Copyright Games For Students
That way, students can conduct peer review or other conference activities virtually or in classroom pairings. In a math class, the teacher could assign an instructive video for homework, and then use class time to have students work out problems collaboratively or alone, turning in work virtually whether they are in physical proximity or not. That way, students can conduct peer review or other conference activities virtually or in classroom pairings. In a math class, the teacher could assign an instructive video for homework, and then use class time to have students work out problems collaboratively or alone, turning in work virtually whether they are in physical proximity or not. Students’ research degrees might be owned by the student or the university (or both), depending on the internal agreements between the institution and the student. In order to find out how this works in your educational establishment, you might have to identify and contact the person tasked with responsibility for copyright issues within your.
A Mission to Teach
I teach my students about plagiarism and copyright because they will be held accountable if they do not follow th e law. This list has been added to the Teacher-Librarian page. The Code of Best Practices in Fair Use for Media Literacy Education - assists teachers in fair use doctrine; from the Center for Social Media. On a similar note to the Google Images scenario, citing Facebook as the source of an image does not mean that you can use the image without permission.
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Copyright Games For Students To Play
| Grades | 6 – 8 |
| Lesson Plan Type | Standard Lesson |
| Estimated Time | Five 50-minute sessions |
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OVERVIEW
This lesson gives students the tools they need to consider the ethical issues surrounding use and ownership of copyrighted materials. Students discuss how to tell if a work is protected and how copyright affects their ability to use resources in their own work. They use five key questions to determine if they can legally use a resource. Students then use specific tools and resources to find works that are in the public domain and explore how to contact copyright holders for permission to use works that are not in the public domain. Next, students practice properly citing multimedia resources. Finally, students explore how and when to protect their own works from copyright infringement. This lesson can be used in conjunction with any student project to address copyright.
This lesson plan was developed as part of a collaborative professional project with the American Library Association Office for Information Technology Policy and the American Association of School Librarians (AASL).
FEATURED RESOURCES
'Can I Use It?' Checklist for Copyright Clearance: Students and teachers can use the chart on this printout to determine if a particular resource can be legally used in students' work.
Copyright Organizer: Students can use this printout to document resources they may want to use in a project or paper.
FROM THEORY TO PRACTICE
Fair Use law relaxes restrictions about acceptable use of copyrighted material in student work. It is still important, however, that students understand the more stringent rules that apply outside Fair Use. They will need to work within these rules outside school, and, as is increasingly common, when publishing their works on the Web. By giving students strategies for determining whether a use of copyrighted work is acceptable, demonstrating the means by which they can obtain permission to use a copyrighted work, and asking them to consider the possibility of copyrighting their own works, educators foster an understanding of both the purpose and means of respecting the intellectual property rights of others.
Further Reading
Hobbs, Renee. Copyright Clarity: How Fair Use Supports Digital Learning. Urbana, IL: NCTE, 2010.
Copyright Kids. Copyright Society of the USA. 2007.
NCTE Executive Committee, November 2008. Code of Best Practices in Fair Use for Media Literacy Education. Online: http://www.ncte.org/positions/statements/fairusemedialiteracy.
Basic Copyright Laws For Students
Hobbs, Renee. 'Best Practices Help End Copyright Confusion'. The Council Chronicle 18.3 (March 2009): 12-27.