Full course description

Starts October 6, 2014

In this course, you will learn about the most common myths and misinformation related to copyright and fair use. You'll learn how copyright law protects both the rights of authors and audiences and about three prevailing views of copyright in relation to digital media and digital learning. You will gain practice in conducting a situational analysis to determine when you need to ask permission, buy a license, claim fair use, or use alternative licensing schemes like Creative Commons. By gaining copyright clarity, you will become an advocate to help others appreciate how fair use supports digital learning and understand the scope of our rights and responsibilities under the law.

This course and its materials and resources are designed for educators and educational professionals in the United States. International participants are welcome, however, your local copyright law may differ from U.S. copyright law.

Everyone deserves to have a sound understanding of copyright and fair use as a fundamental part of our legal system since copyright law affects the way we gather, share, create and use the intellectual property that is constantly being generated in our culture. By taking this course, you will enhance your confidence about how the law affects teaching and learning in a digital age. The videos, readings, lesson plans, activities and resources in this guide give educators tools to start rich conversations about the topic of copyright and fair use. These materials help educators and students understand the legal and ethical uses of copyrighted material for teaching and learning that are protected under the doctrine of fair use.

Integrating Copyright and Fair Use into Digital Learning in this course, you will learn to incorporate the topic of copyright and fair use into existing instruction, following the media literacy learning spiral of ACCESS, ANALYZE, EVALUATE, CREATE and ACT. Each lesson uses the following structure to promote the development of students’ critical thinking and communication skills.

Activate prior knowledge Each lesson begins with an opportunity to engage students by tapping into what they already know and think. In some lessons, a “Schoolhouse Rock style” educational song helps stimulates student interest and motivation.

Gain knowledge and analyze information A reading, research or information gathering activity enables students to gain access to new knowledge. Specific instructional strategies are offered to help educators support learners with different levels of knowledge and skills and check for understanding. To strengthen analysis and evaluation skills, students engage in discussion that produces divergent thinking and critical analysis.

Compose, share and act Each lesson includes an opportunity for students to produce material themselves, creating something new that allows them to reflect upon and demonstrate what they have learned. Some activities use social media or Web 2.0 resources, available free online, while others are based on more traditional literacy practices. Each lesson includes key learning outcomes that can help you assess and evaluate your learning in situational context.

Renee Hobbs

Professor, Harrington School of Communication and Media, University of Rhode Island

Professor Hobbs is one of the nation's leading authorities on media literacy education. Through community and global service and as a researcher, teacher, advocate, and media professional, Hobbs has worked to advance the quality of digital and media literacy education in the United States and around the world. With her colleague Julie Coiro, she developed the Summer Institute in Digital Literacy, a weeklong summer professional development program for K-12 and college faculty, librarians, and media professionals. She founded the Media Education Lab, whose mission is to improve the quality of media literacy education through research and community service. In the early 1990s, she created the first national teacher education program in media literacy, the Harvard Institute on Media Education at the Harvard Graduate School of Education.

Renee is an internationally-recognized authority on digital and media literacy. She is the author of five books, including Copyright Clarity: How Fair Use Supports Digital Learning (Corwin/Sage, 2011).

Kristin Hokanson

Technology Integration Coach

Kristin Hokanson is the Digital Learning Coach for the Meda Education Lab. With her expertise in technology integration, she offers coaching services to help educators be more effective in implementing innovative digital learning and leading in K-12 education. Kristin Hokanson spent 20 years in public education as a teacher and HS technology integration specialist through Pennsylvania's Classrooms for the Future Initiative. She holds a BS in Education from University of Delaware and M.Ed from Cabrini College, a certificate as an Instructional Technology Specialist through Penn State University's World Campus, and K-12 Principal certificate from Edinboro University. She has worked with students and teachers K-12 helping them to leverage web-based tools and emerging technologies to increase rigor and student engagement. Her specialty is best practices in technology integration, especially in the areas of constructivist teaching practices in science, project based learning, and media literacy.

Kristin is also actively involved within the Educational Technology community. She serves on the board of Pennsylvania Association for Educational Communication and Technology providing numerous workshops and presentations on variety of topics. Kristin is a chapter coauthor in What School Leaders Need to Know About Digital Technologies and Social Media.