Copyright Assignment from Fair Use Harbor and Google Docs

Eryn Connors

Copyright Assignment:

Single Copying Inlet-fair use privileges in making copies of print materials for scholastic purposes

Since the 1976 Copyright Act did not define "fair use;" it only set the four criteria for which fair use may be applicable, the House of Representatives established certain guidelines for making single copies by educators. The House Guidelines state that teachers may make single copies of the following:

• A chapter from a book.
• An article from a periodical or newspaper.
• A...
• short story
• short essay
• short poem
• ...whether or not from a collective work.
• A chart, graph, diagram, drawing cartoon or picture from a
• book
• periodical
• newspaper

For research purposes, a teacher may select books, magazine or journal articles, or other documents to be placed in the library's reserve room, which functions as an extension of the classroom. Students may borrow these materials and make single copies on machines that are plainly marked with notices citing protection of the works under the Copyright Act. The students, as users of self-service photocopiers, are held accountable for any copyright violations. Libraries may also make single copies for use in the reserve room at the request of a faculty member. Some college policies recommend that such copies be returned to the faculty member (the fair user), at the end of the semester.

Application for teachers: This information is important for all current and future teachers. I am a SDC teacher and I am constantly making copies of various academic books/pages from books for my students, i.e DOL, Math Minute, monthly activities-Valentines word search, St. Patrick's Day dot-to-dots, homework writing prompts, etc. I am happy to learn that I ma not in violation of this copyright guideline.

Cove of Multiple Copies-fair use privileges in making copies for students

The following "fair use" guidelines must apply for making multiple copies for classroom use.

• For an article, the limit is 2,500 words.
• For a longer work of prose, the limit is 1,000 words, or 10% of the work, whichever is less.
• For a poem, the limit is 250 words.
• For a longer poem, an excerpt of no more than 250 words may be used.
• No more than one chart, diagram, cartoon or picture from a
• book,
• periodical, or
• newspaper
• The copying must be done at the initiative of the teacher (at the moment of inspiration).
• The copying must be done at a time when it is unreasonable to get permission from the copyright owner.
• Only one copy is made for each student.
• No charge is made to the student except to recover only the cost of copying.
• The copying is done for only one course.
• The same item is not reproduced from term to term.

No more than...

one work is copied from a single author.

• three authors are copied from a single collective work (such as an anthology).
• nine instances of multiple copying occur during a single term or semester.

"Consumable works" shall not be copied, such as:

• workbooks
• standardized tests.
• The same item will not be reproduced from term to term.

• With respect to newspapers and periodicals, you can copy as many times as you want, while still keeping within the word limits discussed earlier.
• You may not put copies into collective works, also known as anthologies. This violates the right of the copyright holder to make "derivative works."
• If you have time to seek a publisher's reprint, or get permission, you are obligated to do so. It is only if you do not have time that it is fair use to make copies for students.

Application for teachers: Due to budget constraints and my district's policy about ordering materials only for students in their respective grade levels, I am in violation of this copyright guideline. I only have 1 workbook/grade level K-3. Having 7 students at various grade and ability levels makes it impossible for me not to violate this copyright guideline.

Lana Van
Background Beach:
I. Copyright definition: “the exclusive right of a creator to reproduce, prepares derivative works, distribute, perform, display, sell, lend or rent their creations”

a. Protects different forms of expressions (i.e.: poetry, prose, artwork, movies, etc…)

b. Does NOT protect ideas, titles, names, short phrases, works in the public domain, mere facts, logos and slogans (protected by trademark), blank forms that only collect information (does not provide information)
c. Copyright Act (1976): 5 rights granted to copyright owner. Rights to….

i. Reproduce the copyrighted work
ii. Prepare derivative copies of the work
iii. Distribute copies of the work
iv. Perform the work publicly
v. Display the work publicly

II. Fair Use: the right to make certain limited copies of copyrighted materials for the purposes of criticism, news reporting, teaching, and scholarly research

a. Fair use issue became very controversial; prompted the four “fair use” criteria
b. Fair use criteria:

i. Purpose and character:

1. Questions whether the work is of commercial nature or whether it is intended for use in an educational environment.
2. Questions whether it is an original form of copyrightable expression or whether it is a copy of other(s)’ work.

ii. Nature of the copyrighted work:

1. Questions “whether the work was created for the purposes of criticism, comment, news reporting, teaching, scholarship, or research”.

iii. Amount and substantiality:

1. Questions how much of the work will you be using or copying.
2. O’Mahoney’s rule of thumb: use no more…than was necessary

iv. Effect upon potential market:

1. Questions whether the copying or use of the copyrighted material(s) deprive the copyright holder of a sale.

Application for Teachers: As a future teacher, the understanding of copyrighted materials and fair use is essential. Teachers use a lot of sources from all over the place as inspirations for their lesson plans. Knowing what is fair use can keep me from crossing the lines when using copyrighted materials in my classroom.

Multimedia Wharf:
I. Multimedia definition: (aka: hypermedia) “multimedia involves the integration of text, graphics, audio and/or video into a computer-based environment”

a. Fair Use Guidelines for Educational Multimedia:

i. “Students may incorporate others’ works into their multimedia creations and perform and display them for academic assignments.

ii. Faculty may incorporate others’ works into their multimedia creations to produce curriculum materials.
iii. Faculty may provide for multimedia products using copyrighted works to be accessible to students at a distance (distance learning), provided that only those students may access the material.

iv. Faculty may demonstrate their multimedia creations at professional symposia and retain same in their own portfolios.”

b. Specific limitations on copyrighted work:

i. Motion media: up to 10% or 3 minutes (whichever is less)
ii. Text: up to 10% or 1000 words (whichever is less)
iii. Poems: up to 250 words, limit 3 poems per poet, limit 5 poems by different poets from an anthology
iv. Music: up to 10% or 30 seconds (whichever is less)
v. Photos and images: up to 5 works from one author, up to 10% or 15 works from a collection (whichever is less)
vi. Database information: up to 10% or 2,5000 fields or cell entries (whichever is less)

c. Multimedia products containing copyrighted materials for educational use for a period of more than 2 years must be granted permission by copyrighted author to continue use after the 2 years.

Application for Teachers: As a future teacher, I need to know and understand the fair use guidelines for educational multimedia so that I do not commit any kind of infringement accidentally. There are a lot of specific limitations on copyrighted materials such as text, music, and images. Knowing how much I can use will keep me breaking the law. I also need to know how much is appropriate to incorporate into multimedia presentations so that my students have a model for how to use copyrighted materials into their own work.

Avis (A.J.) Johnson

Audio Visual Lagoon: Fair use and performance of videos and other media in the educational setting

I. Definition: Fair use is the means by which educators in non profit educational institutions may use copyrighted works without seeking permission or making payment to the author or publisher and hence: an Audio Visual project is a form of expression which is protected by copyright; an AV is a composition of sequential pictures, sounds or a subsequent combination; an AV work should not be confused with multimedia (aka hypermedia) which integrates text, graphics, sound, and video clips into a computerized environment and finally, an AV may be incorporated into a multi-media work.

II. Examples of AV:

a. videos which include VHS tapes, laser discs, DVD (digital versatile discs) and movies

b. 35 mm slides

c. Filmstrips

d. 16 mm movies

III. Performance and Display entails when the educator presents an AV work to the students

a. There is a specific section of the Copyright Act which deals with Performance and Display

b. When an educator feels the need to copy a portion of an AV work to be used in an instructional situation, it is considered Fair Use. On a side note,

Fair Use and Performance and Display is different from each other via the 1976 Copyright Act and hence, dealt with accordingly.

c. The 1976 Copyright Act provides teachers to perform AV works to students at a distance; however, with the passage of the 2002 Teach Act, teachers are able, under certain conditions, to utilize digital transmission of AV acts. The conditions or stipulations entail:

1. In a face to face teaching situation, the performance of the AV must meet the instructional objective

2. The AV must be a lawfully made copy as any other performance risks infringement

3. One cannot perform a popular video to students outside of a systematic instructional activity; however, a video may be shown during extra curriculum activities

d. The Four Fair use Criteria for copying (from the 1976 Copyright Act)

1. Use only the smallest and most necessary part of the video to meet the instructional objective of the video.

2. Avoid use of the “creative essence” of the copy write (Becker, 1982; AIME)

3. It is illegal to: copy an entire AV work or convert it to another format, copy a 16mm film onto VHS videotape, even if the title is not available to buy in VHS, copy a ¾ inch video tape onto VHS tape; and finally, to copy a laserdisc onto a video tape.

Teacher Applications:

For starters, if you want to incorporate a small video clip into a multimedia work, you must consult the Fair Use Guidelines for Educational Multimedia. Admittedly, I have (ouch!) not adhered, albeit due to ignorance – now I am quite concerned!! As teachers, it is incumbent on us to justify that the video addresses the CST or educational goal in the unit. The bottom line is that AV usage must be prudent and justifiable!! The bottom line is making sure that I am using the AV specifically for the content objective and that I limit the AV to only what is needed – a brief portion!

Distance Education:

Recent (relative term) revisions to the 1976 Copyright Law are helpful to educators and other support staff

I: The Teach Act, as authorized by President Bush (2002), allows utilization of audio visual works into lesson plans; however, only if specific contingencies are met: 1) Only a non profit institution and students enrolled in specific courses may access audio visual works; 2) Only if the material is available for a short period when students are involved in instructional activities

a. Revisions to the Teach Act (Bush, 2000):

1. The Teach Act allows teachers to perform or display portions of copyrighted works without permission over a digital network to enrolled students only for specified amounts of time as instruction takes place.

2. Lawmakers realized that students/teachers at a distance are not likely to meet at the same time/place; hence the copyright work may remain available during the course work at teacher’s discretion with measures taken to limit access during course session and cease access after session us over.

II: The Teach Act requires:

v A digital version of the copyrighted work if one is available

v If one is not available or if a version is copy protected so that it cannot be used as the Teach Act mandates, the situation is subject to the instructor’s discretion. An analog version of the work may be digitized (and only a reasonable and limited portion) for streaming. For example: A VHS tape clip could be digitized within the parameters of the Teach Act with the provision that the original copy be stored in a network for future use and that no one has access to it.

v Only a “reasonable and limited” amount of some works mat be used to satisfy the instructional goal.

v For images and displays used should be comparable to what is displayed in a live classroom session.

v Any use of materials must be “directly related and of material assistance to the teaching content.” (Harper, 2002)

v There may be no other copies than the ones used for digital transmission

v Any technological protection measures that prevents copying of an AV work must not be circumvented

III. What non profit institutions face in the wake of the Teach Act:

1) policies that govern the use of copyrighted materials;

2) instructors must provide information about copyrighting and the fair use of materials and their performance;

3) there must exist a notice to students that the materials used in class may be subject to

Copyright practices; therefore, that must be clearly annotated on a course syllabus.

Teacher Applications: Along with our awareness of the Teach Act mandates, we need to spread the word to those who are not in the know. Ignorance is not bliss if someone gets busted. I would think that administrators, librarians, and other support staff should be in-serviced on Teach Act policies. In the same vane, students have the knowledge to access digital content, contingent on instructor discretion.

Photoshow Slideshow

Introduction To Nets

View more presentations from avisjohnson.

Journals 6-10

Journal Six:

Bigenho, C.(2009) “Mining for Gold.” Leading and Learning. 36.
Retrieved on 3/29/2009 from:
http://www.learningandleading-digital.com/learning_leading/200904/

Technology never ceases to amaze with new and more simplistic methods in which people can access information. RSS (Real Simple Syndication/Summary) actually provides the means, via self design (The Daily Me) to access only the information the individual seeks through. The communication method is also an individual choice since one decides to receive specific access through bogs, wakes, or pod casts.

If f that weren’t enough, the information is bookmarked, tagged, and there exists no extra information or advertisement to serve as a distraction. Even cooler: one needs not be a rocket scientist to update the service as it updates itself. According to the Daily Me link, the RSS feed, which is in the XML format which features information/news from various other web sites, changes as the actual published RSS changes. Talk about “designer” for the individual and especially tailored instruction for students as the classroom instructor so deems. I could wrap my brain around RSS and I plan to as RSS is yet another way on enhance classroom assignments and hence, whole class engagement. Since RSS has the capability to bookmark assignments, a teacher is able to have students peruse specific material before arriving and hence, have assigned blogs completed. Akin to receiving a new e-mail, the classroom teacher, through Bloglines Notifier, is notified each time a new post arrives.

One way I would familiarize my students is to show them the RSS feed which is more frequently found on Internet sites – the orange self identified icon, and then I would model a page in which the students could either see or hear the various modes through the aggregator. As they became familiar with the page, they would be provided an opportunity to choose content for projects. For example, they could follow blogs, view part of a pod cast, or access a segment of a television program (see Q and A)

How will RSS benefit the population I work with?

Once familiar with the feed, I would explain the goal of RSS and how its use could benefit them. For starters, within the SDC population I serve, many have challenges with organization, sequencing, and short term memory. The RSS page has the information organized and could be presented in a linear manner so following along would not be so arduous. Since I need to do multiple reviews/tutorials with my students, the page is easily accessible. How does RSS address all learning modalities?

The student sees appealing visuals, hears the audio, and has to manipulate the computer to find specific sites or to post. Many of my students who have ADHD tell me that they learn best through movement with their hands which also assists with concentration.


Journal Seven:

Warwick, D.(2009) “Growing and Learning Network.” Leading and Learning. 36.
Retrieved on 3/28/2009 from:
http://www.learningandleading-digital.com/learning_leading 200904

The article chronicles how drastically people are communication and information has changed as a result of personal learning networks and the increasing benefits of plns for teachers via use of aggregators such as Google, Twitter, skype, Ning, Wikis, pod casts,
and significantly, social bookmarks .The article piggybacks on the previous journal with reference to how RSS feeds play an integral role in the personal learning networking.

With regard to the personally maintained synchronous connection in my class, I see it as a viable tool for conflict resolution, developing social skills and self reflection. My students come with a lot of baggage and frustration because of learning challenges and impulsivity. They also have issues which entail getting in each other’s space. If they could “mix it up” via teleconference (with an adult supervisor acting as facilitator, that is) Then I have the kids who “act in” and fear saying anything at all who reveal their voice only through electronic means and I envision the personally maintained synchronic connection to overcome shyness and ultimately meet the CSTs in oral language expression.

I also visual my students accessing the personally and socially maintained semisynchorous connection personal learning network. On a daily basis, they argue that they could focus better if I would allow them to chat; perhaps there is sustenance to their pleas and I could forego being the “heavy” for a change. (It goes with the territory) At any rate, knowing how teens love to multi-task via e-devices, I could more comfortably assign a collaborative Delicious.com project with some built in chat time to discuss their tags. Now that I am familiar with Delicious.com, I prefer it to Google because it’s streamlined - a strong scaffold for my students.

Would I use the Semisynchronous personal learning network with my class?

Yes, but only if it was used in the Face Book format. They are very self conscious about their writing and spelling skills which would be quite evident in their class blogs. Since Face Book displays more than text and they enjoy it, the written expression would not be such a pressing issue. On the other hand, what a great opportunity for them to do some peer editing via Face Book!

Journal Nine:

Water, J..(2009). The Journal. The Kids Are All Right:
Retrieved on 3/31/20009 from:
http://www.thejournal.com/the/printarticle/?id =24104

The article “The Kids Are All Right” advocates student use Facebook, MySpace, and You Tube without a mere mention of student misuse. I am no prude or control freak; however, I strongly disagree with the language, “We do not believe that educators…need to bear down on kids with complicated rules and restrictions and heavy handed norms about how they should engage online.” Admittedly, the Netiquette rules and ISTs are anything but complicated; however, often students lack the maturity and wisdom to make wise decisions while using technology. Recently, I heard an alarming statistic about teenagers which reflected that 40% have done the “sexting” thing and hence putting themselves at risk for being seen by countless people. Somehow, a strong argument ensues that the kids simply are not all right.

Maybe I missed something; and if so, please enlighten me. The article’s contents, on some levels, could easily contradict NETS-T Standard 4 in the event that students lacked close monitoring and Netiquette ignorance. I sense anarchy on the rise if we relax rules. I hate to sound skeptical; however, I find the article “The Kids Are All Right” reeks of bias. According to the piece, it is incumbent on me, the classroom teacher to facilitate passion for academics via “geeking out” and subsequently, self-directed learning. I hate to be a naysayer, but it’s not likely. The 800 student research project is not an adequate representation of the norm and I was relieved to read that the authors “do not have hard numbers to quantify the research until the project’s next phase. I am not saying I won’t entertain the idea of allowing students to show evidence of concept mastery via mySpace; however, I am not convinced, based on this particular sample. They are a distraction!!

Question One: Can I confidently integrate the use of Face Book, My Space, and You Tube in my class curriculum?

The operative word here is confidently, so the resounding answer is no until sufficient time has been spent on norms. With my freshman, absolutely not; however, my juniors and seniors could handle specific assignments prefaced with clear expectations. Plus, I need more time to research because this article appears to lack objectivity. In other words, along and continuous of Netiquette and District policy on technology.

Question Two: What consequences will be consistently enforced in the event those students dismiss Netiquette?

No slack and no second chances. If one lacks the maturity and wisdom to use technology in and educational and enriching method during school, the privilege to use it should be lost. Hey, I value my credential and there’s no way I will lose it during my watch!
Journal 10:

Green, B. and Thormann, J. (2009). “Testing Kurweil 3000.” Leading and Learning.
36. Retrieved on 4/3/09 from:
http://www.learningandleading-digital.com/Learning_leading/200904/

Since learning bits and pieces about Kurzweil through my credentialing program
and actually testing it here on the CSUSM campus and the United Cerebral Palsy
Association Center, I’m convinced that it holds the panacea for struggling readers, especially those who have receptive language processing deficits in either auditory or visual comprehension. No intervention is perfect; however, I feel this program comes the closest. Features of the Kurzweil 3000 include: text to speech, dictionary, spell check, syllabication, highlighting key points with different colors contingent on specific text, zoom, speed, test taking and much more. The program, designed to assist students with auditory and visual processing deficits, are able to access whatever program best accommodates comprehension of content.

Green and Thurman also completed a study in how the Kurzweil fared compared to either Word or Mac features in which they chose Kurzweil because it offers a larger variety of support for the student who learning challenges. For example, the Korowai program has the capability to summarize key points of a chapter and create study guides. For the student who faces the daily challenge of dyslexia, the program provides both the visual word attack and auditory presentation of the text; hence the student can focus on concepts, analysis, and other critical thinking skills.

The use of Kurzweil fosters independence for those who are challenged with written text
and it also levels the playing field for those who are in general education classes. Students who have dystrophic (problems with sequencing thoughts into written text and illegible handwriting find that Kurzweil greatly assists with written organization and appropriate transitions.

If you think you would like to give the program a shot (you will be having students with IEPs in your classes), check out Kurzweil here on campus; you’ll find it in Disabled Student Services. That term bugs me because we’re supposed to be talking about empowerment for all students. It’s the ultimate way to differentiate instruction.

Question One: How can a school or a school district justify the Kurzweil expense?

I would suggest writing a grant which would provide in-services for teachers and assistants, media techs and the $3000 plus which is needed for the program.

Question Two: Because the Kurzweil offers so many capabilities, how will the students feel undaunted by the program? There exist tutorials, plus daily use will be habit forming.
Also, teachers and media techs will oversee student usage and thus be available.

Intro to A.J. Johnson

My name is Avis Johnson (nicknamed A.J.) and I hail from New York City – the Big Apple, so to speak. As much as I love the ambiance of Manhattan, I would never want to move back! I claim San Diego State as my alma mater, and proudly so; this is where I received my master’s degree in Mild/Moderate Special Education. Currently, I teach at Vista High School.

As referenced frequently in my other technology class, I consider myself a ‘Digital Immigrant surrounded by my students who are “Digital Natives.” Last Wednesday, I experienced my first encounter using an Apple…perhaps I should reference the experience as an adventure in which I found myself wondering how I should proceed quite frequently. Let’s just say I felt quite humbled as I drove home; however, it is high time to leave my comfort zone and address my anxieties about making the big switch. Admittedly, my comfort zone is wrapped all around my PC and I depend on it as a teacher and a small business owner. Consider me old school; I use Microsoft Office 2003.

The CSUSM COE Mission Statement clearly stresses the urgency and importance of technological access of content in the classroom. It is incumbent on today’s teacher to utilize technological resources, and in so doing, commit to professional development and life long learning about digital advances. When one considers how technologically savvy the students are, the classroom teacher must be aware of how technology can be abused.In a word, I feel humbled – and I must play a great deal of catch up the teen type Digital Natives” on my class rosters.

Inspiration Nets Cluster

CSUSM PSA