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Lane Turbyfill

INLS 693
Professional Development Reflection
For my professional development session, I decided I wanted to give a brief
overview of copyright and some of the resources available to teachers, for both
themselves and their students. Both of these are topics that I have never taught before,
with students or teachers, so it was one of my personal goals for the school year. When
I began discussing this with my principal, she said that a copyright lesson was required
by the district each year, so not only would I be allowed to do it, I would be given a time
slot at a staff meeting to make sure that all the teachers were there. This was great
news for the participation, but also made me really nervous for standing up in front of a
new staff and telling them whats what about a somewhat controversial topic.
Because I knew the session would be at a staff meeting, I wanted to make sure
that I could get the information out to the teachers as easily and quickly as possible.
Going into the session, I had selected 5 websites to show the teachers that would be
great for them to use with their students, and had also printed off a helpful chart that
explains copyright in its many different forms. The chart was what I wanted to focus on
first, and draw attention to a very important point: video for viewing. Showing videos is
one of the murkier parts of copyright, and I had heard all sorts of different ideas coming
from the teachers, be it that you could only show a few minutes of the video, or that you
couldnt show a movie at all, or that the school had to have a site license in order to be
able to show anything and the school had stopped buying a site license a few years
back. The chart explains the three simple requirements for teachers to show videos as:
1. The material must be legitimately acquired.
2. Material must be used in a classroom or nonprofit environment dedicated to
face-to-face instruction.

Lane Turbyfill
INLS 693
Professional Development Reflection
3. Use should be instructional, not for entertainment or reward.
If a teacher wants to show a video because it ties in to the lesson, then that is fair use.
However, if teachers are simply putting students in a room to watch a video as a reward,
that is copyright infringement. I tried to stress to the teachers that it is all about your
purpose; if youre using the content to teach, that is acceptable, the only time it isnt is
when you are just showing a movie without any instruction. This statement led to an
interesting discussion, mostly from the principal, about the site license. I had never
heard of a site license before, and they were not able to provide a clear explanation, but
I believe they were referring to the Umbrella License offered by the Motion Picture
Licensing Corporation. This license covers Movie Nights, as well as Rewards and
Parties for Children, so I assume thats what it was meant to protect. I stressed again
that I was simply talking about using videos for instructional purposes, which does not
include rewards.
I have had a chance to speak with several different teachers about this after the
session and have been able to get feedback from them on the topic. Many staff
members are very hesitant to use any form of media for fear of getting in trouble, not so
much for copyright infringement, but from the principal. She was the first to dispute my
statement in the session and raise questions, and that seems to have been her stance
for videos in general: the school stopped buying the site license, so teachers must stop
showing videos. I plan to try to sit down with her and discuss this with her, making sure
she understands I wasnt talking about movies for rewards, but videos used for direct
instruction.

Lane Turbyfill
INLS 693
Professional Development Reflection
After sharing the chart with the teachers, I moved on to the second portion of the
session which was dedicated to showing the teachers several fun sites that they could
use to help their students understand what copyright is. I was using my laptop and
projector to show the teachers the websites so that they didnt have to go and
investigate them on their own.
The first site, TeachingCopyright.org, is a great site with five premade lessons
that teachers can have students work together in groups to do. While some of the
lessons are higher level, teachers could do those parts of the lesson as a whole group,
or they could simply use some of the resources that are available to go along with the
lessons. The end result is to have a mock trial for the video A Fair(y) Use Tale, a
comical mashup of Disney clips that tells about copyright law without infringing on
Disney, one of leading companies in copyright protection litigation and suits. This
activity would be a lot of fun for the students; even if they werent able to get all of the
fined details about copyright, they would be able to give their view and would be
required to support with evidence presented in the trial. A great segue in to a writing
prompt!
The second site is aimed more at younger students, and comes from the
Adventures of Cyberbee website. When showing the article on copyright, I also
informed the teachers that the site has lots of other great activities and resources, from
cyber safety to math drills. The article itself focuses more on teachers, but also asks
some important questions that teachers should be able to ask their students, such as
what is copyright and fair use, and how do you know if it is fair use? It also includes a

Lane Turbyfill
INLS 693
Professional Development Reflection
lesson plan that focuses on the songs Under Pressure and Ice, Ice Baby, and whether
there is copyright infringement. This lesson is a great way to get students thinking
about copyright in a different way, and get the auditory students involved.
Next was a film festival on Edutopia.org that focused on copyright and fair use.
This film festival is unique because it is a collection of YouTube videos, which is a
pretty big twist on what a film festival really is, but it is also a great modernization. The
list includes some videos that are meant for a more mature audience, but also some
that would be acceptable to use with all ages. One that I especially enjoyed was the
second on the list from Common Sense Media that shows a teacher from a middle
school leading a lesson with her class about copyright. Teachers could use this to
model their lessons around, or show it to their students and see if they have similar
reactions as the students do in the video. While the list is called a five-minute film
festival, most of the videos are long than five minutes, but the longest, the well-known
A Fair(y) Use Tale, id only just over ten minutes. This makes the videos a great way to
start off a lesson and provide students with a jumping off point for ideas about copyright.
Similar to the Cyberbee site, the next resource I showed the teachers was not
just a single article, but an entire website. Many of the teachers had heard of
ReadWriteThink.org before, and some of them said they had used it with their classes
as well. The site provides classroom lessons and materials, as well as teacher
resources, such as professional development sessions offered online. For this session,
I wanted to show the teachers a lesson plan titled Students as Creators: Exploring
Copyright. This lesson has students exploring and thinking about what they need to do

Lane Turbyfill
INLS 693
Professional Development Reflection
if they plan to create their own work using another work that is copyrighted. One of the
sessions also includes work on citation, which is an important topic that our students
seem to be missing out on. I may use this myself for one of the maker spaces that the
tech facilitator and I are planning out that will involve magnetic sentence strips that
students will use to build citations.
The final site is from the Library of Congress and provides a fun animated look at
copyright, including a short animated video that gives some examples of how copyright
can protect creators. There are also examples of works from different ages and a
discussion of how copyright evolved and the reasoning behind it, and commonly asked
questions, as well as an explanation of ow to go about copyrighting a work. However,
what makes this site so useful is that it allows teachers to see exactly what standards
the information presented meets. It drills all the way down to the exact standard, which
would allow teachers to show that the students received instruction on those.
Overall, having never done a professional development session, I believe it went
over rather well. I had many teachers ask for me to email out the links to the sites so
that they could take a look at them, and many said that I had hit on some areas that
they themselves had questions about. Some of these included using videos they had
on a DVD that they borrowed from someone else, the standards that match up with
copyright, and if I will be doing research with the students and teaching them one of the
research methods.

Lane Turbyfill
INLS 693
Professional Development Reflection
Works Cited
Borodovoy, Amy Erin. "Five-Minute Film Festival: Copyright and Fair Use for Educators."
Edutopia.org, 25 Oct. 2013. Web. 27 Nov. 2015. <http://www.edutopia.org/blog/filmfestival-copyright-fair-use>.

Joseph, Linda. "Copyright with Cyberbee." Cyberbee. 11 Mar. 2015. Web. 27 Nov. 2015.
<http://www.cyberbee.com/copyrt.html>.

Love, Cassandra. "Students as Creators: Exploring Copyright." Readwritethink.org.


National Council of Teachers of English. Web. 27 Nov. 2015.
<http://www.readwritethink.org/classroom-resources/lesson-plans/students-creatorsexploring-copyright-1085.html?tab=4#tabs>.

Taking the Mystery Out of Copyright. Library of Congress. Web. 27 Nov. 2015.
<http://www.loc.gov/teachers/copyrightmystery/?#>.

Teaching Copyright. Electronic Frontier Foundation. Web. 27 Nov. 2015.


<http://www.teachingcopyright.org/>.