As a library media specialist I have heard of copyright and Fair Use but I didn’t have any formal training. These articles have opened my eyes to the misconceptions of these topics and the confusion that teachers have had and still have. “The confusion for practitioners is due to a combination of ignorance about the law and confusion about the nature of creativity(Aufderheide, 2012, pg 15). I have purchased the Copyright Clarity book and plan to have it as a resource when I have questions or when others that I work with have questions.
Aufderheide (2012), wrote in her article that filmmakers were suspicious when they heard that they could use copyright materials to create a transformative piece without jeopardizing their future. This is an important to know because students can use what has already been copyrighted to create a new piece of work. Students will be able to develop their critical thinking skills and communication skills.
Renee Hobbs (2010), reminds teachers why it is important to teach about Copyright and Fair Use. Students need to know how to become responsible authors and creators that know how to use and analyze media. As a library media specialist, I need to teach my students how to share and use copyright materials in a responsible and respectful way. Students need to learn how to create new material from the copyright material by remixing and mashing material together to create something new. I also need to teach my staff and students how to respect the rights of the owner while creating new material from the old material. When adults and students don’t know the copyright and fair use policies
their creativity can be stifled because they are worried about breaking the law and what might happen to them if they are caught(Aufderheide, 2012). It’s my job as the teacher to show them how they can use the material while following the laws and respecting the author’s rights as well as their own rights.
I believe that the ideas that I read in these articles and your book Copyright Clarity will help me support my students, staff, and teachers when they have questions about Copyright and Fair Use. As a library media specialist, I believe that it is my job to inform the people that I work with about copyright, Fair Use, and help clarify some miscommunications that they may have.
With this new information I am hoping to be able create new projects for my students, while also teaching them about copyright and fair use. I am hoping to teach them how to evaluate and think about the rights of the owners as they are using this copyrighted information. It’s important to teach the students and adults to think about why they are using the copyrighted information, the nature of the material, how much of the information they are using, and how their use of the material will impact the market. I believe that if students are forced to think about these questions, they will think twice before taking and copying too much information for their own project.
Hobbs, R. (2011) Copyright Clarity: How Fair Use Supports Digital Learning.Thousand Oaks: Corwin/Sage. OR Media Education Lab (2008). Code of Best Practices in Fair Use for Media Literacy Education.
Aufderheide, P. (2012). Creativity_Copyright_and_Authorship. In D. Gerstner & C. Chirs (Eds). Media Authorship. New York:Routledge.
Renee, as I reflect on my Leap 3 project, I am thinking back to looking over the syllabus at the beginning of the semester and I wasn’t really sure what this project was all about. I then decided that I wasn’t going to worry about it to much and I was going to try to take one step at a time. As time got closer I was getting more and more anxious about this assignment. I was sent an email about the RI Writing project and one of the workshops that they were offering was a Digital Storytelling in the Digital age. This workshop was presented by a Middle school teacher from Portsmouth, Jane DelSanto. I was able to see how a middle school teacher used digital storytelling in her classroom.
I decided to look back at all the notes that I wrote at the conference to help me decide how I was going to complete this assignment. The biggest things that I took away from this workshop was that it’s important allow students to publish for an audience, to keep the storytelling is authentic, make students accountable for their work, and giving students the opportunity to peer review projects.
I also learned there were many ways to share digital stories (Movie maker, Story maps, Google Draw, Storyboard that, Screencastify, Green screen, and Google forms).
I was able to see some different examples of digital stories during the workshop and also while completing weekly assignments for class. After viewing, these stories I was able to think about how they presented their stories and which way I was going to create my story. I came up with a few stories that I could write, but while other people were sharing their ideas and struggles of completing their stories for their project. I started second guessing myself and if I should share my story or if I should change it. Listening to everyone’s comments about their struggles and the way they grappled with story to tell made me feel better about how I was feeling and was going through. I wanted to tell a story that I could share with my students, and I also wanted to send an important message. Listen to my classmates and watching the other stories help me decide what story I wanted to create and share. After learning about storyboard that I was determined to try to use that program. However the free version only allowed me add three images. I looked into the paid version and it was expensive to set up a class, so I decided that I was going to just purchase it for myself for one month. It cost me $10.00, which I don’t think is to bad. I am hoping to create a few more digital stories before the end of the month so I can get my money’s worth of using the program.
As I was creating the digital story, It took me a while to come up with a story that I felt comfortable sharing with my students. I also had to choose one that I didn’t mind sharing with the world. I needed something that met all your requirement as well as my own. This project made me think about my story and what words I was going to say to get my message across. I had to think about if I could tell the whole story in the 5-6 minute limit. After I wrote my story out I needed to make sure that I could crate images for my story with the program that I chose. I had to think about my story and had to decide how I could show a passing of time. After my story was written and the illustrations were done, I had to combine them, so in the storyboard app I was able to share my storyboard as a Power Point presentation. I entered the words for each image next to the images and then I used screen-cast-o-matic to record the images and my voice to create my digital story. Recording my voice was difficult, I can’t tell you how many retakes and redo’s that I had to do before I was satisfied with my story.
After completing my own digital story I see the benefits of creating them. I learned a lot about myself as I was working on the assignment. It takes me a while to create stories and I am very critical of myself, I don’t like to hear my own voice, and I am worried about what other will think about me and my projects. Many of these have extended my time creating my own digital story. Working through my own digital story I can see some of the struggles my students will face. As a librarian and teacher, I know one of the biggest struggles is going to be creating the time needed to complete a project like this with the students. Another issue that may arise with an assignment like this is trying to give students support as they are creating their story. I have access to 6 Ipads and I am not sure if we will have enough technology to support the student’s creations. I will have to create the environment and some lessons to help my students to become digital storytellers.
Even though, I didn’t know what a digital story was at the beginning of this semester, I learned alot from all the readings, videos, and experiences shared. I see the benefits for my students and some of the struggles and battles that I might face from assigning a project like this. The experiences that we have while creating these digital stories will be an everlasting memory and the beginning of lifelong skills. I know students will be second guessing their stories and decisions and I will need to support them and get them to move over the roadblocks so they can get the experiences needed. My story was an original story from my childhood. I believe that people who view it will understand a little more about who I am as a person. I definitely learned more about myself and I also learned how to use some programs to create my own digital story. The story I chose to publish will activate emotions from many people that listen to it because many people and students have had other call them names, felt alone, or have seem someone get picked on at one point or another. I think people will get others to reflect on their own experiences.
Digital literacy is the constellation of knowledge and skills, and competences necessary for thriving in a technology-saturated culture As information, entertainment, and persuasion are now shared digitally and personal, social and professional relationships through interaction with social media as well as mass media and popular culture, people of all ages need the ability to access, analyze, create, reflect and take action using a wide variety of digital tools, forms of expression and communication strategies (2017, p. 6).
According to David Buckingham, Digital Literacy is more than learning how to use keyboards, computers, and searching for information online. Digital Literacy is so much more, we need to teach students how to use and evaluate information while thinking critically. Digital Literacy is about teaching people how to use media as well and thinking and learning about the social, economic, and cultural implications of media (2006).
The definition of Digital Literacy has varied in the many books and articles that I have read. If I had to define digital literacy I would say that it is print on electronic devices. Being digital literate has to do with being able to search for and evaluate information but also being able to take the information in and creating something with the knowledge. It’s also important to be able reflect on the information that the students access as well as the process of completing the research or creating media.
I love this quote because no matter what is created whether it is art, theatre, videos, games, or technology people react to the items differently. I love looking at the different forms of creativity because I am able to see many different ways people create things. As I am watching and looking at the different forms of creativity I think about if I could create that project or not. I also think about how I could make it better or what I would do differently. I believe that everyone that creates things uses experiences and other creations as inspirations for their new projects. Creativity allows adults and children to express themselves and share their work with others. The process of creating something gives people the opportunity to understand the material more fully. It also allows people to release some of the stresses of everyday life.
“If we want to use the internet or computer games or other digital media to teach, we need to equip students to understand and to critique these media: We cannot regard them as neutral means of delivering information, and we should use them in a merely functional or instrumental way” (Buckingham, 2006, p. 263).
I chose this quote because the classes in Digital Literacy certificate program have taught me that using the technology is not enough. I need to teach the students how to use the technology, the benefits, and understanding how and why we should use the technology. I now believe that it’s important for students to be able to search, analyze, critique, and reflect on their technology use.