in case the Russians came, we'd know what to do.\" Technology should be like oxygen, Bellow said, quoting \u003ca href=\"http://www.scienceleadership.org/pages/Faculty_and_Staff\">Chris Lehmann\u003c/a>, the founding principal of Science Leadership Academy: Ubiquitous, necessary, and invisible.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"We're doing kids a major disservice if we don't teach them good digital citizenship.\"\u003cstrong> \u003c/strong>\u003c/aside>\n\u003cp>\u003cstrong> \u003c/strong>\u003cstrong>2) TECHNOLOGY IS WORTHLESS WITHOUT PROFESSIONAL DEVELOPMENT. \u003c/strong>\u003cstrong> \u003c/strong>Bellow emphasized the importance of making professional development a priority, the importance of time and money being spent to educate teachers on not just an hour-long how-to session, but ways to integrate technology creatively into educators' daily teaching practice in meaningful ways. He told the story of an interactive-whiteboard training guide who made one quick appearance at a school, never to return, leaving teachers still unsure of how to use the technology. There's a world of professional development on YouTube and on Twitter, ironically sites that most schools block (see Number 4.)\u003c/p>\n\u003cp>\u003cstrong>3) MOBILE TECHNOLOGY STRETCHES A LONG WAY. \u003c/strong>\"You can get much more out of mobile tech than out of most other technology,\" Bellow said. Kids bring it to class everyday, but we tell them to turn it off as soon as they walk in. In New York City, Bellow said he watched as an agonizingly long queue of students waited for 45 minutes to pass through a metal detector and hand over their cell phones, which were then placed in individually labeled manila envelopes. \"Can we do something better with those 45 minutes?\" he asked. Cell phones can\u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/a-day-in-the-life-of-the-ipad-classroom/\"> replace expensive reference books\u003c/a>, Flip cameras, old calculators, and the list goes on. \"Instead of buying those tools, buy an iPod Touch and it’ll be all of those things,\" he said.\u003c!--more-->\u003c/p>\n\u003cp>\u003cstrong>4) THE NEW 'F WORD' IS FEAR.\u003c/strong> Not Facebook, and not the other expletive you might have expected. Schools fear everything from being replaced by gadgets (\"Any teacher who can be replaced by a robot should be,\" he said), to \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/revolution-2-0-the-control-shift/\">kids knowing more about subjects than they do\u003c/a>, to collaborative Web tools\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/straight-from-the-doe-facts-about-blocking-sites-in-schools/\"> that are blocked because of a slew of acronyms \u003c/a>that haunt administrators. On one hand, \"teachers are frustrated because they feel like they're being handcuffed,\" Bellow said, due to crude filters that block out \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/eight-surprising-webites-schools-cant-access/\">all kinds of useful websites\u003c/a>. On the other hand, kids already come to school with phones that have access to everything. \"We could block Facebook, but who are we kidding? They're already on it,\" he said. \"The world is not a sterile place. Kids need to learn how to deal with it.\" And because kids have access to every kind of information at any time, they need to learn about things like \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/how-the-internet-affects-plagiarism/\">Creative Commons and copyright rules\u003c/a>. \"We're doing them a major disservice if we don't teach them good digital citizenship,\" he said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>5) TECH TOOLS ARE NOT JUST A PASSING FAD. \u003c/strong>Bellow said he's heard countless times from those who don’t want to take risks by finding and investing in new tools. And even when they do, they use only a fraction of the tools' potential purposes because they haven't invested enough time to figure it out (see Number 2). Bellow told the story of a school administrator who was able to buy iPads for his teachers, but is only using them to take attendance. He showed a video of a 100-year-old woman learning how to use the iPad to browse the Web, to read books, to watch videos, and how excited she was about it. \"We are natural lifelong learners,\" he said.\u003c/p>\n\u003cp>\u003cstrong>6) MONEY IS NOT THE PROBLEM. \u003c/strong>Teachers have access to thousands of free Web tools. And even if the free ones do decide to start charging, others will crop up to replace it. The point is not to be afraid of \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/jumping-into-the-21st-century-one-teachers-account/\">diving in \u003c/a>(see Number 4).\u003c/p>\n\u003cp>\u003cstrong>7) INVITE EVERY STAKEHOLDER TO THE CONVERSATION. \u003c/strong>\"Who's at the table?\" Bellow asked. \"Mostly administrators, some ask teachers. But here's a novel idea. Let's have students come to the table, and parents too!\"\u003c/p>\n\u003cp>MindShift readers are familiar with these concepts, but it's great to have a tidy recap. Thanks, Mr. Bellow.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/13477/the-seven-golden-rules-of-using-technology-in-schools","authors":["180"],"categories":["mindshift_194","mindshift_195"],"tags":["mindshift_619","mindshift_529","mindshift_31","mindshift_81","mindshift_546","mindshift_617","mindshift_618","mindshift_251","mindshift_187"],"featImg":"mindshift_13490","label":"mindshift"},"mindshift_12365":{"type":"posts","id":"mindshift_12365","meta":{"index":"posts_1591205157","site":"mindshift","id":"12365","score":null,"sort":[1307482653000]},"guestAuthors":[],"slug":"content-providers-old-and-new-partner-to-make-searching-easier","title":"Content Providers Old and New Partner to Make Searching Easier","publishDate":1307482653,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca href=\"http://www.flickr.com/photos/tryingyouth/2456237/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-12378\" title=\"A Trying Youth\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/A-Trying-Youth-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/p>\n\u003cp>Google \"photosynthesis\" and you'll see a long list of links to everything from Wikipedia to PBS to the University of Illinois, with plenty of YouTube videos thrown into the mix.\u003c/p>\n\u003cp>To streamline this somewhat random page of results for both educators and learners, a group of education content providers is teaming up to create a better defined framework for education-related searches online.\u003c/p>\n\u003cp>In a move that brings together for the first time traditional content companies and free, open content sites, the Association of Educational Publishers (AEP) and Creative Commons (CC) are partnering to improve search results online the through the creation of a metadata framework specifically for learning resources. That means teachers looking for content -- much of it aligned to Common Core standards -- will be able to more easily find information they need. At least that's the hope.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"This can do for students what John Dewey did for readers 150 years ago when he created standardized card cataloging.\"\u003c/aside>\n\u003cp>\"Easy access to high-quality learning resources is the end goal of this project,\" said Charlene Gaynor, CEO of Association of Education Publishers at the \u003ca href=\"http://www.contentincontext.org/\">Context in Content\u003c/a> conference today.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Many of the big-hitters on both sides of the spectrum are involved, including Houghton Mifflin Harcourt, the Institute for the Study of Knowledge Management in Education (ISKME), Curriki, McGraw-Hill Education, Monterey Institute for Technology in Education (MITE), Pearson, Promethean, Scholastic Inc., and SMART Technologies, BetterLesson.\u003c/p>\n\u003cp>“Educators and students miss out on education resources available online because it is takes too long or is too hard to find appropriate content,” said Catherine Casserly, CEO of Creative Commons in a press release. \"A common metadata schema will make this search more efficient and effective so educators can quickly discover the educational resources they want, including those they can reuse under Creative Commons licenses.\"\u003c!--more-->\u003c/p>\n\u003cp>Today's announcement follows on the heels of Google, Yahoo, and Microsoft's \u003ca href=\"http://schema.org/\">Schema.org\u003c/a>, a collaboration between the three major search engines that's billed as a \"\u003ca href=\"http://www.business2community.com/online-marketing/bing-google-yahoo-tell-us-how-to-get-better-search-results-037893\">major step forward in the evolution of search\u003c/a>.\"\u003c/p>\n\u003cp>Likewise, this collaboration is meant to \"create a learning explosion,\" said Shep Ranbom of \u003ca href=\"http://www.iskme.org\">ISKME\u003c/a>. \"This can do for students what Dewey did for readers 150 years ago when he created standardized card cataloging.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The partners are hoping to have the function up and running in between six months to a year.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1308849453,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":12,"wordCount":396},"headData":{"title":"Content Providers Old and New Partner to Make Searching Easier | KQED","description":"Google "photosynthesis" and you'll see a long list of links to everything from Wikipedia to PBS to the University of Illinois, with plenty of YouTube videos thrown into the mix. To streamline this somewhat random page of results for both educators and learners, a group of education content providers is teaming up to create a","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Content Providers Old and New Partner to Make Searching Easier","datePublished":"2011-06-07T21:37:33.000Z","dateModified":"2011-06-23T17:17:33.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"12365 http://blogs.kqed.org/mindshift/?p=12365","disqusUrl":"https://ww2.kqed.org/mindshift/2011/06/07/content-providers-old-and-new-partner-to-make-searching-easier/","disqusTitle":"Content Providers Old and New Partner to Make Searching Easier","path":"/mindshift/12365/content-providers-old-and-new-partner-to-make-searching-easier","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://www.flickr.com/photos/tryingyouth/2456237/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-12378\" title=\"A Trying Youth\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/A-Trying-Youth-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/p>\n\u003cp>Google \"photosynthesis\" and you'll see a long list of links to everything from Wikipedia to PBS to the University of Illinois, with plenty of YouTube videos thrown into the mix.\u003c/p>\n\u003cp>To streamline this somewhat random page of results for both educators and learners, a group of education content providers is teaming up to create a better defined framework for education-related searches online.\u003c/p>\n\u003cp>In a move that brings together for the first time traditional content companies and free, open content sites, the Association of Educational Publishers (AEP) and Creative Commons (CC) are partnering to improve search results online the through the creation of a metadata framework specifically for learning resources. That means teachers looking for content -- much of it aligned to Common Core standards -- will be able to more easily find information they need. At least that's the hope.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"This can do for students what John Dewey did for readers 150 years ago when he created standardized card cataloging.\"\u003c/aside>\n\u003cp>\"Easy access to high-quality learning resources is the end goal of this project,\" said Charlene Gaynor, CEO of Association of Education Publishers at the \u003ca href=\"http://www.contentincontext.org/\">Context in Content\u003c/a> conference today.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Many of the big-hitters on both sides of the spectrum are involved, including Houghton Mifflin Harcourt, the Institute for the Study of Knowledge Management in Education (ISKME), Curriki, McGraw-Hill Education, Monterey Institute for Technology in Education (MITE), Pearson, Promethean, Scholastic Inc., and SMART Technologies, BetterLesson.\u003c/p>\n\u003cp>“Educators and students miss out on education resources available online because it is takes too long or is too hard to find appropriate content,” said Catherine Casserly, CEO of Creative Commons in a press release. \"A common metadata schema will make this search more efficient and effective so educators can quickly discover the educational resources they want, including those they can reuse under Creative Commons licenses.\"\u003c!--more-->\u003c/p>\n\u003cp>Today's announcement follows on the heels of Google, Yahoo, and Microsoft's \u003ca href=\"http://schema.org/\">Schema.org\u003c/a>, a collaboration between the three major search engines that's billed as a \"\u003ca href=\"http://www.business2community.com/online-marketing/bing-google-yahoo-tell-us-how-to-get-better-search-results-037893\">major step forward in the evolution of search\u003c/a>.\"\u003c/p>\n\u003cp>Likewise, this collaboration is meant to \"create a learning explosion,\" said Shep Ranbom of \u003ca href=\"http://www.iskme.org\">ISKME\u003c/a>. \"This can do for students what Dewey did for readers 150 years ago when he created standardized card cataloging.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The partners are hoping to have the function up and running in between six months to a year.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/12365/content-providers-old-and-new-partner-to-make-searching-easier","authors":["180"],"categories":["mindshift_195"],"tags":["mindshift_549","mindshift_529","mindshift_536","mindshift_296","mindshift_274","mindshift_169","mindshift_537","mindshift_458","mindshift_301"],"featImg":"mindshift_12378","label":"mindshift"},"mindshift_12222":{"type":"posts","id":"mindshift_12222","meta":{"index":"posts_1591205157","site":"mindshift","id":"12222","score":null,"sort":[1307054599000]},"guestAuthors":[],"slug":"confusion-over-copyright-law-vexes-educators","title":"Confusion Over Copyright Law Vexes Educators","publishDate":1307054599,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca href=\"http://www.flickr.com/photos/10361931@N06/4522267829\">\u003cimg class=\"size-full wp-image-12237\" title=\"Copyright sign made of jigsaw puzzle pieces separated\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/Horia-Varlan.jpg\" alt=\"\" width=\"388\" height=\"388\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/06/Horia-Varlan.jpg 388w, https://ww2.kqed.org/app/uploads/sites/23/2011/06/Horia-Varlan-320x320.jpg 320w, https://ww2.kqed.org/app/uploads/sites/23/2011/06/Horia-Varlan-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2011/06/Horia-Varlan-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2011/06/Horia-Varlan-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2011/06/Horia-Varlan-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2011/06/Horia-Varlan-75x75.jpg 75w\" sizes=\"(max-width: 388px) 100vw, 388px\">\u003c/a>\u003c/p>\n\u003cp>Over the last week or so, \u003ca href=\"http://chronicle.com/\">The Chronicle of Higher Education\u003c/a> has written a number of posts detailing some of the battles universities face with regards to copyright issues. Conflicts about copyright are nothing new, and even though there are exceptions for classroom usage for copyrighted material, there's still plenty of confusion about what constitutes acceptable use -- and what's \"Fair Use\" -- for educational purposes.\u003c/p>\n\u003cp>According to \u003ca href=\"http://chronicle.com/article/Out-of-Fear-Institutions-Lock/127701/\">The Chronicle\u003c/a>, confusion about copyright law and fears about lawsuits from publishers and rights owners means that millions of pieces of content are \"locked away\" -- unavailable for researchers and students. This includes both physical and electronic records, but as Marc Parry notes, it's also preventing many institutions from digitizing their archives and/or making that content available online.\u003c/p>\n\u003cp>Part of the problem stems from copyright law that pre-dates these digitization efforts and part of it comes from the so-called \"orphan works\" -- those in which the copyright owner cannot be located. And of course part of it stems from the fact that copyright law is simply confusing, and as The Chronicle points out, many schools opt to err on the side of caution, keeping materials unavailable rather than risk lawsuits.\u003c!--more-->\u003c/p>\n\u003cp>\u003ca href=\"http://chronicle.com/article/2-Universities-Under-the-Legal/127688/\">Several schools\u003c/a> are already facing lawsuits due to alleged copyright infringement, including UCLA and Georgia State University. In the case of the latter, it's the practice of \"course reserves\" that has the university in hot water -- making materials for students available via the library's electronic reserves. In a post on \u003ca href=\"http://blogs.library.duke.edu/scholcomm/2011/05/13/a-nightmare-scenario-for-higher-education/\">Duke University's scholarly communications blog\u003c/a>, Kevin Smith, the university's scholarly-communications officer, describes the publishers' request to limit how much material can be posted to library e-reserves as \"a nightmare scenario for higher education.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In the meantime, what are educators to do about using copyrighted materials in the classroom? \u003ca href=\"http://chronicle.com/article/What-You-Dont-Know-About/127706/\">The Chronicle\u003c/a> lists a number of resources where people can turn to for more information about copyright, including \u003ca href=\"http://copyright.lib.utexas.edu/\">The Copyright Crash Course\u003c/a>, Stanford University Libraries' \u003ca href=\"http://fairuse.stanford.edu/\">Copyright and Fair Use\u003c/a> guidelines, and the American University Center for Social Media's \u003ca href=\"http://centerforsocialmedia.org/fair-use/best-practices\">Best Practices\u003c/a>.\u003c/p>\n\u003cp>But the flood of questions and concerns about copyrighted materials is also a good reason to turn to openly-licensed content in the classroom. Last month, we looked at \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/10-open-education-resources-you-may-not-know-about-but-should/\">10 Open Education Resources You Might Not Know About (But Should)\u003c/a>, for example. And today YouTube announced that it was \u003ca href=\"http://youtube-global.blogspot.com/2011/06/youtube-and-creative-commons-raising.html\">expanding\u003c/a> its Creative Commons library -- with over 10,000 CC-BY licensed videos now available on the site -- and allowing users to label their content as CC-BY when they upload new videos to the site.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Barring getting a law degree to wade through the intricacies of copyright law, turning to openly-licensed content (and licensing one's own content that way) is probably a good place to start. Educators: how do you handle copyright with your materials?\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1307054599,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":10,"wordCount":474},"headData":{"title":"Confusion Over Copyright Law Vexes Educators | KQED","description":"Over the last week or so, The Chronicle of Higher Education has written a number of posts detailing some of the battles universities face with regards to copyright issues. Conflicts about copyright are nothing new, and even though there are exceptions for classroom usage for copyrighted material, there's still plenty of confusion about what constitutes","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Confusion Over Copyright Law Vexes Educators","datePublished":"2011-06-02T22:43:19.000Z","dateModified":"2011-06-02T22:43:19.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"12222 http://blogs.kqed.org/mindshift/?p=12222","disqusUrl":"https://ww2.kqed.org/mindshift/2011/06/02/confusion-over-copyright-law-vexes-educators/","disqusTitle":"Confusion Over Copyright Law Vexes Educators","path":"/mindshift/12222/confusion-over-copyright-law-vexes-educators","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://www.flickr.com/photos/10361931@N06/4522267829\">\u003cimg class=\"size-full wp-image-12237\" title=\"Copyright sign made of jigsaw puzzle pieces separated\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/Horia-Varlan.jpg\" alt=\"\" width=\"388\" height=\"388\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/06/Horia-Varlan.jpg 388w, https://ww2.kqed.org/app/uploads/sites/23/2011/06/Horia-Varlan-320x320.jpg 320w, https://ww2.kqed.org/app/uploads/sites/23/2011/06/Horia-Varlan-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2011/06/Horia-Varlan-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2011/06/Horia-Varlan-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2011/06/Horia-Varlan-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2011/06/Horia-Varlan-75x75.jpg 75w\" sizes=\"(max-width: 388px) 100vw, 388px\">\u003c/a>\u003c/p>\n\u003cp>Over the last week or so, \u003ca href=\"http://chronicle.com/\">The Chronicle of Higher Education\u003c/a> has written a number of posts detailing some of the battles universities face with regards to copyright issues. Conflicts about copyright are nothing new, and even though there are exceptions for classroom usage for copyrighted material, there's still plenty of confusion about what constitutes acceptable use -- and what's \"Fair Use\" -- for educational purposes.\u003c/p>\n\u003cp>According to \u003ca href=\"http://chronicle.com/article/Out-of-Fear-Institutions-Lock/127701/\">The Chronicle\u003c/a>, confusion about copyright law and fears about lawsuits from publishers and rights owners means that millions of pieces of content are \"locked away\" -- unavailable for researchers and students. This includes both physical and electronic records, but as Marc Parry notes, it's also preventing many institutions from digitizing their archives and/or making that content available online.\u003c/p>\n\u003cp>Part of the problem stems from copyright law that pre-dates these digitization efforts and part of it comes from the so-called \"orphan works\" -- those in which the copyright owner cannot be located. And of course part of it stems from the fact that copyright law is simply confusing, and as The Chronicle points out, many schools opt to err on the side of caution, keeping materials unavailable rather than risk lawsuits.\u003c!--more-->\u003c/p>\n\u003cp>\u003ca href=\"http://chronicle.com/article/2-Universities-Under-the-Legal/127688/\">Several schools\u003c/a> are already facing lawsuits due to alleged copyright infringement, including UCLA and Georgia State University. In the case of the latter, it's the practice of \"course reserves\" that has the university in hot water -- making materials for students available via the library's electronic reserves. In a post on \u003ca href=\"http://blogs.library.duke.edu/scholcomm/2011/05/13/a-nightmare-scenario-for-higher-education/\">Duke University's scholarly communications blog\u003c/a>, Kevin Smith, the university's scholarly-communications officer, describes the publishers' request to limit how much material can be posted to library e-reserves as \"a nightmare scenario for higher education.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In the meantime, what are educators to do about using copyrighted materials in the classroom? \u003ca href=\"http://chronicle.com/article/What-You-Dont-Know-About/127706/\">The Chronicle\u003c/a> lists a number of resources where people can turn to for more information about copyright, including \u003ca href=\"http://copyright.lib.utexas.edu/\">The Copyright Crash Course\u003c/a>, Stanford University Libraries' \u003ca href=\"http://fairuse.stanford.edu/\">Copyright and Fair Use\u003c/a> guidelines, and the American University Center for Social Media's \u003ca href=\"http://centerforsocialmedia.org/fair-use/best-practices\">Best Practices\u003c/a>.\u003c/p>\n\u003cp>But the flood of questions and concerns about copyrighted materials is also a good reason to turn to openly-licensed content in the classroom. Last month, we looked at \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/10-open-education-resources-you-may-not-know-about-but-should/\">10 Open Education Resources You Might Not Know About (But Should)\u003c/a>, for example. And today YouTube announced that it was \u003ca href=\"http://youtube-global.blogspot.com/2011/06/youtube-and-creative-commons-raising.html\">expanding\u003c/a> its Creative Commons library -- with over 10,000 CC-BY licensed videos now available on the site -- and allowing users to label their content as CC-BY when they upload new videos to the site.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Barring getting a law degree to wade through the intricacies of copyright law, turning to openly-licensed content (and licensing one's own content that way) is probably a good place to start. Educators: how do you handle copyright with your materials?\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/12222/confusion-over-copyright-law-vexes-educators","authors":["4352"],"categories":["mindshift_194"],"tags":["mindshift_528","mindshift_529"],"featImg":"mindshift_12237","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? 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You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. 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