Renee HobbsTemple UniversityMedia Education LabSchool of Communications & TheaterPhiladelphia PA

http://mediaeducationlab.com/copyright

Copyright Clarity: Using Copyrighted Materials for Digital Learning

PEER-TO-PEER FILE SHARING

Why creative people value copyright law

When you (and your students) can use copyrighted materials without payment or permission under some circumstances

When you (and your students) should ask permission or pay a license fee to use copyrighted materials

How codes of best practice help people become more confident in understanding and using the doctrine of fair use

How the law adapts to changes in society and changes in technology

Goals for Today’s Session

Critical Thinking, Reflection & Ethics

Using Technology Tools Well

Self-Expression & Creativity

Teamwork & Collaboration

Media Literacy

Critical thinking about media & technology+

Composing using media & technology

For what purpose? To build critical thinking and communication

skills

Supported with a grant from the John D. and Catherine T. MacArthur Foundation

What is the purpose of

To promote creativity, innovation and the spread of knowledge

Article 1 Section 8U.S. Constitution

Technology makes it easy to:

Use and share

Copy

Modify & Repurpose

Excerpt & Quote From

Distribute

See no Evil Close the Door Hyper-Comply

How Teachers Cope

NEGOTIATED AGREEMENTS BETWEEN MEDIA COMPANIES AND EDUCATIONAL GROUPS

Problem:

Agreement on Guidelines for Classroom Copying in Not-for-Profit Educational Institutions

Fair Use Guidelines for Educational Multimedia

Guidelines for the Educational Use of Music

Educational Use Guidelines are Confusing!

The documents created by these negotiated agreements give them “the appearance of positive law. These qualities are merely illusory, and consequently the guidelines have had a seriously detrimental effect. They interfere with an actual understanding of the law and erode confidence in the law as created by Congress and the courts”

--Kenneth Crews, 2001

Educational Use Guidelinesare NOT the Law!

EVERYTHING IS COPYRIGHTED

Any work of expression in

fixed or tangible form

Creative ControlThe Copyright Act grants five rights to a copyright owner:

1. the right to reproduce the copyrighted work;

2. the right to prepare derivative works based upon the work;

3. the right to distribute copies of the work to the public;

4. the right to perform the copyrighted work publicly; and

5. the right to display the copyrighted work publicly.

Copyright law enables people to control the creative works

they produce

LOVE HATE

Violating Copyright Can Be ExpensiveThe Copyright holder may receive statutory damages for all

infringements involved in the action… not less than $750 or more than $30,000 as the court considers just. [...]

When infringement was committed willfully, the court in its discretion may increase the award of statutory damages to a sum of not more

than $150,000."

LOVE HATE

EVERYTHING IS COPYRIGHTED

..but there are exemptions

--Section 107Copyright Act of 1976

The Doctrine of Fair Use

For purposes such as criticism, comment,

news reporting, teaching (including multiple copies for classroom use),

scholarship or research

The Doctrine of Fair Use“It not only allows but encourages socially beneficial uses of copyrighted works such as teaching, learning, and scholarship. Without fair use, those beneficial uses— quoting from copyrighted works, providing multiple copies to students in class, creating new knowledge based on previously published knowledge—would be infringements. Fair use is the means for assuring a robust and vigorous exchange of copyrighted information.”

--Carrie Russell, American Library Association

Bill Graham Archives vs. Dorling Kindersley, Ltd. (2006)

An Example of Transformative Use

The purpose of the original: To generate publicity for a concert.

The purpose of the new work: To document and illustrate the concert events in historical context.

Is Your Use of Copyrighted Materials a Fair Use?

1. Did the unlicensed use “transform” the material taken from the copyrighted work by using it for a different purpose than that of the original, or did it just repeat the work for the same intent and value as the original?

2. Was the material taken appropriate in kind and amount, considering the nature of the copyrighted work and of the use?

Exercising Your Fair Use

ReasoningInvolves

Critical Thinking

Reflects the “best practices” of educators who use copyrighted material to build critical thinking and communication skills

Educators can:

1. make copies of newspaper articles, TV shows, and other copyrighted works and use them and keep them for educational use

2. create curriculum materials and scholarship with copyrighted materials embedded

3. share, sell and distribute curriculum materials with copyrighted materials embedded

Learners can:

4. use copyrighted works in creating new material

5. distribute their works digitally if they meet the transformativeness standard

Five Principles Code of Best Practices in Fair Use

Organizations Supporting the Code of Best Practices

Action Coalition for Media Education (ACME)

National Association for Media Literacy Education (NAMLE)

National Council of Teachers Of English (NCTE)

Visual Studies DivisionInternational Communication

Association (ICA)

Association of College and Research Libraries (ACRL)

Elementary School Case Study: P.S. 124 The Silas B. Dutcher SchoolBrooklyn, NY

Video Case Studies

High School Case Study: Upper Merion Area High School King of Prussia, PA

College Case Study: Project Look Sharp at Ithaca CollegeIthaca, NY

SHARE THE GOOD NEWS!

http://mediaeducationlab.com

Contact:

Renee HobbsTemple UniversityMedia Education LabPhiladelphia PA

Email: renee.hobbs@temple.eduPhone: (215) 204-3255Twitter: reneehobbsWeb: http://mediaeducationlab.com

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