Group UnoJennifer Butler, Shu Che, Lindsay Davis, Wes

Force, Teri Lance

(Sony BMG, Fisch, McLeod, and Brenman, 2008)

• The privileges and freedoms extended to all digital technology users, and the behavioral expectations that come with them *

• Add these terms– Responsibility– Ethical– All citizens of the global community

*(http://digitalcitizenship.asb-wiki.wikispaces.net/Dig+Rights+%26+Responsibilities)

To create a responsible and ethical digital footprint that uses the privileges and freedoms that are expected by citizens of the digital community

Digital world = Necessity for todayHow do we model ethical and responsible

digital behavior?

Responsibility1- Portray yourself as you want others to see you2- Do not give out personal information3- Use passwords wisely and do not share them

Ethics1 – Cite sources of information2- Request to use information or media created by others3- Respect yourself and others online – comments tell the world something about you

http://www.youblisher.com/p/30387-Digital-Citizenship/

Netiquette etiquette for the Internet

Understanding Fair Use and Public DomainGiving credit where credit is due

Evaluating Information onlineJust because it is online does not mean it is

trueEffective AUP

Users need to have a clear understanding of the behavior that is required of them to be members of the digital society.

Shu Che

Simply stated, it’s network etiquette.Etiquette of cyberspace.

Forms required by good breeding.Prescribed by authority to be required in

social or official life.Netiquette: Set of rules for behaving

properly online.

Rule 1: Remember the HumanRule 2: Adhere to the same standardsRule 3: Know where you are in cyberspaceRule 4: Respect other people’s timeRule 5: Make yourself look good online

Rule 6: Share expert knowledgeRule 7: Help keep flame wars under controlRule 8: Respect other people’s privacyRule 9: Don’t abuse your powerRule 10: Be forgiving

Copying for commentary/criticism or parodyFair Use or Infringement?

Purpose and Character of UseNature of Copyrighted WorkAmount and Substantiality of Work TakenEffect of Potential Market Value

Created to encourage creativity without censorship

For shorter printed works, we can make multiple copies for classroom use. For longer, archived printed works, librarians can make up to 3 copies to replace lost or damaged copies

Use up to 5 images from an artist or 10% from a collection

Show an entire video as part of instruction (true instruction, not reward)

Copy videos to replace lost or damaged copiesAssume it’s protected, ask for permissionTeach! Make sure students understand the rules

clearly

Include 10% or a maximum of 30 seconds of a music clip in a project

Include 10% or a maximum of 3 minutes of a video clip in a project

Download images and sound clips from the internet for projects

Paraphrase, but cite thoughts as well as words, images, video clips, etc.

Be responsible with citing sources correctly – all of the above are okay as long as proper credit is given

Public Domain – copyright has expired and anyone can download or access without infringementAny work published in the US before 1923Any work published before 1964 without being

renewedGovernment publicationsAny work given to the public by the author

Creative Commons is a new version of copyright for Web 2.0 that encourages newer versionsCreator and license holder makes more specific rulesEncourages sharing online and collective knowledge

A student uses a Linkin Park song in the background of a project that includes sound, video, and images from the internetAll sources were citedPosted video online for class to access

What parts of this would be considered copyright infringement?

What about the intro video?

Information is at our fingertipsAt the library, all resources

have been evaluated in some way

Not so with the World Wide Web- there are no filters

Anyone can post anything that looks authentic

Example: Save the Pacific Northwest Tree Octopus

As the previous website illustrates, any kind of information can look authentic and convincing

We have to learn to be evaluators and train our students to be evaluators.

What kind of questions do your What kind of questions do your want your students to ask as they want your students to ask as they look at information?look at information?

Ascertain Authorship Find out who wrote it, are they credible

Be aware of Bias What is the purpose this was written,

scholarship or propaganda

Check on Currency Is the information current, updated

regularly

Diagnose Accuracy Does this match what you have found

elsewhere, can it be supported elsewhere, are there citations

Goal: Students must be critical thinkers

Practice makes Perfect

Activity created by another teacher:

http://imc.mbhs.edu/connections/webeval.htm

What is an AUP and how is it used?

• Acceptable Use Policy• outlines terms/conditions of Internet use• defines acceptable use, rules of online

behavior, and access privileges

computers and internet access seen as increasingly important tools for instruction

students are sophisticated technology users…view AUP as a challenge

raises question of technology access as a right or a privilege

teach students responsible behavior students develop a sense of responsibility and

ownership for their online experience help students understand how to keep safe

online and practice responsible digital citizenship

educate and encourage

Educate students about…

risks peculiar to computer communication

rules for efficient, ethical, and legal computer and network use

safe and appropriate computer social behavior

Encourage…ethical behavior, not

criminal behavior accepted Netiquette

from the very start polite and civil

communication individual integrity

and honesty respect for others and

their private property

We would like to hear your reactions, thoughts, and ideas for presenting this material to other teachers or students in detail.

Go to www.wallwisher.com/wall/digifootprints to add your input.

Simply click anywhere on the page and enter your name and response.

http://www.sandhills.edu/blackboard/copyright.html http://www.techlearning.com/article/14522 http://fairuse.stanford.edu/ http://www.isafe.org/imgs/pdf/education/AUPs.pdf http://enclavedatasolutions.com/Vericept/Educators%20struggle

%20with%20AUP%20enforcement%20-%20reprint.pdf• Georgetown University Library

• http://www.library.georgetown.edu/tutorials/research-guides/evaluating-internet-content

• Illinois State University – Milner Library• http://www.mlb.ilstu.edu/ressubj/subject/ intrnt/evaluate.htm

• John Hopkins University- The Sheridan Libraries• http://www.library.jhu.edu/researchhelp/general/evaluating/