An even easier way for students to create and reuse content is by using Creative Commons licensed materials. This flowchart can help you and your students understand what type of Creative Commons license could be used to clearly set the parameters of the use of a work.
You can also talk to your school or school board librarian. Librarians are information specialists and are often a good resource on copyright issues. They can help you find resources and explore how you can use them in an ethical and legal manner.
Copyright is not the most dynamic topic… how can we teach this to our students in a way that will actually stick with them?
A good place to begin is to look at the the reasons why we even have copyright.
Starting with the idea of someone taking work created by students, claiming it as their own and making profit off of it. How would that make them feel? Having a class discussion on this topic could be a good starting point.
Here is a list of lessons that address this topic. Take a look at the lesson that best fits the level that you teach to explore one way of addressing copyright with your students.
In elementary and high school, the most effective way of dealing with plagiarism is to model good practices when using the work of others. Also, incidents of plagiarism should be used as teachable moments where transgressors are given the opportunity to correct and learn from their mistakes. Obviously, as students get older there are some things you may decide to penalize such as copying from a website or a book without any attempt to paraphrase and cite the source.
An efficient way to avoid plagiarism is to use inquiry-based questioning assignments that require students to internalize the information they find and come up with their own work. Here are a few things to keep in mind:
Don’t use yes-no questions
Avoid questions that can be “Googled” or that Siri can answer…
Aim for higher-order thinking type questions that require analysis and evaluation
Pose questions that allow the students to pursue individual interests
Pose/use questions that require a person’s reflection on the matter.
Plagiarism can be accidental or intentional. It is therefore important to address with our students how we can use the work of others in an ethical and respectful manner to reduce the possibilities of plagiarising. To do this, addressing how to quote, paraphrase and summarize information can be helpful.
The following videos addresses how note taking and the concepts of quoting, paraphrasing and summarizing can be addressed in the classroom. Please watch the videos according to the level of your students (feel free to share them with your students):
Please explore this ThingLink on the various different stereotypes.
The importance of critical thinking:
It identifies bias
It’s oriented toward the problem, issue, or situation that you’re addressing.
It gives you the whole picture.
It brings in other necessary factors.
It considers both the simplicity and complexity of its object.
It gives you the most nearly accurate view of reality.
Most important, for all the above reasons, it is most likely to help you get the results you want.
How to Develop the Critical Stance
1. Recognize assumptions.
Each of us has a set of assumptions — ideas or attitudes or “facts” we take for granted — that underlies our thinking. Only when you’re willing to look at these assumptions and realize how they color your conclusions can you examine situations, problems, or issues objectively.
Assumptions are based on a number of factors — physical, environmental, psychological, and experiential — that we automatically, and often unconsciously, bring to bear on anything we think about. One of the first steps in encouraging the critical stance is to try to make these factors conscious.
2. Examine information for accuracy, assumptions, biases, or specific interests
What’s the source of the information?
Does the source generally produce accurate information?
What are the source’s assumptions about the problem or issue?
Does anyone in particular stand to benefit or lose if the information is accepted or rejected?
Is the information complete? Are there important pieces missing? Does it tell you everything you need to know? Is it based on enough data to be accurate?
“Here is something to carefully consider – we all stereotype, and we all have biased perceptions. We even apply stereotypes to ourselves (or they are applied by someone else) , and then modify our own behavior based on those stereotypes – I am a mature, college educated professional, and so should wear a tie to work and probably would not get a tarantula tattooed on my bald head no matter how much I wanted to.” Recognizing & Understanding Stereotypes and Bias, Clover Park Technical College
Please watch the video within the form below and respond to questions.
Do you think everyone is inherently bias? Please explain.
What is the difference between stereotype, prejudice and discrimination?
How can you encourage acceptance among your students?
Please explore at least a lesson from the list that you can use with your students, according to their grade level.
In order to complete the DigiZen gold level badge, please demonstrate, using a form of media (poster/collage, video, interactive image, podcast, etc.) how you have incorporated the different objectives of this theme into your classroom activities. Alternatively, you can create a mashup of your students’ productions. Remember, it is just as important to model as it is to teach.
Here is a list of the different elements of digital citizenship related to physical and psychological well-being.
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