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Yes, You Can Use Copyrighted Materials! ,[object Object],Renee Hobbs,[object Object],Media Education Lab,[object Object],Temple University,[object Object]
Strengthening Public Understanding of Copyright and Fair Use,[object Object],Supported by a grant from the ,[object Object],John D. and Catherine T. MacArthur Foundation,[object Object]
Let’s DiscussToday’s Digital Culture,[object Object]
What is the purpose of ,[object Object]
To promote creativity, innovation and the spread of knowledge,[object Object],Article 1 Section 8,[object Object],U.S. Constitution,[object Object]
The Result,[object Object],Copyright Confusion,[object Object]
How We Cope,[object Object],See no Evil,[object Object],Close the Door,[object Object],Hyper-Comply,[object Object]
When I use the creative work of others in my own work, which concepts apply to my situation?,[object Object],Attribution: Citing your sources,[object Object],Plagiarism: Not acknowledging source material used in your work,[object Object],Infringement: Copying another’s work in violation of law,[object Object],Fair Use: Legal use of copyrighted works without permission or payment,[object Object],Licensing: Asking permission and paying a fee,[object Object]
Copyright Law Balances Rights of Owners and Users,[object Object],OWNERS,[object Object],USERS,[object Object]
Strengthening Public Understanding of Copyright and Fair Use,[object Object],Supported by a grant from the ,[object Object],John D. and Catherine T. MacArthur Foundation,[object Object]
Problem:,[object Object],Educational Use Guidelines are Confusing!,[object Object],NEGOTIATED AGREEMENTS BETWEEN MEDIA COMPANIES  AND EDUCATIONAL GROUPS,[object Object],Agreement on Guidelines for Classroom Copying in Not-for-Profit Educational Institutions,[object Object],Fair Use Guidelines for Educational Multimedia,[object Object],Guidelines for the Educational Use of Music,[object Object]
Educational Use Guidelinesare NOT the Law!,[object Object]
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” ,[object Object],										--Kenneth Crews, 2001,[object Object],Educational Use Guidelinesare NOT the Law!,[object Object]
It’s time to replace old knowledge,[object Object],with,[object Object],accurate knowledge,[object Object]
						--Section 107,[object Object],					Copyright Act of 1976,[object Object],The Doctrine of Fair Use,[object Object]
						--Section 107,[object Object],					Copyright Act of 1976,[object Object],The Doctrine of Fair Use,[object Object],Criticism, comment, news reporting, teaching, scholarship, research ,[object Object],… but also many forms of creative work that advance and spread innovation,[object Object]
						--Section 107,[object Object],					Copyright Act of 1976,[object Object],The Doctrine of Fair Use,[object Object],Fair use of copyrighted materials is allowed when the benefits to society ,[object Object],outweigh the private costs ,[object Object],to the copyright holder,[object Object],Fair use prevents ,[object Object],copyright law from becoming ,[object Object],a form of ,[object Object],private censorship,[object Object]
Bill Graham Archives vs. Dorling Kindersley, Ltd. (2006),[object Object]
An Example of Transformative Use,[object Object],	The purpose of the original: To generate publicity for a concert.,[object Object],The purpose of the new work: To document and illustrate the concert events in historical context.,[object Object]
Transformative Use is Fair Use,[object Object],    When a user of copyrighted materials adds value to, or repurposes materials for a use different from that for which it was originally intended, it will likely be considered transformative use; it will also likely be considered fair use. Fair use embraces the modifying of existing media content, placing it in new context.  ,[object Object],--Joyce Valenza, School Library Journal,[object Object]
Users’ Rights, Section 107 ,[object Object],http://mediaeducationlab.com/index.php?page=295,[object Object]
Is Your Use of Copyrighted Materials a Fair Use?,[object Object],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?,[object Object],Was the material taken appropriate in kind and amount, considering the nature of the copyrighted work and of the use?,[object Object]
Fair Use Is Empowering ,[object Object],	MYTH: ,[object Object],	FAIR USE IS TOO UNCLEAR AND COMPLICATED FOR ME; IT’S BETTER LEFT TO LAWYERS AND ADMINISTRATORS.,[object Object],TRUTH:The fair use provision of the Copyright Act is written broadly because it is designed to apply to a wide range of creative works and the people who use them. Fair use is a part of the law that belongs to everyone. ,[object Object]
Communities of Practice Assert Their Fair Use Rights,[object Object]
Five Principles Code of Best Practices in Fair Use ,[object Object],Educators can:,[object Object],make copies of newspaper articles, TV shows, and other copyrighted works and use them and keep them for educational use,[object Object],create curriculum materials and scholarship with copyrighted materials embedded,[object Object],share, sell and distribute curriculum materials with copyrighted materials embedded  ,[object Object],Learners can:,[object Object],use copyrighted works in creating new material,[object Object],distribute their works digitally if they meet the transformativeness standard,[object Object]
The Code of Best Practices Helps,[object Object],[object Object]
 To persuade gatekeepers, including school      leaders, librarians, and publishers, to accept well-founded assertions of fair use,[object Object],[object Object]
 To discourage copyright owners from threatening or bringing lawsuits
 In the unlikely event that such suits were brought, to provide the defendant with a basis on which to show that her or his uses were both objectively reasonable and undertaken in good faith.,[object Object]
1201,[object Object],ANTI-CIRCUMVENTION ,[object Object],RULEMAKING PROCESS,[object Object],When encryption ,[object Object],interferes with fair use ,[object Object],Digital Millennium Copyright Act,[object Object],DMCA 1201,[object Object],A petition requesting an exemption for media literacy educators and their students,[object Object]
ANTI-CIRCUMVENTION ,[object Object],RULEMAKING ,[object Object],Digital Millennium Copyright Act,[object Object]
How do copyright and fair use apply to your work?,[object Object],What are the implications of fair use for your students’ composition?,[object Object],FOR REFLECTION,[object Object]
Yes You Can Use Copyrighted Materials
Video Case Studies ,[object Object],Elementary School Case Study:,[object Object],P.S. 124, Brooklyn, NY,[object Object],High School Case Study:,[object Object],Upper Merion Area High School ,[object Object],King of Prussia, PA,[object Object],College Case Study: ,[object Object],Project Look Sharp at Ithaca College,[object Object],Ithaca, NY,[object Object]
Schoolhouse Rock Style Music Videos,[object Object],What’s Copyright?,[object Object],Users’ Rights, Section 107,[object Object]
Practicing the Fair Use Reasoning Process,[object Object],http://copyrightconfusion.wikispaces.com,[object Object]

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