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Through some readings I did find out that showing content for educational purposes are acceptable however, there are some guidelines that go along with this viewing (see link below.) Before showing content from the internet a discussion on how to share and protect material is a great way to begin to break the cycle. As a primary and junior teacher, I would try and relate the idea in terms that they would understand. For example, I would start the conversation asking how they might feel if someone come into their homes and used their favourite toy. The discussion would further develop on how they have felt when someone has put a mark on their work or added something they didn't want on their work? By linking prior experiences to the use of content on the internet helps them understand the importance of protecting work. This is the spring board for students to begin to understand fair dealings of content. From here, I would model the idea of searching for content that is open to use and would set expectations for students to do the same when they use content in works they are creating. After students create content, I think they need to have a discussion of what they would like to be done with their work. This should lead to students to some level of understanding of the creative commons.
I wonder if by having students understand they not only can share content but they have rights to the content they have created might motivate them to higher expectations and standard of themselves?
Copyright Matters! Some Key Questions and Answers for Teachers
Creative Commons
Thanks for sharing this link. It was helpful to read through it. I found that as teachers we actually have more flexibility in what we can fairly use then what I originally thought.
ReplyDeleteI think anything that gives students a sense of ownership encourages them to strive for better results. I also think that many students are careless when collecting information from the internet to use in their work. This is probably largely due the fact that they don't know how to give credit. Hopefully, better modeling on our part as teachers will help them do a better job with this.