Introduction
Introduction:
Copyright law and the surrounding issues such as public domain, fair use, and privacy can be confusing. The goal of this WebQuest is to direct students and educators to resources that simplify and clarify the topics listed above. Reputable resources can help make the process of creating less painful. The common pitfalls to avoid and notable issues will be explored to help navigate problematic emerging areas. The original intent of copyright law was to create a limited monopoly for content creators; Over time, the original laws were adapted to include fair use in response to changing marketplaces. Developments to copyright law have shaped how content is shared and is shifting the original intent of the laws from promoting the sciences to now educating and enforcement.
Task
Copyright-Fair Use-Licensing
http://copyright.lib.harvard.edu/fair_use/
https://www.copyright.gov/help/faq/index.html
http://langwitches.org/blog/2014/06/10/copyright-flowchart-can-i-use-it-yes-no-if-this-then/
https://www.youtube.com/watch?v=Uiq42O6rhW4
Intellectual Property
http://www.wipo.int/about-ip/en/
View PDF - http://www.wipo.int/edocs/pubdocs/en/intproperty/450/wipo_pub_450.pdf
Fair use
https://fairuse.stanford.edu/overview/fair-use/what-is-fair-use/
https://www.youtube.com/watch?v=Uiq42O6rhW4 – For everyone
https://www.youtube.com/watch?v=2UWaQK5Wbvs – For educators
Family Educational Rights and Privacy Act (FERPA)
https://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html
https://www.youtube.com/watch?v=39fZgjDGHeM
Children’s Online Privacy Protection Act (COPPA)
https://www.commonsensemedia.org/kids-action/blog/childrens-online-privacy-protection-act-coppa-true-or-false - COPPA quiz be sure to review the answer sheet provided afterwards for justifications.
Scholarly resources
Federal Trade Commission, (2018). Complying with COPPA: Frequently Asked Questions. Retrieved from https://www.ftc.gov/tips-advice/business-center/guidance/complying-coppa-frequently-asked-questions
Knutson, J., (2017). What is COPPA. THE Journal (45) 2, 25-25. Retrieved from https://content.ebscohost.com/ContentServer.asp?T=P&P=AN&K=128565507&S=R&D=a9h&EbscoContent=dGJyMMTo50Sep644v%2BvlOLCmr1Cep7NSr6e4SraWxWXS&ContentCustomer=dGJyMPGnsEq3q7FIuePfgeyx43zx
Lyons, Margaret G., 2010. Open Access is Almost Here: Navigating Through Copyright, Fair Use, and the Teach Act. The Journal of Continuing Education in Nursing 41(2) 57-64. doi http://dx.doi.org/10.3928/00220124-20100126-03
Martin, K. (2016). Understanding Privacy Online: Development of a Social Contract Approach to Privacy. Journal of Business Ethics. 137(3), 551-569. doi 10.1007/s10551-015-2565-9
Peddy, A., M. (2017). Dangerous classroom “App”-titude: protecting student privacy from third party educational service providers. Brigham Young University Education & Law Journal 2017(1), p125-159. Retrieved from http://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=122342754&site=eds-live
U.S. Department of Education - Balancing Student Privacy and School Safety: A Guide to the Family Educational Rights and Privacy Act for Elementary and Secondary Schools. Retrieved from https://www2.ed.gov/policy/gen/guid/fpco/brochures/elsec.html
U.S. Department of Education, (2017). Integrated Data Systems and Student Privacy. Retrieved from https://studentprivacy.ed.gov/sites/default/files/resource_document/file/IDS-Final_0.pdf
Process
Process:
Throughout the process of compiling the resources for the tool-kit it was necessary to review each with a different type of scrutiny. Attempting to view the information through the lens of a student while formulating questions and using a beginner’s interpretation was challenging after having completed seven weeks exploring various issues around copyright issues. This project required locating a variety of materials to equip a wide variety of consumers who may decide to use this WebQuest document as a launch point for creating or sharing content. To organize the range of content, labels were added to help consumers better target information that would meet their needs. The first level of organization is based on the subject matter such as fair-use, copyright, etc. Within each subject area links were specified to show which links best applied to students, educators, and everyone else. The goal was to make the resource list clear enough that a user could locate information relevant to their needs at a glance. Utilizing Boolean searches through Google and the North Central University library road runner search to locate a combination of visually appealing infographics and scholarly commentary. When choosing scholarly sources, the aim was to choose journal entries and web pages aimed at the practical application of copyright law and the common pitfalls to avoid when creating, copying, or sharing works created by others. Another goal was to provide a set of best practices to be applied whenever copyright licensing is unclear.
Evaluation
Evaluation
Each resource required additional research to validate any new or unknown information that may have been discovered. Many of the scholarly resources were used in prior assignments and were appropriate for professional who may use this WebQuest. Several of the .com sites required vetting, with it being necessary to view each YouTube video in full to ensure desired content is being shared and, in some cases, confirming the information on another site if the video was produced by a group whose reputation could not be readily determined. The rationale for each of the selections are generally the same with audience and clarity to said audience being a top priority.
Copyright Law
http://copyright.lib.harvard.edu/fair_use/
This source was used in the past and provided clear succinct infographic that is visually pleasing and a welcomed change to the text-based information that is shared. It includes the fair use guidelines to consider when using another creators work product. The infographic poses questions and provides tips for creators to consider moving forward.
https://www.copyright.gov/help/faq/index.html
This resource was chosen because it is produced by the United States Government Copyright office. This page is a frequently asked questions (FAQ) page from what could be considered the definitive source with regard to copyright information (history, intent, considerations etc.). Definitions are provided to help readers make their way through what could be difficult concepts. The scope of current copyright law is covered through links found on this page along with the registration process. The page is not visually appealing but was selected more for the depth of knowledge.
http://langwitches.org/blog/2014/06/10/copyright-flowchart-can-i-use-it…
This site is a copyright blog which includes practical rationale behind a cautious approach to using work(s) created by others. The language used is easy to understand and relatable. The author provides real life scenarios to consider and details the elaborate process behind generating the included flowchart which prompts users to go through and address issues related to fair use, determining what is in the public domain if you should seek permissions and other licensing options to be considered. The graphic towards the bottom of the page is visually similar in color and font to the Harvard resource listed above.
https://www.youtube.com/watch?v=Uiq42O6rhW4
A short video that deals with copyright law and its application in the workplace. The animated and playful graphics help convey the message without becoming boring. It introduces some humor and depicts an exaggerated conversation around the topic of copyright.
Intellectual Property
http://www.wipo.int/about-ip/en/
Intellectual property is defined and the laws that protect various types of intellectual property such as Patents, Trademarks, and Copyright. The PDF attached is a brochure style document that discusses each element in context of intellectual property. This is source is text heavy and curated by the World Intellectual Property Organization, which is a part of the United Nations whose mission statement is “… to lead the development of a balanced and effective international intellectual property (IP) system that enables innovation and creativity for the benefit of all.” (WIPO, n.d. para 2).
View PDF - http://www.wipo.int/edocs/pubdocs/en/intproperty/450/wipo_pub_450.pdf
Fair use
https://fairuse.stanford.edu/overview/fair-use/what-is-fair-use/
A concise overview of fair use with the added benefit of case studies included as a part of the coverage. This resource was selected because of the legal perspective provided by the author who is a layer that explores common mistakes that will likely result in a copyright infringement suit. There are several associated fair use links that direct the reader to other helpful related topics. These pages are text heavy and a bit cluttered as far as the formatting is concerned, however each page is actually quite simple.
https://www.youtube.com/watch?v=2UWaQK5Wbvs – For educators
A short video that deals with copyright law and its application in the workplace. The animated and playful graphics help convey the message without becoming boring. It introduces some humor and depicts an exaggerated conversation around the topic of copyright. This option was geared more towards educators who need to be aware of copyright issues.
Family Educational Rights and Privacy Act (FERPA)
https://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html
Informational page that provides clear laws and guidelines related to FERPA. The U.S. department of education is a reputable source of information especially with regards to FERPA. Parents could benefit from the information listed here and would find a wealth of additional links to pages that have been endorsed by the department of education. Educators and administrators could refer to this page to avail themselves to the most recent changes in student privacy law.
https://www.youtube.com/watch?v=39fZgjDGHeM
A brief animated video covering the Family Educational Rights and Privacy Act with regards to educators and their interaction with students. The often overlooked or blurred lines that occur with relationships that may look like kindness could be a violation of FERPA guidelines. The video is aimed at educators but could be beneficial to students who may have fallen victim to privacy violations. Educators can benefit from this information which highlights the pitfalls when colleagues share information which could be considered a violation, even when seemingly as innocent as a conversation with a coworker about a student they have both taught.
Children’s Online Privacy Protection Act (COPPA)
https://www.commonsensemedia.org/kids-action/blog/childrens-online-priv…
COPPA quiz be sure to review the answer sheet provided afterwards for justifications. A good way to recheck knowledge base for educators, parents and students interested in pedagogy. The answer sheet provides sufficient details to patch minor knowledge gaps that were revealed by the quiz questions.
Scholarly resources
All scholarly resources were selected based on their significant contribution to the completion of coursework regarding the various topics this tool kit is aimed at addressing. Namely, Copyright law, fair use, ad privacy matters. The scholarly resources are targeting audiences who may need to cover topics in a professional or higher education setting where data and supporting information are needed in order to develop or create research queries.
Conclusion
Conclusion
Copyright law can be daunting, and the violations could have life changing repercussions for creators. A systematic approach to learning the law is a key to anyone who would like to publish is a key to avoiding issues. This tool kit aims to provide a foundation for beginners, and direction to the educators on copyright related topics such as fair use, various licensing options, and intellectual property. The tool kit includes a variety of informational web sites, infographics, videos and interactive elements that keep the learning process fresh throughout the topics. Additional resources should be sought to build on the knowledge base established with this information to establish a comprehensive understanding of topics that are introduced here. The personal burden on individuals is explored within the resources with a goal of increasing accountability and self-governance.
Credits
Credits
Copyright clearance center (2010). Copyright basics. Retrieved from https://www.youtube.com/watch?v=Uiq42O6rhW4
Copyright clearance center, (2011). Copyright on campus. Retrieved from https://www.youtube.com/watch?v=2UWaQK5Wbvs
Copyright First Responders, (n.d.). Fair Use. Retrieved from http://copyright.lib.harvard.edu/fair_use/
Federal Trade Commission, (2018). Complying with COPPA: Frequently Asked Questions. Retrieved from https://www.ftc.gov/tips-advice/business-center/guidance/complying-copp…
Johnson, A., F., (2018). Children’s Online Privacy Protection Act (COPPA): True or False? Retrieved from https://www.commonsensemedia.org/kids-action/blog/childrens-online-priv…
Kettering University, (2014). FERPA scenario for faculty and staff. Retrieved from https://www.youtube.com/watch?v=39fZgjDGHeM
Knutson, J., (2017). What is COPPA. THE Journal (45) 2, 25-25. Retrieved from https://content.ebscohost.com/ContentServer.asp?T=P&P=AN&K=128565507&S=…
Martin, K. (2016). Understanding Privacy Online: Development of a Social Contract Approach to Privacy. Journal of Business Ethics. 137(3), 551-569. doi 10.1007/s10551-015-2565-9
Peddy, A., M. (2017). Dangerous classroom “App”-titude: protecting student privacy from third party educational service providers. Brigham Young University Education & Law Journal 2017(1), p125-159. Retrieved from http://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx…
Stim, R., (2010). What is fair use? Retrieved from https://fairuse.stanford.edu/overview/fair-use/what-is-fair-use/
Tolisano, S. & Zeilenberg, M., (2014). Copyright Flowchart: Can I Use It? Yes? No? If This… Then…. http://langwitches.org/blog/2014/06/10/copyright-flowchart-can-i-use-it…
U.S. Copyright office, (n.d.). Frequently Asked Questions about Copyright. Retrieved from https://www.copyright.gov/help/faq/index.html
U.S. Department of Education, (2007). Balancing Student Privacy and School Safety: A Guide to the Family Educational Rights and Privacy Act for Elementary and Secondary Schools. Retrieved from https://www2.ed.gov/policy/gen/guid/fpco/brochures/elsec.html
U.S. Department of Education, (2017). Integrated Data Systems and Student Privacy. Retrieved from https://studentprivacy.ed.gov/sites/default/files/resource_document/fil…
U.S. Department of Education, (2018). Family Educational Rights and Privacy Act (FERPA). Retrieved from https://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html
World Intellectual Property Organization, (n.d.). What is Intellectual Property? Retrieved from http://www.wipo.int/about-ip/en/
World Intellectual Property Organization, (n.d.). What is intellectual property [PDF document]. Retrieved from http://www.wipo.int/edocs/pubdocs/en/intproperty/450/wipo_pub_450.pdf
Teacher Page
Teacher page
Tips:
- Take the time to acquaint yourselves with Copyright, Fair use, and privacy laws that will impact the population you serve
- Create your own materials that address relevant issues in your sphere of influence
- Make copyright awareness a regular part of conversations and plan to introduce the topics at different levels throughout.
- Start the conversations early on, don’t wait.
- Adapt materials to resonate with students whenever possible
- Don’t be a hypocrite! – Do your best to follow the laws and guidelines. They are watching you!
When using this tool kit please be aware that it is intended to guide and fuel the thought processes of those who choose to use it. Additional resources should be sought and used to refine views of the subject. Parents, students, educators and administrators should use this kit as a tool for empowerment to hold peers and colleagues accountable to high standards. Every individual has a part to play in the successful adherence to the laws but each person can only truly control themselves, we can only hope to positively impact those around us by the way we conduct ourselves.