1. Renee Hobbs Temple University Media Education Lab School of Communications & Theater Philadelphia PA http://mediaeducationlab.com/copyright Copyright Clarity: Using Copyrighted Materials for Digital Learning

2. 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

3. 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 Media Literacy Critical thinking about media & technology + Composing using media & technology For what purpose? To build critical thinking and communication skills

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

5. What is the purpose of

6. To promote creativity, innovation and the spread of knowledge Article 1 Section 8 U.S. Constitution

7. Technology makes it easy to: Use and share Copy Modify & Repurpose Excerpt & Quote From Distribute

8. See no EvilClose the DoorHyper-Comply How Teachers Cope

9. 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!

10. 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

11. EVERYTHING IS COPYRIGHTED Any work of expression in fixed or tangible form

12. The 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.

13. Copyright law enables people to control the creative works they produce LOVEHATE

14. Violating Copyright Can Be Expensive The 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." Violating Copyright Can Be Expensive The 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." LOVEHATE

15. EVERYTHING IS COPYRIGHTED..but there are exemptions

16. --Section 107 Copyright 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 For purposes such as criticism, comment, news reporting, teaching (including multiple copies for classroom use), scholarship or research

17. 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

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

20. 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.

21. 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?

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

24. 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

25. 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 Division International Communication Association (ICA) Association of College and Research Libraries (ACRL)

26. Elementary School Case Study: P.S. 124 The Silas B. Dutcher School Brooklyn, 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 College Ithaca, NY

27. SHARE THE GOOD NEWS!

28. http://mediaeducationlab.com

29. Contact: Renee Hobbs Temple University Media Education Lab Philadelphia PA Email: renee.hobbs@temple.edu Phone: (215) 204-3255 Twitter: reneehobbs Web: http://mediaeducationlab.com You Can Share Copyright Clarity