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This work is licensed under the Creative Commons LICENSE_NAME License. To view a copy of this license, visit LICENSE_URL. We are currently testing a new version of the License Chooser. Please consider using the Chooser beta, and leave us feedback on how we can improve. Creative Commons is a non-profit organization. We need your support to continue providing these tools. Lorem ipsum dolor sit amet... About earlier versions The most recent license version is 4.0, which can be used internationally. If your jurisdiction is not on this list, or if you want to use the latest version of the licenses instead of a ported license, you can return to the 4.0 license chooser. The most recent license version is 4.0, which can be used internationally. Allow adaptations of your work to be shared? Yes The licensor permits others to copy, distribute, display, and perform the work, as well as make and distribute derivative works based on it. Yes, as long as others share alike No Allow commercial uses of your work?

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Related:  Intellectual property/ethics: Creative Commons, Copyright, Fair Use, Public Domain, CC0Week 4: Digital Leadership and Information EthicsCREATIVE COMMONS LICENSE`test 1016COPYRIGHT - COOKIE LAW

About The Licenses Our public copyright licenses incorporate a unique and innovative “three-layer” design. Each license begins as a traditional legal tool, in the kind of language and text formats that most lawyers know and love. We call this the Legal Code layer of each license. But since most creators, educators, and scientists are not in fact lawyers, we also make the licenses available in a format that normal people can read — the Commons Deed (also known as the “human readable” version of the license). The Commons Deed is a handy reference for licensors and licensees, summarizing and expressing some of the most important terms and conditions.

Recut, Reframe, Recycle - Center for Media and Social Impact When college kids make mashups of Hollywood movies, are they violating the law? Not necessarily, according to the latest study (PDF) on copyright and creativity from the Center and American University’s Washington College of Law. The study, Recut, Reframe, Recycle: Quoting Copyrighted Material in User-Generated Video, by Center director Pat Aufderheide and Peter Jaszi, co-director of the law school’s Program on Information Justice and Intellectual Property, shows that many uses of copyrighted material in today’s online videos are eligible for fair use consideration. The study points to a wide variety of practices—satire, parody, negative and positive commentary, discussion-triggers, illustration, diaries, archiving and of course, pastiche or collage (remixes and mashups)—all of which could be legal in some circumstances. Fair use is the part of copyright law that permits new makers, in some situations, to quote copyrighted material without asking permission or paying the owners.

Copyright and Creative Commons Explained Last night during my class about classroom blogs we had a short discussion about copyright, Creative Commons, and public domain media. As I always do, I made the recommendation that students should always try to use their own media before looking for public domain and or Creative Commons licensed media. Before starting any blogging activity or other multimedia presentation assignment, I think it is good to review with students the basics of copyright and Creative Commons. The following two videos from Common Craft provide excellent overviews of these topics. Online Charts Builder Hohli Online Charts Builder Load From Image URL:

What's New in 4.0 Creative Commons worked for more than two years to develop the next generation of CC licenses — the version 4.0 CC license suite. The new licenses are more user-friendly and more internationally robust than ever before. We made dozens of improvements to the licenses. Most will go unnoticed by many CC licensors and licensees, but some of them deserve particular attention. For a much more in-depth rundown of the decisions reflected in 4.0, visit the 4.0 page on the Creative Commons wiki.

The Information Literacy User’s Guide: An Open, Online Textbook Now that you have gone through the processes involved to find and evaluate information, the next step is to start working with it. This is where the Manage pillar comes in: it focuses on the need to organize information professionally and ethically. Individuals understand: Their responsibility to be honest in all aspects of information handling and dissemination (e.g. copyright, plagiarism, and intellectual property issues)The need to adopt appropriate data-handling methodsThe role they play in helping others in information seeking and managementThe need to keep systematic recordsThe importance of storing and sharing information and data ethicallyThe role of professionals, such as data managers and librarians, who can advise, assist, and support with all aspects of information management. They are able to Proficiencies in the Manage pillar

More Information on Fair Use Fair use is a legal doctrine that promotes freedom of expression by permitting the unlicensed use of copyright-protected works in certain circumstances. Section 107 of the Copyright Act provides the statutory framework for determining whether something is a fair use and identifies certain types of uses—such as criticism, comment, news reporting, teaching, scholarship, and research—as examples of activities that may qualify as fair use. Section 107 calls for consideration of the following four factors in evaluating a question of fair use: Purpose and character of the use, including whether the use is of a commercial nature or is for nonprofit educational purposes: Courts look at how the party claiming fair use is using the copyrighted work, and are more likely to find that nonprofit educational and noncommercial uses are fair.

Determining Website Credibility: A Rubric for Modern Digital Citizenship Mitchell Kapor said it more eloquently than anyone: “Getting information off the Internet is like taking a drink from a fire hydrant.” This rapid exponential growth of information across the Web makes it all the more difficult in determining website credibility. Our World Wide Web is a living, breathing, and constantly expanding phenomenon. As teachers of critical thinking skills, it’s important for us to provide guidelines for students to use when searching for content to use in their projects. Determining website credibility is a big part of these searches, and quick reference charts like the one here can be a big help.

Using ThingLink July 22, 2014ThingLink is an excellent web tool that allows you to create interactive images online. The images you create can come alive by adding to them text, video, music, and links. ThingLink has also recently rolled out a new feature, which is still in beta, that allows you to add interactive pinmarks to YouTube videos. These pin marks can be links to other videos or websites. The ability to enrich images with different media content makes ThingLink an ideal tool to incorporate in your instruction.

“But it’s for my students – can I share?”: a tutorial on copyright, teaching, and the World Wide Web Image: tubartstock / Shutterstock.com The waters of copyright law are murky. A monkey snapping selfies with a stolen camera was argued to own the copyright to them; and a tattoo technically belongs to the artist, not the person wearing it. But you’re a teacher!

Why I want you to steal my ideas Please don’t steal my car. If you drive away with it, I won’t have it any more, which is a real hassle. Please don’t steal my identity or my reputation either. Neither travels well, and all the time you’re using it, you’re degrading something that belongs to me. *Fair use and transformativeness: It may shake your world I am no longer sure that anything I learned, or anything I regularly share relating to fair use, is either helpful or relevant. As a gatekeeper, I’ve been far too conservative. As I watched the information and communication landscapes shift over the past few years, I secretly viewed fair use as a doctrine that guided what we couldn’t do. Fear and guilt seemed regularly in the way of innovative teaching and creative expression. I was reluctant to use, or bless the use, of copyrighted materials–movies, television, advertising, popular music, etc.–in teaching and student projects, especially those that were broadcast or published online.

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