Search this site
Other stuff

Follow me on Twitter at:

@BlueSkunkBlog

All banner artwork by Brady Johnson, college student and (semi-) starving artist.

Locations of visitors to this page

My latest book:

   

Available for pre-order.

       Available Now

Available now 

My book Machines are the easy part; people are the hard part is now available as a free download at Lulu.

 The Blue Skunk Fan Page on Facebook

EdTech Update

 

Teach.com

 

 

 


Friday
Apr112008

Second Life Presentation on Monday

avatar.jpgBlueSkunk Johnson, my Second Life avatar, will be participating in National Library Week by giving a talk in Second Life next Monday, April 14th. I am scheduled to speak on the main stage of ALA island on Monday night at 6 PM SLT (Pacific Time).

Beating the No U-Turn Syndrome: A New Approach to Teaching and Enforcing Copyright Compliance: For too long librarians have been seen as “copyright cops,” impeding the use of copyrighted materials by students and staff. This presentation suggests we redefine our roles, helping those we serve take maximum advantage of fair use provisions, finding authorities with a “user-centric” view of copyright enforcement, and teaching others to consider not just the legal, but moral side of intellectual property acquisition, use and re-use. Heated discussion to follow.
(Can you imagine!)

This is only one event being planned for NLW on SecondLife. For more information, check Joyce Valenza's NeverEndingSearch for more information, including how newbies can get started with SL.

Special thanks to my SecondLife guru, Lisa Perez, who is very patient helping me prepare and practice for these events. We're trying voice instead of chat this time so it should be lively!

 See you there.

Friday
Apr112008

David Brooks on The Bad Memory Century

This is one of the funniest (and most truthful) columns I've read in a long time:

 April 11, 2008 New York Time Op-Ed Columnist, David Brooks on The Great Forgetting. Excerpt:

... Some vaguely familiar person will come up to you in the supermarket. “Stan, it’s so nice to see you!” The smug memory dropper can smell your nominal aphasia and is going to keep first-naming you until you are crushed into submission.

Your response here is critical. You want to open up with an effusive burst of insincere emotional warmth: “Hey!” You’re practically exploding with feigned ecstasy. “Wonderful to see you too! How is everything?” All the while, you are frantically whirring through your memory banks trying to anchor this person in some time and context.

A decent human being would sense your distress and give you some lagniappe of information — a mention of the church picnic you both attended, the parents’ association at school, the fact that the two of you were formerly married. But the Proustian bully will give you nothing. “I’m good. And you?” It’s like trying to get an arms control concession out of Leonid Brezhnev.

Your only strategy is evasive vagueness, conversational rope-a-dope until you can figure out who this person is. You start talking in the tone of over-generalized blandness that suggests you have recently emerged from a coma.

Sensing your pain, your enemy pours it on mercilessly. “And how is Mary, and little Steven and Rob?” People who needlessly display their knowledge of your kids’ names are the lowest scum of the earth.

You’re in agony now, praying for an episode of spontaneous combustion. But still she drives the blade in deeper, “That was some party the other night wasn’t it?”

You lose vision. What party? Did you see this person at a party? By now, articulation is impossible. You are a puddle of gurgling noises and awkward silences. After the longest of these pauses, she goes for the coup de grâce: “You have no idea who I am, do you?”

You can’t tell the truth. That would be an admission of social defeat. The only possible response is: “Of course, I know who you are. You’re the hooker who hangs around on 14th Street most Saturday nights.”

Been there... Have you?

Friday
Apr112008

Changing how we teach copyright Pt 4 and last

Last Saturday I started writing a "a rational, ethical and legally-defensible way" of how educators should change their approach to both using and teaching about intellectual property, especially copyrighted work. I got side-tracked with some paradoxes. I continue in this post with final of 4 posts about how we might go about doing this...

 
copyright.gif4. Teach copyright from the point of view of the producer, as well as the consumer:

Clowns to the left of me,
Jokers to the right, here I am,
Stuck in the middle with you. Stealers Wheel lyric

Few of us are comfortable at either extreme of copyright enforcement – playing the copyright Nazi or completely ignoring situations of questionable copyrighted materials use. Complicating the issue is that each of us is likely to arrive at his/her own personal level of fair use comfort, judgment of seriousness of misuse, and perspective of the morality of intellectual property use both personally and professionally.

And that's OK.  My long-standing philosophy is that education is all about teaching people to think rather than to believe. We also need to help individual students arrive at personal comfort levels when using protective creative works as well.

I would advance some practical ideas about the role of educators, especially library media specialists, in teaching and enforcing copyright compliance and other issues of intellectual property use:

  1. Enforcement of all laws and policies, including copyright,  falls on administrators, not teachers or librarians. Quite honestly, if a building principal chooses not to learn about copyright, about how materials are being used in his building, or not to enforce district policies, it is not a teacher or LMS’s job to make him. Administrators are the ones getting paid the big bucks. Let them earn'm.
  2. I will rat out my fellow teachers only under a very narrow set of circumstances. I suppose there might be a copyright infringement so egregious that I would bring it to my boss’s attention. It would need to be something that has a real chance of generating a lawsuit, though. I would put it writing, send it only once, and keep a CYA copy. I would be prepared to show a real example of another district suffering as a result of similar action. (Carol Simpson keeps a database of such things.
  3. I need not commit any acts I deem illegal. If a teacher asks me to make a copy of something and I feel it does not fit under fair use guidelines, I will politely say no and explain why. And then teach him/her how to do it.
  4. In inservices and communications, I will teach what can, not what can’t be done with IP. I will stress “fair use,” give open source options to software, and alert my staff to royalty free and public domain sources. Let’s change our identity from enforcer to enabler!  If someone asks me specifically whether a use is legal or illegal, I will respond: “It depends on your personal philosophy. If you can justify that the use meets fair use guidelines, is transformational, and sets a good example for your students, go for it! If you can't, don't"
  5. Any signs about fair use will be accompanied by a caveat. (such as the popular ones produced by Hall David):

modfairuse.jpg


In an LM_Net post, library media specialist Vicki Reutter wrote:

Young people eat up this “us against them” mentality and hardly realize it is only hurting their own. Now, I'm mostly thinking of budding artists and musicians, not the goofy Spielburg wanna -be's on You Tube. The economics are changing for selling music, no question. And it's not a bad thing. Who needs a big record contract? But, there is no discussion of ethics of “taking without paying” or “taking, changing and profiting.”

We can certainly get a student to bubble in the “right” answer on a test about copyright, we can refuse to accept student work that may include copyrighted media, and can say, “think hard about your actions, young man.” We should certainly deal with plagiarism. But I doubt any of those actions will stop the illegal downloading of materials once the child is out of sight.

Studies do suggest that teens are not a-moral, but uniformed.  From a KRC study conducted for Microsoft:

Awareness of the law impacts teen attitudes towards illegal downloading.  The more teenagers know about laws against illegal downloading, the more they will come to think it should be a punishable offense.  Likewise, teenagers unaware of the rules are more tolerant of illegal activities. Among teenagers who said they were familiar with the laws, more than eight in ten (82%) said illegal downloaders should be punished.  In contrast, slightly more than half (57%) of those unfamiliar with the laws said violators should be punished.

Yes, we have an role in teaching laws related to the use of intellectual property. But it doesn’t stop there.

Only when students begin think about copyright and other intellectual property guidelines from the point of view of the producer as well as the consumer, can they form mature attitudes and act in responsible ways when questions about these issues arise. And as an increasing number of students become “content creators” themselves, this should be an easier concept to help them grasp:

The Pew Internet & American Life Project has found that 64% of online teens ages 12-17 have participated in one or more among a wide range of content-creating activities on the internet, up from 57% of online teens in a similar survey at the end of 2004. (Teen Content Creators, 2007)

Students need to know what their rights as creators and IP owners are.  

Among the most serious misperceptions about copyright holders is that only big, faceless companies are impacted by  theft. A popular view that it acceptable to steal from big companies but not from the small fry. Too often students and adults forget that many large companies are made up of small stockholders and employees just trying to make a buck too. Publishing companies represent the interests of individual artists, writers and musicians.  Whose ranks they themselves may one day join.

Daniel Pink in A Whole New Mind lists empathy as one of the most important “conceptual age” skills needed by tomorrow’s workers. Developing empathy toward content creators who hope to profit by their work helps all of us place copyright into context and perspective.

This is why we need to allow use the use of copyrighted material in student work, but expect students to be able to articulate why they believe it constitutes legal use.

_________________________________


Thanks for your patience and comments over this past week as I tried to “think outloud,” exploring new ways to approach how we teach and enforce copyright in schools. This is a controversial, values-laden topic and still one I believe is full of contradictions, paradoxes and valid, if contradictory, view points.  And my own thinking is on-going and has been shaped by the comments left by Blue Skunk readers. Thank you.

I guess what I am saying is that if you don’t like what you’ve read here, check back tomorrow. I may have changed my mind!