Computer Use and Copyright Policies: Evaluation and Justification Amy Carter EDET 746 University of South Carolina

Fall 2011

Evaluation of Policies Acceptable Use Policy Examples Maryvale Preparatory School. Maryvale Preparatory School, a Catholic school in Baltimore, Maryland, outlines its acceptable use policy on its website. The policy is incorporated into its Technology section of the school webpage. The opening page describes the schools philosophy concerning technology and spells out seven goals that guide their decision-making regarding technology. These goals are clear and describe a program that uses technology to support academics and not just computers for computers [sic] sake (Maryvale). Policies and information can be found in the navigation below the Technology link and include the following headings: iPad Program, iPad FAQ, Academic FAQ, and Question/Repair Form. Though the overall AUP is a good one, it could be labeled more clearly in this navigation. The actual AUP policy is part of the iPad Program link. This section begins with a justification of the iPad for their 2011-2012 program (dates clearly show an updated plan). The AUP is divided into three subsequent sections that incorporate the iPad. These sections are the acceptable use policy, online safety, and insurance and warranty. The first section, the justification for the iPad, offers a good list of the advantages of this new technology. Its positive language sets the tone for the rest of the document and characterizes the school as one that embraces updated technology as a learning tool and a right for all students best education. According to Bosco (2010, p. 5), updated policies perpetuate ownership of them by those whose activities are affected by them. The justification for the iPad also incorporates language to address diverse learners: Using an iPad addresses all of the learning styles auditory, visual, and kinesthetic [and] a variety of apps allows the students to choose the one that best suits their learning needs (Maryvale). Though the justification for iPad technology mentions that students can use the assistive technology settings to best help them learn, there is little mention beyond that about what those assistive technologies are or additional resources beyond the iPad. The AUP section itself covers the following areas: computer, iPad, email, Internet, and Intranet. The AUP begins with an introductory statement and a purpose for the AUP. Next is a list of 26 guidelines for acceptable and unacceptable use, but it is not broken up into meaningful divisions. These guidelines cover the more traditional guidelines that are common in AUPs, but there are a few features of their policy that address the newer technologies of iPads and Web 2.0 tools. iPads are treated as personal property students are not permitted to log on to another students iPad. That equates the iPad to a students school notebook. Students are also instructed to lock their devices with a passcode, although that code should be provided to any school official upon request. The AUP also outlines what is and is not acceptable regarding camera and recording devices, beneficial not only for the iPad, but also for mobile devices and other recording devices. The AUP mentions that software or hardware should not be installed on any computer without permission, but it does not address how to add/purchase apps to the iPads (Maryvale). Bosco (2010, p.4) points out, the Childrens Internet Protection Act (CIPA) became law in 2000 before the emergence of Web2.0 and thus does not stipulate any specific requirements. Maryvale warns against giving away personal information on the Internet, but it allows for common registration for Web 2.0 sites under the
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supervision of a teacher. Additionally, the policy allows use of social networking, instant messaging, and access to email under the supervision of a teacher. Another newer issue addressed in the policy is that students will face disciplinary consequences if they defame the school or its staff on any Internet site or in any other public media. The policy also wisely prohibits the use of iPads in the cafeteria, most likely so that damage due to food/drink is limited. Students are also prohibited from changing the configuration of their iPad, but that seems a bit general. Such a statement should outline whether that means downloading apps, music, games, videos, etc. The guidelines are followed by a statement of consequences for inappropriate behavior, which are a graduated set of consequences ranging from losing their iPad for a period of time, disciplinary action, and prosecution for the most severe offenses. Following these guidelines are statements about personal devices, a disclaimer, and a comment about vandalism. While the iPad in particular carries the Apple Care Plan, it is wise to define and include a statement about malicious intents to harm as being different from accidental damage. Overall, the AUP for Maryvale is a good plan. According to Cramer and Hayes (2010, p. 38), schools must continually adapt to the influx of technology and new societal deamands. Not only does Maryvale spell out the traditional guidelines of acceptable and unacceptable use, but it also includes information that addresses newer technologies including the iPad and Web 2.0. Parents are also cued to monitor the use of the iPad in their homes, and given resources to set up their own filtering on the devices (after being reminded that students on the school network surf the Internet under a filter). There are also helpful links to iPad user manuals, tutorials, and FAQs available on the page. The plan conveys an attempt to embrace technology as a learning tool, while clearly outlining boundaries for students, and offering parents resources to support responsible use of technology off campus. Defiance City Schools. Defiance City Schools in Defiance, OH has also initiated an iPad program. Its website also offers a comprehensive AUP and additional resources for parents and students. The AUP section of the website is divided into four major sections: Acceptable Use Policy, AUP Acceptance Page, iPad Loan Agreement, and Technology Protection Fund. Additional resources offer helpful information for students, parents, and community members interested in the program. First, there is a section labeled The Plan that traces the beginning of the program, including information on the justification of 21st Century Learning and the initial timeline of the iPad initiative. This page includes photos of faculty training and of the iPads arriving at the school. This PR type page sets a positive tone to the policies spelled out here and makes them seem more of a resource than a stiff set of rules. Similar resources surrounding the AUP are Care, Cost, Parent Info, and Student Info. These pages offer practical suggestions for cleaning, upkeep, safekeeping, information about what is included in the total price of the device, and parent and student responsibilities regarding this technology. Though most of the information is common sense, it offers a clear user manual and set of reminders for parents about the capabilities of the iPad as a technology device. Parents are reminded to monitor the use of the iPad in their homes, and students are reminded to use the device for learning. The only part of the student responsibility that seems questionable is the statement that I will honor my familys
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values when using my iPad (Defiance). That seems like a nave statement some students values may not be as conservative as the school district is like to believe. The AUP itself is a set of 15 acceptable and unacceptable behaviors, and include common AUP guidelines; however, the AUP fails in an important way. Especially since it is housed as part of the new iPad initiative program on the webpage, item number 11 seems counterintuitive to the iPad technology: While on the school network, use of chat clients, social networking sites, and web-based email are prohibited (Defiance). If iPad technology is to be used in school, the policy needs address how social networking (like Edmodo for instance), wiki chat rooms, and scholarly email accounts can be used responsibly and in conjunction with the iPad technology. If iPads are meant to foster meaningful connections outside the school, policies should be in place to ensure that the interaction and connection is educational, not prohibited. According to Cramer and Hayes (2010, p. 39), social media bans in US schools have become unrealistic and even undesirable [and] the tension between representing todays standards and preparing students for the future requires schools to continually negotiate what is and isnt suitable for the classroom. Therefore, item 11 should be modified to fit with the inclusion of the iPad technology. The plan goes on to detail consequences for inappropriate behavior, breaking offenses into two categories: Minor and Major, each with a progressive set of consequences. Following that section, students and parents are asked to sign acknowledging an understanding of and adherence to the policies. The last part of the plan is the iPad Loan Agreement, which outlines rules for the hardware and configuration restrictions of the device. An interesting part of this section discusses email: An email account will be available for each Student to use for appropriate academic communication with other students and staff members only. This email is for communication within the school district (Defiance). This is problematic and seems to be a step backward in the progressive iPad program. While it is understandable that web-based email is scary for school districts because it cant be monitored, how is it any different from the WIFI enabled iPad that students can use at any hotspot in town? Additionally, if the iPad is a technology that students are expected to use in order to go beyond the walls of their schools, how are they to communicate with other learners, reach authors, scientists, community leaders, college admissions offices, etc. if they are prohibited from a real email address? Instead of limiting email for students, the district should include a policy of acceptable email use and etiquette. Prohibiting functioning email for students is a weak way to deal with technologies that they will be expected to use in college. According to Cramer and Hayes (2010, p. 39), e-mail and mobile phone etiquette, understanding of security and privacy risks, and preparation for the workplace in terms of online reputations an contributions are all issues schools will face because of their inherent position as social learning networks. Overall, Defiance City Schools outlines a good acceptable use policy, though there are a few sections that could be improved to enhance the iPad initiative (email, social networking, Web 2.0, etc.). Additionally, there is no mention of use as it applies to people with disabilities or diverse populations. There is no mention of assistive technology. The site does give a clear overview of expectations, as well as offers resources to keep parents, students, and the community informed.

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Copyright Policy Examples Mobile County Public School System. The CCC (2005) suggests that policies start with a purpose statement to establish the need for, and the benefits of, the copyright policy. Mobile Co. introduces the policy in 4 paragraphs. The introduction states that breaking copyright policy results in severe penalties (left undetermined). It is the responsibility of the system staff to know and abide by copyright policy. Anyone with questions should consult the library media services department (no specific position/person is named). Finally, they mention that the policy will be prominently posted at all areas where materials may be reproduced without supervision. Following this section, the policy lists easily understood definitions of copyright and fair use, beginning with a statement from Title 17 of the US Code that copyright is necessary to advance public welfare by promoting artistic and scientific progress. According to the recommendations of the CCC (2005), the introduction to the policy could be improved by listing specifically the name and duties of the copyright official in the district/school, as well as specific procedures for infringement and/or non-compliance. The remainder of the policy is a four-and-a-half page set of rules for copying materials from works that is more than the primer on basic copyright principles suggested by the CCC. This exhaustive list of rules includes information about print media and electronic media; however, the information could be grouped more efficiently or indexed in order to follow the suggestions of the CCC. Sections that the policy could have included (according to the CCCs checklist) that are missing are a more specific audience for the policy, a specific copyright policy official, reference to other district policies that contain copyright rules, notes about ownership of material, use of the institutions materials, procedures for obtaining copyright permissions, specific infringement and non-compliance procedures and consequences, a note about training and updates, and a frequently asked questions section. Hopkins Public Schools. Hopkins Public Schools copyright policy is a bit too general. The policy does begin with a reference to copyright law and states that the school district abides by all parts of that law; however, there is no general purpose statement about the necessity of the policy. The policy addresses both employees and students as the audience and states that they are responsible for conducting themselves in a manner consistent with the spirit and intent of the District Copyright Policy. The remainder of the policy lists 7 statements that define acceptable conduct. While the seven guidelines are good general statements of how to abide by copyright, they lack the specificity of the CCCs suggestions for a basic primer and definitions specific to the policy. To require a faculty and student body to follow copyright and fair use but not define that for them is ineffective, especially when they are to be able to provide justification based on fair use [] and copyright law. Though the policy states that employees will be educated about its implementation, it does not include students, nor does it specify when this training will occur. The policy also states that employees are expected to be familiar with published provisions regarding fair use, public display, and computer guidelines; however, there is no reference list for them to consult. According to Ellen Harris (2007), a helpful thing to do is to have a vetted bibliography on copyright law that you refer your colleagues to for general reading and education on copyright. The policy does list an original adoption date, as well as a revision date, which shows that the policy has been revised at least once.
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Justification of Policies for Lexington/Richland School District 5 Chapin High Acceptable use policy. Because of the pervasiveness of technology infused instruction (particularly with our new iPad initiative), the policy begins with an introductory statement about technology being both a privilege and a necessity for modern instruction. According to Cramer & Hayes (2010), schools must continually adapt to the influx of new technology and new societal demands. Our current policy lacks specificity concerning iPads, Web 2.0, and mobile devices. The policy begins with responsibilities for general staff, parents, and all users. Because of the definition inherent in the name acceptable use, the focus of these sections is on what the user is expected to do and on what behaviors in acceptable, rather than outlining what is unacceptable. A guiding premise was to create a document that will help enable learners to reach educational objectives in new ways (Cramer & Hayes, 2010). The section for user responsibilities has been adjusted to fit the iPad, social networking sites, messaging, mobile devices, and Web 2.0 tools and to help define acceptable use standards for those mediums. The ten uses spell out general guidelines, as well as include more specific information when necessary for those other mediums previously listed. Unacceptable uses have been listed as three statements. Example unacceptable uses have been combined in the second item in order to keep the main focus of the document on what is acceptable. The final three sections include consequences, the school disclaimer, and the agreement signature statement. Consequences are listed under two categories, major and minor, and nods to newer technologies have been added to those consequences. The final part of the statement includes both an adoption and a revision date to show that the document is a living document one that will be reviewed periodically to embrace newer technologies or changing guidelines. Since the iPad initiative at my school is so new, another appendix has been added as part of the acceptable use policy. Because students will receive a preconfigured iPad, they will not be able to download apps, music, videos, etc. without school permission. Students are often our best resource for researching technology, so an iPad Request for Change/Addition form has been added for that purpose. Copyright policy. The copyright policy follows the suggested outline provided by the Copyright Clearance Center and uses basic primer language from Talabs Copyright and You article from TechTrends. The policy begins with a purpose statement, a note about relationships to other policies in our district that deal with copyright, scope, a designation of a copyright official, and basic definitions as they pertain to the document. The next section is called Resources for Users and is an attempt to follow Harris (2007) advice to provide a vetted bibliography on copyright law that you and your colleagues refer to for general reading and education on copyright. A video is included for use in the classroom as a high-interest option for training students on an annual basis. The rest of the document outlines use for the copyright symbol, a note about where to go to find FAQ regarding copyright (kept on the school website for easy addition and reference), and consequences for infringement or noncompliance. The policy ends with a signature page. The last part of the policy is the same as the acceptable use agreement and includes an adoption date as well as a revision date to show the document is living and is regularly reviewed and updated.

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References Bosco, J. (2011) Acceptable use policies in a web 2.0 & mobile era: a guide for school districts. Consortium for School Networking. Pdf retrieved from http://www.cosn.org/Portals/7/docs/Web%202.0/Acceptable%20Use%20Policies %20Web%2020%20Mobile%20Era.pdf Copyright Clearance Center. (2005). Copyright compliance: compliance policy. Checklist for creating a copyright policy. Retrieved from http://www.copyright.com/Services/copyrightoncampus/compliance/policy_list.ht ml Cramer, M. & Hayes, G. (2010) Acceptable use of technology in schools: risks, policies, and promises. IEEE Pervasive Computing, vol. 9, no. 3, pp. 37-44. Pdf retrieved from http://www.gillianhayes.com/wpcontent/uploads/2011/01/J8_IEEEPervasive_CramerHayes2010.pdf Defiance City Schools. (2011). iPad policies. Retrieved from http://www.defiancecityschools.org/ipadaup.aspx Harris, L. (2007). Looking for answers to your copyright questions? Check out these valuable resources. Information Outlook. v. 11 no. 6. p. 86-87. Retrieved from EBSCOhost. Hopkins Public Schools. (2007). District code: 721, copyright policy. Pdf retrieved from http://www.hopkinsschools.org/sites/default/files/downloads/hopkins_policy_721. pdf Maryvale Preparatory School. (2011). Technology. Retrieved from http://www.maryvale.com/academics/technology/index.aspx Mobile County Public School System. Copyright policy. Pdf retrieved from http://images.pcmac.org/Uploads/MCPSS/MobileCounty/Departments/Document sCategories/Documents/CopyWrite%20Policy.pdf Talab, R. (January/February 1997). Copyright and you. TechTrends. p. 9-11. U.S. Department of Education (2005). Forum unified education technology suite appendix a: sample acceptable use agreements and policies. National Center for Education Statistics (NCES). http://nces.ed.gov/pubs2005/tech_suite/app_A.asp

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Appendix A Chapin High School Acceptable Use Agreement Proposed Draft Chapin High School considers Internet, computer, and iPad usage as both a privilege and a necessity for students to move beyond the limits of our physical school building to experience enhanced learning; however, this right does not supersede each students right to a healthy and safe learning environment. In that vein, we will outline acceptable and unacceptable use regarding technology as part of our learning environment. The students, staff, and administration of Chapin High School agree to follow guidelines and acceptable behaviors of our policy. Additionally, Chapin High School considers parents and guardians a vital part of students instructional support, and we ask that parents and guardians agree to set and follow reasonable guidelines for supervision outside of school. General Staff Responsibilities: Staff members in charge of supervising students should make reasonable efforts to monitor student use of the Internet and technology to ensure that such use is acceptable academic behavior. Staff members should also attend periodic training sessions to enhance their own understanding of hardware, software, and the Internet as tools of instruction. Parent and Guardian Responsibilities: Students involved in the Academic Leadership academy will be issued an iPad 2 to use both at home and at school for academic purposes. While the district offers a filtering system on the school network, Chapin High School recognizes that students home networks may not be filtered. In that vein, we ask that parents discuss and establish acceptable use in their own homes and hold their child(ren) accountable to their expectations. While there are security settings available in the Settings of the iPad, Chapin High School will leave those options to parents/guardians to investigate and set as they deem appropriate. User Responsibilities: Technology is offered to students at no cost while they are at school. Students involved in the Academic Leadership Academy will also have the ability to take home the iPad 2 for academic purposes. In order to maintain the privilege of using technology both at home and at school, users must agree to comply with the following acceptable uses: 1. All use of school technology must be grounded in academic purposes and align with learning objectives specific to classes offered at Chapin High School. 2. Network accounts and hardware (including but not limited to school e-mail accounts, computers, and iPads) should be considered school property. 3. Users agree to be monitored and supervised by both announced and unannounced checks and recognize that Chapin High School reserves the right to determine if specific uses of the network or equipment are consistent with acceptable use policies. 4. With the exception of accessibility and minor settings, users agree to maintain the software and app configuration of computers and iPads set by Chapin High School. a. iPad users agree to sync only through the school account and to refrain from downloading material without school permission.
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b. If a user wishes to request a specific app or other addition to the iPad configuration, he/she agrees to follow the procedure for that addition. Refer to the iPad Request for Change/Addition form in the appendix. 5. Users must agree to codes of acceptable conduct for electronic communications including mobile devices, electronic mail, messaging, social networking, and Web 2.0 involvement and applications. a. Use of these tools should be for academic purposes. b. When using these communication tools, users must agree to use extreme caution when revealing information of a personal nature. c. While faculty and students are encouraged to use wikis as extensions of the classroom, those spaces must have appropriate security measures to ensure that membership to that space is limited to the learners involved in the actual physical classroom environment. d. Teachers agree to monitor student interaction appropriately when students communicate using electronic means as a group (i.e. blogs, wikis, Edmodo, etc.) 6. Network accounts and iPads are to be used only by the authorized user of the account. a. Students agree to keep their username, password, and passcode (for iPads) private. b. iPads in particular should be considered in the same way as a personal class notebook students do not use another students notebook for class or for studying. c. iPads should be kept locked by the account holder when not in use. 7. Communication and information accessible on the network should be viewed as private property. 8. Students must seek permission to subscribe to mailing lists and bulletin boards using their school e-mail accounts. Subscriptions should be sought only for academic purposes. 9. Care for the network, hardware, and software as tools of learning. a. Food and liquids should be kept away from equipment. b. Equipment should be secured when not in use and treated carefully at all times. c. iPads should be cleaned and maintained according to the suggestions of Apples iPad manual (http://manuals.info.apple.com/en_US/ipad_2_user_guide.pdf ) d. iPads should be charged for each school day. Waiting to charge the battery until it is at 20% retains the battery life. e. Cords and cables must be inserted and removed carefully. f. iPads should be free of stickers or writing that are not issued by the school. g. If repair is needed, users should report that concern to appropriate staff. 10. Exhibit exemplary behavior as a representative of Chapin High School when using technology and the Internet.

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As responsible users of technology, students, staff, and administration agree that the following are unacceptable uses of technology and will result in appropriate consequences outlined in the District Behavior Code. 1. Giving out personal information that is beyond the scope of academic research necessity 2. Using technology or the network for inappropriate or non-educational purposes (including, but not necessarily limited to) commercial or for-profit ventures, bullying, gambling, access or process for pornography, hacking or malicious system use, advertising or political lobbying, personal business, disruption, entertainment, breaking copyright, unlawful purposes, profanity, obscenity, or racist language, and gaming (unless authorized) 3. Intentionally seeking information, files, data, or username and passwords belonging to other users or misrepresenting themselves as another user on the network or hardware. Consequences: Breaking the acceptable use policies of Chapin High School may result in, but are not limited to, the appropriate consequences: Minor consequences include, but are not limited to: warning, discipline referral, Saturday detention, conferences, and loss of technology privileges until appropriate remediation training is received, loss of iPad take-home privileges, ALA probation. Major consequences include, but are not limited to: loss of iPad takehome privileges, denial of privileges, in-school suspension, out-of-school suspension, expulsion from school or ALA program, referral to law enforcement. Disclaimer: Chapin High School will periodically review the acceptable use policies and reserves the right to change the policies to further the academic environment of our school. Chapin High School cannot be held accountable for the following: 1. Information retrieved on the network. 2. Privacy for/of electronic mail communications. System administrators have access to all mail and will monitor messages. Inappropriate or illegal messages will be reported and punished by the proper authorities. 3. Damages users may suffer including loss of data from delays or service interruptions/malfunctions caused by our own negligence or your errors or omissions. Users agree to use technology, storage, and data at your own risk. 4. Costs or charges incurred as a result of seeing or accepting information or any costs, liability, or damages caused by the way a user chooses to use his/her access to the network. User Agreement: (to be signed by all adult users and students users) I have read, understand, and will abide by Chapin High Schools Acceptable Use Policies when using computers and other electronic resources owned, leased, or operated by the school. I further understand that violating any of the regulations and policies above is unethical and unacceptable and will result in either academic or legal
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consequences. Should I commit any violation, my access privileges may be revoked, school disciplinary action may be taken, and/or appropriate legal action may be initiated. _______________________________________ (User name please print)

_______________________________________ (User signature)

____________________ (Date)

Parent/Guardian Agreement: (to be signed by parents/guardians of all student users under the age of eighteen) As a parent or guardian of [please print name of student] ____________________________, I have read the Acceptable Use Policy of Chapin High School. I understand that this access is designed for educational purposes. Chapin High School has taken reasonable steps to control access to the Internet, but cannot guarantee that all controversial information will be inaccessible to student users. I agree that I will not hold Chapin High School responsible for materials acquired on the network. Further, I accept full responsibility for supervision if and when my childs use is not in a school setting. I hereby give my permission for my child to use network resources, including the Internet, that are available through Chapin High School. _______________________________________ (Parent name please print)

_______________________________________ (Parent signature)

____________________ (Date)

Policy created: September 2011 Scheduled revision: September 2014

Certain language and statements were used/modified from: U.S. Department of Education (2005). Forum unified education technology suite appendix a: sample acceptable use agreements and policies. National Center for Education Statistics (NCES). http://nces.ed.gov/pubs2005/tech_suite/app_A.asp
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Appendix B iPad Request for Change/Addition Recognizing that the iPad initiative is in its infancy and that students, staff, and parents are active stakeholders in its successful and continued implementation, Chapin High School encourages suggestions for updated and useful educational content. If you have an idea for an app, music, podcast, video, or other educational addition or change to the iPads configuration, please submit that request below. The administration and Academic Leadership Academy teachers and staff will review submissions during our monthly planning meetings. Name: ______________________________________ Check one: This change/addition is a(n):
___ app Name: _____________________________________ ___ song Name and Artist: ______________________________________________ ___ video Name: _____________________________________ ___ podcast Name: _____________________________________ ___ game Name: _____________________________________ ___ other (please specify):________________________________________________

Date:____________

Cost: $________________ Please offer a brief description of the addition/change: _______________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ Briefly describe the educational value or particular subject that this change/addition would affect or apply to: __________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ Check one: I am
___ a student ___ a staff member of CHS ___ a parent/guardian ___ other (please explain) ____________________________

I can best be reached by:

___ email My address is: _______________________________ ___ phone My number is: _______________________________ ___ my English class in ALA: (Check one) ___Carter or ___Weathersbee ___ other Explain _____________________________________________________ Once the administration and ALA have reached a decision about the request, we will contact you. Thank you for your submission.

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Appendix C Chapin High School Copyright Policy Proposed Draft Purpose: Chapin High School agrees to adhere to the United States copyright law and requires that all administration, staff, and students adhere to the provisions of Title 17 of the United States Code, entitled Copyrights. Administration, staff, and students will receive annual training about copyright definitions and policies and are accountable to following the policy. In an effort to maintain the relevance of our policy and ensure compliance to additions and modifications to the law, our copyright policy will be reviewed and updated every three years. Following the rules and guidelines of copyright encourages the lawful use of copyrightprotected material, ensures the creative and high-quality of resources, protects the institution and creators against the risk of infringement, and keeps all users in compliance with the law. Relationship to other policies: Copyright policies are also addressed in Chapin High Schools Acceptable Use Agreement, as well as the District Behavior Code. Scope of audience: The Chapin High School copyright policy applies to faculty, students, and administrative staff. Campus copyright official: Copyright questions and concerns should be brought to the head media specialist of Chapin High School. Definitions specific to the policy: (from Merriam Websters online dictionary) Copyright: the exclusive legal right to reproduce, publish, sell, or distribute the matter and form of something (as a literary, musical, or artistic work). Fair Use: a legal doctrine that portions of copyrighted materials may be used without permission of the copyright owner provided the use is fair and reasonable, does not substantially impair the value of the materials, and does not curtail the profits reasonably expected by the owner Resources for users: Copyright law is sometimes difficult to understand. If you need help, please consult one of the following resources: Our library staff Information from the Campus Guide to Copyright Compliance from the Copyright Clearance Centers website (http://www.copyright.com/Services/copyrightoncampus/index.html ). A very helpful video available at http://learn.copyright.com/copyrightoncampus/ Basic Principles: (taken from R.S. Talabs Quick Checklist for Educators) Students and staff may o Use small portions of copyrighted works with proper attribution for classroom purposes.

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o Show student or teacher-produced multimedia projects at district inservices, conferences, open house meetings, or in the classroom for up to two years. o Keep a project in a portfolio for personal use or for tenure review. o Perform or display multimedia projects in teaching or self-study for two years. o Perform or display a multimedia project in teaching or in self-study on a secured network which cannot prevent duplication for up to 15 days after initial instruction. o Create hyperlinks on a web site to other web sites. Students and staff may use: o 10% or 3 minutes of motion media o 10% or 1,000 words of text material or one 250-word poem or three 250word poems by one poet or five 250-word poems by different poets or one 250-word excerpt or three 250-word excerpts of one poet or five 250-word excerpts from different poets from one anthology o Five images by an artist or photographer or 10% or 15 images from a collective work o 10% or 2,500 fields or cell entries from a copyrighted data base or data table o 10% or 30 seconds of music and lyrics from one work or from several extracts from one work Students and staff must: o Follow the appropriate citation methods for an assignment and copyright guidelines and credit sources used in multimedia projects and presentations and on websites. o Use multimedia projects for educational purposes, not for commercial ones. o Destroy multimedia projects for two years after first use, unless used for tenure review or for personal portfolios and interviews. o Obtain permission to duplicate a work. (Seek guidance from appropriate staff or from the head media specialist. The head media specialist can give you the information necessary for obtaining copyright permissions.) Using the copyright symbol: Students and staff who wish to use the copyright symbol or the designation copyright, the symbol or word must be accompanied by the year of publication/creation and the authors name. Example: 2011 Amy Carter Frequently Asked Questions: Because copyright law can be confusing, people often seek guidance for the same or similar questions. To that end, the library web page will include a FAQ section relating to copyright issues. Penalties: Students, faculty, and administrative staff who break copyright are subject to both school and legal consequences. School consequences may include, but are not limited to, loss of photocopying/download privileges, remediation training, official warnings or letters in personnel files, detention, suspension, or expulsion/termination.
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Legal consequences may include, but are not limited to monetary fines and imprisonment. User Agreement: (to be signed by all adult users and students users) I have read, understand, and will abide by Chapin High Schools Copyright Policies. I further understand that violating any of the regulations and policies above is unethical and unacceptable and will result in either academic or legal consequences. Should I commit any violation, my access privileges may be revoked, school disciplinary action may be taken, and/or appropriate legal action may be initiated. _______________________________________ ( Student/Staff name please print)

_______________________________________ (Student/Staff signature) Policy created: September 2011 Scheduled revision: September 2014

____________________ (Date)

Certain format suggestions, language, and statements were used/modified from: Copyright Clearance Center. (2005). Copyright compliance: compliance policy. Checklist for creating a copyright policy. Retrieved from http://www.copyright.com/Services/copyrightoncampus/compliance/policy_list.ht ml Talab, R. (January/February 1997). Copyright and you. TechTrends. p. 9-11.

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