“CCC Webinar – Copyright Basics for Academia”
Date Time: Mar 4, 2021 01:00 PM Eastern Time (US and Canada)
CopyRight Clearance Center
John Savage, not a legal advise, this is a seminar. jsavage@copyright.com. Client Engagement Manager. License agreements, additional solutions
the velocity of content sharing is on the rise. an average of 9 per week. sharing not only internal, but external sources.
CCC, founded 1978, non profit, reproduction rights organziation, like many other countries (Japan has 3). started as a licensing organization. navigate vast amount of data, make informed decisions. 16.5% possibility for unlicensed sharing of info.
THe COVID situation increased further content sharing.
methods for sharing content are shifting. email remains the preferred method of sharing. Intranet posting remains. MS Teams, Google Meet, Slack and other collaboration tools
purpose of copyright. US Constitution, Article 1, Section B
To promote the progress of science and useful arts, by securing for limited times…”
US copyright law protects the rights of authors of “original works of authorship”
106 exclusive rights of the rights holder. 5 exclusive rights: reproduction; distribution of copies ; create a derivative work; perform publicly; display publicly.
After 1978 (70 years rule, after author’s death), the author has copyrights
Works for hire, anonymous, 95 years from publication, 120 years
public domain: works of the US federal government when used in the US.
works published before 1926; from 1926 to 1963 failed to register or renew copyright registration; prior to 1989 and failed to include copyright notice
OER: logistical nightmare; open doesn’t always mean free; fair use may not apply; copyright permissions may be difficult and expensive
copyright registration : creates a searchable public record; required to sue for infringement
copyright notice: not required but recommended; copyright registration not required to display the copyright symbol (since 1989).
attribution: not a substitute for permission
public domain: does not mean “publicly available”
copyright infringement
- limitations and exceptions
US Code Title 17, Chapter 1 # 101 #107 3108 #109 #110 #122
Fair Use: it is a legal defense. attempt to balance rights of
4 Fair Use factors considered by courts. it can be slippery slope
#110(1) performance and display in the classroom. in a F2F classroom, copies to help students is allowed. in the course of teaching activities. for non profit ed institutions
#110(2) for online distance education TEACH Technology, Education, and Copyright Harmonization Act of 2002
#108 reproduction by libraries and archives. exemptions ILL and coped for patrons. Digital copies for library’s own use . for preservation and replacement. No more then a single copy per patron. also limitations on types of materials.
annual copyright license
campus-wide coverage
get it now service (document delivery service). Augments ILL operation. In cooperatin with Elsevier and more
pay per view services on copyright.com
http://www.copyright.com/learn
Q&A:
Is copyright permission needed for URL use in the classroom? If so, what are the best methods for obtaining copyright permission for URLs?
What solutions does CCC provide for libraries wanting to provide electronic article access to students for their courses for material they don’t subscribe to.
How can one found out if one’s library is covered by a campus-wide license.
I am working with a student who would like to include figures from published academic articles and books in his dissertation. If he is not able to obtain permissions before the due date, does it seem like this would fall under fair use for academic purposes (not publishing or profit)? Thank you.
How does controlled digital lending (CDL) operate in an academic environment. Can you digitize an analog book owned by the library for posting in Moodle to support distance learning?
How can a user know what is and what is not the core of the document? or Book?
What about providing a link to an article or other material that is publicly available when you click on the link? How/why is that different from printing it and distributing it?
Can an author send her article to participants in the journal club? (journal not subscribed to by library or attendees).
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more on copyright in this IMS blog
https://blog.stcloudstate.edu/ims?s=copyright
Information Media and Digital Literacy for GLST 195: Global Society & Citizenship
Instructor: Prof. Chuks Ugochukwu Per Syllabus:
COURSE LEARNING OUTCOMES:
The course meets Liberal Education Program (LEP), Goal Area 8: Global Perspective; and Goal Area 9: Ethical and Civic Responsibility objectives
Goal Area 8: Global Perspective. Objective: Develop a comparative perspective and understanding of one’s place in a global context.
Students will be able to:
- Describe and analyze political, economic, and cultural elements which influence relations of states and societies in their historical and contemporary dimensions.
- Demonstrate knowledge of cultural, social, religious and linguistic differences.
- Analyze specific international problems, illustrating the cultural,economic, and political differences that affect their solution.
- Understand the role of a world citizen and the responsibility world citizens share for their common global future.
Goal Area 9: Ethical and Civic Responsibility Objective: Understand and evaluate ethical or civic issues and theories and participate in active citizenship or ethical judgment
OUR HUSKY COMPACT
Our Husky Compact is a bond shared by St. Cloud State University and its students that a SCSU education will prepare students for a life of growth and fulfillment – intellectually, professionally, and personally. When students graduate with an SCSU education, they will:
- Think Creatively and Critically
- Seek and Apply Knowledge
- Communicate Effectively
- Integrate Existing and Evolving Technologies
- Engage as a Member of a Diverse and Multicultural World
- Act with Personal Integrity and Civic Responsibility
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Week ???: Information – Media and Digital Literacy
Most students can’t tell fake news from real news, study shows
Read more: https://blog.stcloudstate.edu/ims/2017/03/28/fake-news-3/
Module 1
video to introduce students to the readings and expected tasks
https://mediaspace.minnstate.edu/media/GLST+195+Module+1/1_32242qua
- Fake News / Misinformation / Disinformation
- Definitions
- Fake news, alternative facts
https://blog.stcloudstate.edu/ims?s=fake+news
https://blog.stcloudstate.edu/ims?s=alternative+facts
Mini-Assignment: After reading the information from the links above, take a minute to write out your own definition of 1. Fake News 2. Alternative Facts
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- Misinformation vs disinformation
https://blog.stcloudstate.edu/ims/2018/02/18/fake-news-disinformation-propaganda/
Mini-Assignment: After reading the information from the links above, take a minute to write out your own definition of 1. Misinformation 2. Disinformation. What are their main characteristics? How do they differ?
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- Propaganda
Mini-Assignment: What is Propaganda? How do misinformation, disinformation, fake news and alternative facts fit into the process of propaganda?
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- Conspiracy theories
https://blog.stcloudstate.edu/ims?s=conspiracy+theories
Mini-Assignment: Using the information from the links above, can you establish the connection between conspiracy theories, propaganda, mis- and disinformation, fake news, alternative news and social media?
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- Bots, trolls
https://blog.stcloudstate.edu/ims/2017/11/22/bots-trolls-and-fake-news/
https://blog.stcloudstate.edu/ims/2020/04/30/fake-social-media-accounts-and-politicians/
https://blog.stcloudstate.edu/ims/2020/01/20/bots-and-disinformation/
Mini-Assignment: using the info from the links above and/or information you have collected, can you define the role of bots and trolls in social media in regard to propaganda and conspiracy theories?
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- Clickbait
Filter bubbles, echo chambers
(8 min) video explains filter bubbles
https://www.ted.com/talks/eli_pariser_beware_online_filter
Mini-Assignment:: based on your own information and experience, as well as the information offered in the links, can you define your own resistance to clickbaits?
Assignment: which challenges do you identify with?
The Challenge of Teaching News Literacy:
https://soundcloud.com/edsurge/the-challenge-of-teaching-news-literacy
25 min podcast.
In a short paragraph, identify the issues you see as important to address in order to improve your own news literacy.
time to accomplish the assignment: ~45 min (including listening to the podcast).
- Why is it important to understand these processes?
Assignment: why is it important:
In a short paragraph, share your initial feeling about Fake News / Misinformation / Disinformation. 1. Do you think, it is important at all? 2. If yes, why; if not, why. 3. If yes, what is the importance, the impact?
time to accomplish the assignment: ~5-10 min
- How to deal with these processes
- how do we apply hands-on critical thinking to withstand these processes?
- What is critical thinking
disciplined thinking that is clear, rational, open-minded, and informed by evidence: https://www.dictionary.com/browse/critical-thinking
- Ability to research
Ability to find reliable information
- Popular media
How to spot fake news:
https://blog.stcloudstate.edu/ims/2017/03/15/fake-news-bib/
Can machines create fake news?
https://blog.stcloudstate.edu/ims/2019/10/24/fake-news-generator/
Can machines “clean up” fake from real?
https://blog.stcloudstate.edu/ims/2020/11/16/identifying-fake-news-by-90/
What can humans do to distinguish fake from real? Consider these five factors:
https://blog.stcloudstate.edu/ims/2017/06/26/fake-news-real-news/
Considering the second factor (who published it), here is a scale to consider when evaluating the veracity of your sources:
https://blog.stcloudstate.edu/ims/2017/08/13/library-spot-fake-news/
(can you find your favorite magazine/newspaper on the graphic?)
https://blog.stcloudstate.edu/ims/2016/12/14/fake-news-2/
(can you find your favorite news organization on the graphic?)
Factcheckers/Factchecking Organizations:
https://blog.stcloudstate.edu/ims/2017/03/28/fake-news-resources/
https://blog.stcloudstate.edu/ims/2016/12/14/fake-news-2/
- Peer-reviewed literature
Similarly to the assessment of popular information sources, academia requires vigorous vetting if the sources you will be using for your academic work. In the 21st century, your ability to find information in peer-reviewed journals might not be sufficient to assure accurate and reliable use of information from those resources for your research and writing. After your selection of peer-reviewed literature, you must be able to evaluate and determine the veracity and reliability of those sources.
How do you evaluate a source of information to determine if it is appropriate for academic/scholarly use. There is no set “checklist” to complete but below are some criteria to consider when you are evaluating a source.
Here is a short (4 min) video introducing you to the well-known basics for evaluation of academic literature:
https://youtu.be/qUd_gf2ypk4
- ACCURACY
- Does the author cite reliable sources?
- How does the information compare with that in other works on the topic?
- Can you determine if the information has gone through peer-review?
- Are there factual, spelling, typographical, or grammatical errors?
- AUDIENCE
- Who do you think the authors are trying to reach?
- Is the language, vocabulary, style and tone appropriate for intended audience?
- What are the audience demographics? (age, educational level, etc.)
- Are the authors targeting a particular group or segment of society?
- AUTHORITY
- Who wrote the information found in the article or on the site?
- What are the author’s credentials/qualifications for this particular topic?
- Is the author affiliated with a particular organization or institution?
- What does that affiliation suggest about the author?
- CURRENCY
- Is the content current?
- Does the date of the information directly affect the accuracy or usefulness of the information?
- OBJECTIVITY/BIAS
- What is the author’s or website’s point of view?
- Is the point of view subtle or explicit?
- Is the information presented as fact or opinion?
- If opinion, is the opinion supported by credible data or informed argument?
- Is the information one-sided?
- Are alternate views represented?
- Does the point of view affect how you view the information?
- PURPOSE
- What is the author’s purpose or objective, to explain, provide new information or news, entertain, persuade or sell?
- Does the purpose affect how you view the information presented?
In 2021, however, all suggestions above may not be sufficient to distinguish a reliable source of information, even if the article made it through the peer-reviewed process. In time, you should learn to evaluate the research methods of the authors and decide if they are reliable. Same applies for the research findings and conclusions.
Assignment: seeking reliable information
From your syllabus weekly themes: 1. Food; 2. Health; 3. Energy; 4. Environment; 5. Security, chose a topic of your interest.
For example: Food: raising cattle for food contributes to climate changes, because of the methane gas, or Health: COVID is the same (or not the same) as the flu; or Energy: Fossil energy is bad (or good) for the environment; etc.
Please consult with me (email me for a zoom appointment: pmiltenoff@stcloudstate.edu), if you need to discuss the choice and narrowing down of the topic.
Once you decide on the topic, do the research by collecting four sources of information:
The first couple of sources will be from popular media, whereas each of the two articles will be having an opposite approach, arguments and understanding of the issue. For example, one article will claim fossil energy is bad for the environment and the other one will argue fossil fuel has insignificant impact on climate change. You must be able to evaluate the veracity and the leaning of each source. The source can be a newspaper or magazine article, video (TV or Social Media), audio (podcasts, TV, etc.), presentations (PowerPoint, SlideShare, etc.).
Having troubles finding opposing resources? Feel welcome to search for your topic among these news outlets on the conservative side:
https://www.conservapedia.com/Top_Conservative_news_websites
and the https://aelieve.com/rankings/websites/category/news-media/top-liberal-websites/
In the same fashion, you will evaluate the second couple of sources from peer-reviewed journals. Each source will have different approach, argument and understanding of the issue and you must evaluate the robustness of the research method.
time to accomplish the assignment: ~30 min
Module 2 (video to introduce students to the readings and expected tasks)
- Digital Citizenship, Global Citizenship and Multiculturalism
- Definitions
- Global Citizenship
seek global sources:
start reading:
e.g. start following and reading several news outlets from other countries and with time, you should be able to detect differences in opinions and facts presented at those outlets and your current sources for information:
Spiegel International (German, left-leaning)
https://www.facebook.com/spiegelinternational
Le Monde Diplomatique
https://www.facebook.com/mondediplo
El Pais (Spanish, left leaning)
https://www.facebook.com/elpaisinenglish
Moscow Times (Russian, left leaning)
https://www.facebook.com/MoscowTimes
The Epoch Times (Chinese, far-right)
https://www.theepochtimes.com/
Start watching (smart phone, laptop) news feeds, live or vlog (video blog):
Africa News
https://youtu.be/NQjabLGdP5g
Nigeria Live (you can seek any other country on YouTube by typing the name of the country adding “live”)
https://youtu.be/ATJc9LyPZj8
Al Jazeera in English
https://youtu.be/GXfsI-zZO7s
Deutsche Welle
https://www.youtube.com/user/deutschewelleenglish
BBC
https://www.youtube.com/user/bbcnews
Russia Today
https://www.youtube.com/user/RussiaToday
China Today
https://www.youtube.com/channel/UCBOqkAGTtzZVmKvY4SwdZ2g
India News
https://www.youtube.com/user/IndiaTV
you can also follow specific people’s vlogs, e.g.
Alexei Navalny’s vlog has English subtitles
https://www.youtube.com/user/NavalnyRu
France 24 Live
https://youtu.be/HeTWwH1a0CQ
Start listening (smart phone, laptop):
BBC
https://play.google.com/store/apps/details?id=uk.co.bbc.android.iplayerradio&hl=en_US&gl=US (Android app)
https://apps.apple.com/gb/app/bbc-sounds/id1380676511 (iOS app)
Deutsche Welle
https://play.google.com/store/apps/details?id=com.exlivinapps.deutschewelleradioappde&hl=en_US&gl=US (Android app)
https://apps.apple.com/us/developer/deutsche-welle/id305630107 (iOS app)
Assignment:
Global Citizenship and Multiculturalism and Information and Media Literacy
Study the following tweet feed
https://blog.stcloudstate.edu/ims/2021/02/18/facebook-google-australia/
If the information from the tweet feed is insufficient, research the issue by seeking reliable sources. (In a short paragraph defend your choice of reliable sources).
What do you see as more important issue: the Facebook stance that it can be a subject of Australian law or the Australian government stance that Facebook is interfering in Australian life with its news delivery? Is Facebook a news outlet or a platform for news outlets? Does Facebook need to be regulated? By who; each country do have to regulate Facebook or Facebook needs to be regulated globally?
time to accomplish the assignment: ~30 min
Module 3 (video to introduce students to the readings and expected tasks)
- Assistance for work on the final project / paper
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Here a list of additional materials and readings on Fake News
https://www.ted.com/talks/eli_pariser_beware_online_filter
Assessment Is an Enormous Waste of Time
https://www.chronicle.com/article/assessment-is-an-enormous-waste-of-time/
The assessment industry is not known for self-critical reflection. Assessors insist that faculty provide evidence that their teaching is effective, but they are dismissive of evidence that their own work is ineffective. They demand data, but they are indifferent to the quality of those data. So it’s not a surprise that the assessment project is built on an unexamined assumption: that learning, especially higher-order learning such as critical thinking, is central to the college experience.
the Lumina Foundation’s Degree Qualifications Profile “provides a qualitative set of important learning outcomes, not quantitative measures such as numbers of credits and grade-point averages, as the basis for awarding degrees.”
article in Change, Daniel Sullivan, president emeritus of St. Lawrence University and a senior fellow at the Association of American Colleges & Universities, and Kate McConnell, assistant vice president for research and assessment at the association, describe a project that looked at nearly 3,000 pieces of student work from 14 institutions. They used the critical-thinking and written-communication Value rubrics designed by the AAC&U to score the work. They discovered that most college-student work falls in the middle of the rubric’s four-point scale measuring skill attainment.
Richard Arum and Josipa Roska’s 2011 book, Academically Adrift, used data from the Collegiate Learning Assessment to show that a large percentage of students don’t improve their critical thinking or writing. A 2017 study by The Wall Street Journal used data from the CLA at dozens of public colleges and concluded that the evidence for learning between the first and senior years was so scant that they called it “discouraging.”
not suggesting that college is a waste of time or that there is no value in a college education. But before we spend scarce resources and time trying to assess and enhance student learning, shouldn’t we maybe check to be sure that learning is what actually happens in college?
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more on assessment in this IMS blog
https://blog.stcloudstate.edu/ims?s=assessment
and critical thinking
https://blog.stcloudstate.edu/ims?s=critical+thinking
