Copyright

• Intent is to advance the progress of knowledge by giving the author of an original work an economic incentive to create new works.

• To be eligible for copyright protection the work must show:– originality– fixation– minimal creativity

• Copyright protection is automatic on any original work in a fixed medium without “official” registered copyright certificate

– http://www.umuc.edu/library/copy.shtml#whatc

What is ineligible for copyright protection?

• Ideas or facts in the public domain– after 1978—author’s life + 70 years

• Words, names, slogans, or short phrases– but may be trademarked

• Blank forms• Governmental works as part of official

responsibility • The web poses new complications for

copyright protection

What does copyright protect?

• The right to make copies of the work

• The right to sell or distribute copies of the work

• The right to prepare new works based on the protected work

• The right to perform the protected work in public

Copyright Resources

• http://www.copyright.gov/

• http://copyright.iupui.edu/

• http://www.umuc.edu/library/copy.shtml

• www.benedict.com

Fair Use Criteria

• What is the purpose?

• What is the nature of the work?

• What amount is being used?

• What is the effect on the market by using this copied work?

(Also considered is brevity and spontaneity)

Fair Use of Videos

• Refer to and use the Copyright Guidelines poster

• Showing videos– face-to-face instruction-teacher must be present– Must align to the curriculum and be cited in lesson

plans– Must show evidence of pre and post activities related

to the video use– Minimal use– Must NOT be used for motivation, reward, or

entertainment unless a public performance license is purchased.

Fair Use of Music

• Stay away from popular music—use royalty free or 10% of the copyrighted song

• Cannot change the medium• Cannot embed into multimedia• Permission must be granted from

copyright holder—not musician or record label

• Use only in-house…do not post on web

Cartoon

Combating PlagiarismFirst, teach it.

Copying, pasting and/or modifying on-line or printed text without citation

Websites, magazines, newspapers, encyclopedias, books

Replacing or changing select wordsUsing photographs, artwork, audio or video without citationSubmitting someone else’s work or ideas as your ownSubmitting your own work for multiple classes without permission

Give students clear definitions and examples

Second, talk about it.

• What type of help, if any, is acceptable?

1998 Who’s Who survey 3000+ students with 3.5+ gpa.

53% not a big deal

95% weren’t caught

• Intellectual property, character traits, real-life repercussions– Journalist, scientist, engineer, election official, health

care worker, real estate agent, accountant, musician…– Where does it end, when do you stop?

• Good writing/organization vs. punishment

Third, teach strategies.

Note taking-- 2 color strategyCitation MachineKnightCite

Quoting vs. Paraphrasing vs. Summarizing Not just rearranging or replacing

read…cover…write…check

Robert Harris—strategies www.virtualsalt.com/antiplag.htm

Internet Paper Mills

http://www.coastal.edu/library/presentations/mills2.html

Subject Specific Paper Millshttp://www.coastal.edu/library/presentations/mills5.html“Educational or research purposes” (look at site disclaimer)• Show them you know them• Use paper mill papers to have students critique

grammar, ideas, content

Minimizing Plagiarism• Create assignments that are CLOSELY tied to your curriculum and

classroom.– Articles, discussions in class, textbook passage– Avoid topic papers, they invite plagiarism– Hook the student– Change or alter assignments each semester

• Grade the PROCESS as well as the PRODUCTCheckpointsOutlines, drafts, notes

• Teach students how to locate information effectively and efficiently• Understanding URLs• How to evaluate website information• Use subscription databases like Gale Group• Use specific pre-determined websites

• Require specific types of sources–Surveys, interviews, point of view–Require recent sources–Electronic submission with live links

• Assign a “fingerprint” paper at the beginning of the semester• Meta-learning essay in class after project completion• Reflection journal during the research process

–What was learned–Questions –Next step in the plan

• Use an evaluative rubric that includes “Ideas” Use real-life raw data to analyze, make inferences and draw conclusions

http://rubistar.4teachers.org/index.php

http://pblchecklist.4teachers.org/checklist.shtml

Detection Strategies“You’re just too good to be true…”

•Compare work, explain this sentence or word•Use a search engine and “phrase” in quotation

marks•Ask student to read sections•Ask student to summarize the work•Ask where specific sources were obtained•Look for differences in font, format, page

numbers•Look for work that doesn’t match the assignment

Disable the Digital Shovel and Make Internet use more meaningful…

1. Teach literacy using technology within the content area:

•understanding domains•deciphering URLs •website evaluation•proper citation

2. Be aware of what’s out there…

3. Tweak the level of research and questions you pose

Prevent Plagiarism and

corral the copyright creature

1. Teach literacy using technology within the content area:

•understanding domains•deciphering URLs •website evaluation•proper citation

2. Be aware of what’s out there…

3. Tweak the level of research and questions you pose

Level 1Just the facts

Go find out about…an author, a country, a disease, an animal…

Level 2Other people’s ideas

Who is the authority and what do they think?

Level 3New ideas and synthesis

Students can’t “find” or “copy and paste” the answers They must “make the answers”

Tweaking the level of research and questions

Bloom’s Revised

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