Giving credit where credit is due isn’t new in ELA. As an English teacher, in a small school without a trained librarian, it is often seen as my job to teach students about academic integrity and ways to avoid plagiarism. An expectation for most English classes is to develop students’ability to research and evaluate online resources as well as the know-how to cite them.
Much of the research and citation skills practiced (and assessed) are done through the means of writing academic-style essays. The more I read, the more I’m discovering this practice may limit student preparedness to respect the intellectual property of others.
In this occasional paper on digital media and learning titled Confronting the Challenges of Participatory Culture: Media Education for the 21st Century, a study cited the majority of teens have created media and many have shared their produced content online. With new apps like TikTok, I imagine that survey is outdated and the number has increased further.
I’m also seeing more and more English teachers adding TikTok and memes to engage and assess student knowledge. Is this an example of us teachers choosing student engagement over copyright infringement? How can we keep student engagement, add new creation tools, while modeling respect toward the intellectual property of others?
Part of creating an informed response to those questions, I suggest watching this video. Don’t get turned off by the political divide like I almost did.
- Our lives are all about sharing, in part.
- The ecology of sharing should allow freedom to create.
- We need to respect the creator through copyright.
- Enable tools for sharing such as Creative Commons.
If you are like me and looking for even more resources to feel more comfortable in your ability as an educator. Check out this Coursera MOOC Copyright for Educators & Librarians.