American University Center for Social Media. “The Cost of Copyright Confusion for Media Literacy.” September 2007.
This code is designed to educate teachers and administrators about their right to appropriate fair use of copyrighted materials. Because fair use is misunderstood and there is a rampant fear of copyright litigation, educators don’t utilize all the possible resources they could when teaching and creating media literacy curriculum and limit their students’ own educational and creative, critical and productive projects. The authors of the code argue for teachers to educate themselves about their fair use rights and to create codes of best practices that can be used as guidelines for media literacy educators (hence the NCTE one.)
different explanations of copyright protection and restrictions = “copyright folklore” – you need to know the law yourself and make your own judgments
co-principal investigators are the same as those on the NCTE Code of Best Practices: Renee Hobbs, Peter Jaszi, Pat Aufderheide
Principles of media literacy education:
- “All messages are constructions, created by authors for specific purposes.”
- “People use their knowledge, skills, beliefs, and experiences to construct meaning from messages.”
- “Different forms and genres of communication use specific codes, conventions, and symbolic forms.”
- “Values and ideologies are conveyed in media messages in ways that represent certain world vies, sharing perceptions of world reality.”
- “Media messages, media industries, and technologies of communication exist within a larger aesthetic, cultural, historical, political, economic, and regulatory framework”
fair use is an extension of 1st amendement rights; is critically important to educators
2 ways teachers cope with copyright and fair use: deliberate ignorance; hiding & trangression; hyper-compliance
methodology: interviewing teachers, producers, administrators, organizational leaders. All their names are in the back of the document.