1.The Consternationof Copyrightand...

2. The Plightof Plagiarsim 3. Copyright

Intent is to advance the progress of knowledge by giving the author of an original work an economic incentive to create new works.

To be eligible for copyright protection the work must show:

• originality

• fixation

• minimal creativity

Copyright protection is automatic on any original work in a fixed medium without official registered copyright certificate

• http://www.umuc.edu/library/copy.shtml#whatc

4. What is ineligible for copyright protection?

Ideas or facts in the public domain

• after 1978authors life + 70 years

Words, names, slogans, or short phrases

• but may be trademarked

Blank forms

Governmental works as part of official responsibility

The web poses new complications for copyright protection

5. What does copyright protect?

The right to make copies of the work

The right to sell or distribute copies of the work

The right to prepare new works based on the protected work

The right to perform the protected work in public

6. Copyright Resources

http://www.copyright.gov/

http://copyright.iupui.edu/

http://www.umuc.edu/library/copy.shtml

www.benedict.com

7. Fair Use Criteria

What is the purpose?

What is the nature of the work?

What amount is being used?

What is the effect on the market by using this copied work?

(Also considered is brevity and spontaneity)

8. Fair Use of Videos

Refer to and use the Copyright Guidelines poster

Showing videos

• face-to-face instruction-teacher must be present

• Must align to the curriculum and be cited in lesson plans

• Must show evidence of pre and post activities related to the video use

• Minimal use

• Must NOT be used for motivation, reward, or entertainment unless a public performance license is purchased.

9. Fair Use of Music

Stay away from popular musicuse royalty free or 10% of the copyrighted song

Cannot change the medium

Cannot embed into multimedia

Permission must be granted from copyright holdernot musician or record label

Use only in-housedo not post on web

10. Cartoon 11. Combating Plagiarism

First, teach it.

• Copying, pasting and/or modifying on-line or printed text without citation

• • Websites, magazines, newspapers, encyclopedias, books

• Replacing or changing select words

• Using photographs, artwork, audio or video without citation

• Submitting someone elses work or ideas as your own

• Submitting your own work for multiple classes without permission

Give students clear definitions and examples

12.

Second, talk about it.

What type of help, if any, is acceptable?

• 1998 Whos Who survey 3000+ students with 3.5+ gpa.

• 53% not a big deal

• 95% werent caught

Intellectual property, character traits, real-life repercussions

• Journalist, scientist, engineer, election official, health care worker, real estate agent, accountant, musician

• Where does it end, when do you stop?

Good writing/organization vs. punishment

13.

Third, teach strategies.

Note taking-- 2 color strategy

Citation Machine

KnightCite

Quoting vs. Paraphrasing vs. Summarizing

Not just rearranging or replacing

readcoverwritecheck

Robert Harrisstrategieswww.virtualsalt.com/antiplag.htm

14. Internet Paper Mills

http://www.coastal.edu/library/presentations/mills2.html

Subject Specific Paper Mills

http://www.coastal.edu/library/presentations/mills5.html

Educational or research purposes (look at site disclaimer)

Show them you know them

Use paper mill papers to have students critique grammar, ideas, content

15. Minimizing Plagiarism

Create assignments that are CLOSELY tied to your curriculum and classroom.

• Articles, discussions in class, textbook passage

• Avoid topic papers, they invite plagiarism

• Hook the student

• Change or alter assignments each semester

Grade thePROCESSas well as thePRODUCT

• Checkpoints

• Outlines, drafts, notes

Teach students how to locate information effectively and efficiently

• • Understanding URLs

• • How to evaluate website information

• • Use subscription databases likeGale Group

• • Use specific pre-determined websites

16.

Require specific types of sources

• Surveys, interviews, point of view

• Require recent sources

• Electronic submission with live links

Assign a fingerprint paper at the beginning of the semester

Meta-learning essay in class after project completion

Reflection journal during the research process

• What was learned

• Questions

• Next step in the plan

Use an evaluative rubric that includes Ideas

• Use real-life raw data to analyze, make inferences and draw conclusions

• http://rubistar.4teachers.org/index.php

http://pblchecklist.4teachers.org/checklist.shtml

17. Detection Strategies

Youre just too good to be true

Compare work, explain this sentence or word

• Use a search engine and phrase in quotationmarks

• Ask student to read sections

• Ask student to summarize the work

• Ask where specific sources were obtained

• Look for differences in font, format, pagenumbers

• Look for work that doesnt match theassignment

18.

Disable theDigital Shovel and Make Internet use more meaningful

1. Teach literacy using technology within thecontent area:

understanding domains

deciphering URLs

website evaluation

proper citation

2. Be aware of whats out there

3. Tweak the level of research and questionsyou pose

19.

Prevent Plagiarism

and

corral the copyright creature

1. Teach literacy using technology within thecontent area:

understanding domains

deciphering URLs

website evaluation

proper citation

2. Be aware of whats out there

3. Tweak the level of research and questionsyou pose

20. Level 1 Just the facts Go find out aboutan author, a country, a disease, an animal Level 2 Other peoples ideas Who is the authority and what do they think? Level 3 New ideas and synthesis Students cant find or copy and paste the answersThey must make the answers Tweaking the level of research and questions 21. Blooms Revised 22. Pop Quiz