The Disney video, although clever and probably a lot of work, was difficult to listen to, and was not much help. The comic book by Duke Univ. Law School was full of information--but much of it was irrelevant to me in my job. The Creative Commons website was very confusing--with all the "letters" and no explanation of what these letters actually referred to. The short YouTube video was better. While on 2 of these sites, I clicked on links and found that Flickr had the best explanation of the Creative Commons licenses. I also found a link to a document put out by "The Center for Social Media," a part of the School of Communication at American Univ. in Washington, DC,that was an excellent guide that identified five principles that represent the media literacy education community's current consensus about acceptable practices for the fair use of copyrighted materials. This document was titled, "The Code of Best Practices in Fair Use for Media Literacy Education."
I definitely see teaching and learning becoming more technology-based. But whether this is necessarily a good thing is not truly clear. Of the 6 emerging technologies discussed in the "Horizon Report," the grassroots videos is probably the one technology that I would see using in my classroom. Tutorial videos and art process demonstation videos would definitely be helpful and probably reduce my planning and prep time for certain lessons. The collaborative webs and collective intelligence are two things that I could see using in the future--but I have the feeling my career may be over before these technologies are commonplace.
Elementary art students are rarely expected to do research, and opportunities to teach about the ethical use of interactive resources would also be rare. But as a user of someone else's work, I must remember to set a clear example for students by acknowledging the creator/author of anything I use in my classroom. I feel fairly confident that the use of copyrighted materials in my classroom, would definitely meet the "fair use" standard.
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It is wonderful to see the Code of Best Practices in Fair Use for Media Literacy Educators cited here! It gives you a good idea, I think, of how to meet the fair use standard in the classroom (not hard). Moreover, I would like to suggest that elementary art students are doing research when they do such things as find images for a collage, make brochures, and make Powerpoints (all assignments in our elementary school). Their opportunities to exercise judgment and reasoning are often removed from them by school systems that preselect available material and tell them that they cannot independently look for material. But if you can allow them some choice, you also encourage reasoning and responsibility.
ReplyDeletePat Aufderheide, Professor and Director, Center for Social Media, School of Communication, American University
Thanks, Pat, for your comment. You are right that elementary students do use the internet for different types of research. I meant that these students are rarely asked to do research as part of the elementary ART curriculum--as production time for our art classes is very limited. They certainly do use the internet frequently in the areas of social studies, science and language arts.
ReplyDeleteI also found the Disney video tedious...but that level of annoyance did drive home the point. Glad you found the Center for Social Media - great resource. Some librarians are calling themselves "social media specialists"!
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