Multimedia
Copyright Guidelines for Students
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By Jennifer Darnell Revised by Cheryl Baxter and Rhonda Massengale, June, 2003 |
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Have
you ever created something of your very own?
Maybe you wrote a story, composed a song or rap, made up a game, painted
a picture, etc. There are endless
possibilities to be creative. Copyright
helps to protect your rights as a creator, but what is copyright? Let’s look at what copyright is and the
impact it has on various types of media and you. The Internet and the Web offer
many opportunities for publishing.
However, it is important to be aware of the copyright laws as they apply
to electronic media. In particular,
students who are designing web pages, creating multimedia applications, or
using the Internet as a “resource” for graphics and other media need to become
familiar with the various regulations governing electronic information
dissemination. Exactly what is copyright
and what does it mean to you? In this Webquest you will examine copyright laws as they apply to
multimedia projects in education.
The Copyright Police are checking student multimedia projects for possible copyright violations. Ignorance of the law is no excuse, and violators will be prosecuted under the federal law. The Copyright Police are having some difficulty checking leads because there are so many students creating multimedia projects. You and your group have been hired by the Copyright Police to monitor multimedia projects created in our school. The Police Chief will give you information about a multimedia project to investigate and provide some Copyright Guidelines for your group.
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To develop an understanding of copyright law and how
it applies to you, you need to develop a thorough understanding of what you
are allowed to do under copyright, and, what you are not allowed to do. One
way for you to get there is to critically analyze a number of copyright
scenarios and discuss them from multiple perspectives. That's your task is in
this exercise. By the end of this lesson, you and your group will
answer these questions:
The Police Chief will provide your copyright team with a
lead of a possible copyright violation |
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Copyright Defined A definition of copyright
Fair Use Exemptions The Fair Use Exemptions which allow teachers and students to lawfully use copyrighted materials.
Copyright Guidelines for Student Multimedia Projects These are six guidelines to follow when creating a multimedia project.
http://groton.k12.ct.us/mts/egtoc.htm This page is from the
http://groton.k12.ct.us/mts/eg10.htm This page is also from the
http://www.stfrancis.edu/cid/copyrightbay/ Copyright
http://157.22.198.199/Ethics/cyberethics.html Cyber Ethics is a copyright site just for kids
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- Each Copyright team will be given a lead to a possible copyright problem. Select your group number below to read your problem. You may wish to print it, or paste it to your notes page on a word processor.
- Go to Resources and follow the links to learn about the copyright laws as they pertain to student multimedia projects. You may wish to take notes either on paper, or using a word processor. Be sure to write down all bibliographic citations.
- Determine if the project you are investigating is following copyright guidelines. If so, you will need to create a PowerPoint presentation to present to your Police Chief explaining which copyright guidelines were followed. If copyright was violated, you will need to create a PowerPoint presentation to present to the class explaining how copyright was violated and what corrections need to be made to be in compliance with the guidelines.
- Your group will read the problem to the class. Have class members give their opinions about the case. Answer any questions they have using what you have learned about the copyright guidelines.
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The Police Chief will evaluate your performance
based on the following rubric: 
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Components |
Mastery |
Accomplished |
Unacceptable |
Score |
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Text:
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No misspelling, grammar or
punctuation errors are evident. |
A few words are either
misspelled or misused. And/or a few grammar or punctuation errors have
been found. |
Numerous spelling, grammar
and/or punctuation errors are evident. |
__/2=____ |
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Visually appealing. Text is
readable. Graphics are used effectively and are not distracting to the
user. |
Some minor confusion exists
because of color choice or over- animation. Not as easy to read as it
could be. |
Poor use of color, graphics,
or background. Images do not support the text. |
__/2=____ |
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Tasks require higher order
thinking skills, such as evaluation, synthesis, or analysis (Blooms
Taxonomy). |
Tasks require mid-to-low
level thinking skills, such as comprehension or application (Blooms
Taxonomy). |
Tasks given require low
level thinking skills, such as recalling factual knowledge (Blooms Taxonomy). |
______ |
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Content: |
Content is clear, succinct
and age appropriate to the target grade level. Information and
directions are easy to understand and follow. |
Content appears to be
somewhat age appropriate. Information and directions are sometimes hard
to follow. |
Content is not age or
school appropriate. Information and directions are unclear and
confusing. |
______ |
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The task section is easy to
understand and gives students a clear picture of what they are to accomplish.
A scenario, problem, or challenge is given to motivate students. |
The task section has some
vagueness as to what students are to accomplish. Students are asked to
complete a project, much like a research paper. |
There is little done to
motivate the students. |
______ |
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Steps to be accomplished
are clearly written and readily understandable. |
Steps to be accomplished
are not so clear. Students may question or misinterpret what they are
supposed to do. |
Step to be accomplished are
confusing and are not clearly identified. |
______ |
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Links are adequate and
appropriate and support the task at hand. All links work. |
Most links to resources are
appropriate. One or two links do not clearly support the task or do not
work. |
There are several problems
with the resources chosen or left out. |
______ |
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Clearly defined grading
criteria is presented. Evaluation method describes how students are to
demonstrate what was learned. |
Grading criteria is a
little confusing. Evaluation method is questionable on whether learning
is measured. |
Grading criteria is missing
or unclear. Evaluation method is confusing or does not measure student
learning. |
______ |
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Conclusion summarizes the
learning goals that were accomplished. Good reflective statements. |
Conclusion somewhat
summarizes the learning goals. At least one good reflective statement. |
Conclusion summarizes tasks
rather than learning goals. No reflective statements. |
______ |
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Scores |
80 - 72 |
71 - 63 |
63 - 0 |
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Congratulations! With your help
the Copyright Police have apprehended potential copyright violators in our
school. As the school experts on copyright multimedia guidelines, you can
expect other students and teachers to ask you copyright questions. Remember the
Copyright Police motto:
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To Protect, Serve and Seek Permission |
Copyright is a federal law which gives copyright owners the following rights to their work:
- Reproduction
- Adaptation
- Distribution
- Performance
- Display
Section 107 of the federal copyright law has four exemptions. All four must be considered when deciding if fair use is involved. The four exemptions are:
- the purpose and character of the use, including whether such use is of a commercial nature or is for nonprofit educational purposes
- The nature of the copyrighted work
- The amount and substantiality of the portion used in relation to the copyrighted work as a whole
- The effect of the use upon the potential market for or value of the copyrighted work.
Copyright Guidelines for Student
Multimedia Projects
- On the opening screen and any print materials, you must put a notice that "certain materials are included under the fair use exemption of the U.S. Copyright Law, have been prepared according to the educational multimedia fair use guidelines and are restricted from further use." (Walters, 1998)
- Acknowledge all your sources with a bibliographic citation
- Use only lawfully acquired copyrighted works or self-created works. Be very sure that any pictures, files or text you take off the Internet says that you may use it, or write the webmaster/author for permission.
- Follow the 10% rule of thumb. Ask the librarian or teacher if you have questions about how much of a song, video, picture or poem you can use. You may not modify scanned images.
- Use your project only for class work and show it only to the students in your class.
- Only 2 copies can be produced for use. One copy can be saved in a portfolio.
Sources consulted:
Simpson, Carol Mann. Copyright for Schools: A Practical Guide. 2nd
ed.
Walters, Lisa. But Officer, No One Told Me It Was Copyrighted.
Susan Sweetvoice has created a Power Point presentation on different types of music for class. She used some CD's which she purchased recently to record examples of rock, bluegrass, country, opera, classical and rap music. Susan used a few seconds of some songs, and the entire song for other examples. She did put a bibliography page at the end naming the artists and albums she used. Susan wants to put her presentation on her web page and share it with all her e-mail pals. Has Susan followed copyright guidelines? Can she keep her presentation and share it with friends and relatives? Can she put it on her web page?
Hugh is a computer whiz. He has
decided to make a WWW page that he is sure will get him an A on his social
science project. Hugh's project involves the Amazon River basin. He has found
the perfect video clip on a tape at home to put on his page. The tape clip is 1
minute in length. Hugh has also searched for pictures of animals found along
the
Camelia is making a personal web page. She found some great pictures to use in a book in the school library. She plans to scan 3 and put them on her page. Camelia is going to scan in some pictures she created during art class. She is also planning on using her favorite Shel Silverstein poem, Smart. Is Camelia following copyright guidelines with the pictures? With the poem?
Wilbur needs some clip art for his Power Point project. His good friend Charlotte gave him a disk of clipart that she has on her computer at home. In addition, Wilbur has found all kinds of clipart pages on the Internet. Wilbur's favorite clipart is one he found on a page advertising his favorite movie, Babe. What clipart can Wilbur use to stay within copyright guidelines?
Zelda's science fair project includes a Power Point presentation explaining her findings. She used data from a table she found on the Internet. The site is a private research foundation. Zelda only wants to use 10 of the 100 entries on the table. Zelda also wants to scan in a photograph from a science textbook. She will need to enlarge it and change the background color to make it work in her presentation. Zelda has a bibliographic page that gives credit to both the research foundation and the science textbook. Can Zelda use the information on the research table? Can she use the scanned image?
Fred and Barney love playing
computer games. They have decided to create their own computer game, Bowling
for Numbers. They will use the game for a math project, then try to sell it on
the Internet. They hope to make enough money to buy a new computer. They are
using the computers at school to make their project, since neither one has one
at home. Fred is the idea man and has created the project design. Barney is
making all the graphics using a drawing program. They are both doing the programming.
Friends are already asking for copies to take home and use. Are Fred and Barney
following copyright guidelines in creating their program? Can they sell their
finished game? Can they make copies and give to friends?
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Teacher Page |
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Grade Levels Targeted:
This unit is designed for high school students and its appropriate Information and Technology Literacy Standards.
Objectives:
1. To understand copyright law and how it applies to creating multimedia projects.
2. To create a coherent argument using acquired information to defend their chosen role.
3. To work cooperatively within their groups to reach a consensus on the issue of fair use policy.
4. To find relevant information by navigating the Internet.
SOCIAL, ETHICAL, AND HUMAN ISSUES
Information Ownership
13. Interpret copyright laws and policies with
regard to ownership and use of information.
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Obtaining permission to use
electronic media sources/products
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Determining considerations
necessary to use electronic media sources/products
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Explaining consequences of
copyright violations
Responsible Use
14.
Identify unethical behaviors regarding use of technology.
15.
Explain consequences of the misuse of technology.
16.
Evaluate the accuracy, appropriateness, and bias of electronic
information.
17.
Cite electronic sources properly.
18.
Recognize practices that are not in keeping with netiquette.
TECHNOLOGY COMMUNICATION TOOLS
Presentations
33.
Demonstrate proficiency in presenting digital information.
Issues to Address:
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This unit is designed for four
students per group.
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Make sure to check all external
links before beginning the WebQuest.
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We recommend using the Conclusion
portion as an invitation to further discussion and reflection upon finishing
the entire process.