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Kerry Gallagher goes over the basic ideas all teachers should know

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Jerry Fingal goes over  four factors to help understand copyright

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When it comes to plagiarism, teachers have no trouble identifying it and dealing with it. But copyright law is another story. It’s an area where teachers are a little less confident. But it is something they need to know, not only to stay on the right side of the law, but also to help students prote…

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Kirby Ferguson looks at what it means to be original.

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Lessons on Privacy and Security for all ages

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Interactive lessons and activities for all students!

Use digital citizenship lesson plans to address timely topics and prepare students to take ownership of their digital lives. Browse lessons by grade and topic below, or see an overview of the curriculum.

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Digital Citizenship Curriculum | Common Sense Education

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Use digital citizenship lesson plans to address timely topics and prepare students to take ownership of their digital lives. Browse lessons by grade and topic below, or see an overview of the curriculum.

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Common Sense Media lesson plans on Cyberbullying

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DigCit Curriculum | Common Sense Education

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Research-backed digital citizenship lesson plans help schools navigate timely topics, such as cyberbullying, online safety, privacy, and media literacy.

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A classic SNL Sketch shows how much the idea of Plagiarism has changed

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It is important to know about the 6 types of Creative Commons Licenses

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Creative Commons licenses give everyone from individual creators to large institutions a standardized way to grant the public permission to use their creative work under copyright law. From the reuser’s perspective, the presence of a Creative Commons license on a copyrighted work answers the questio…

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TEDEd has a sold lesson plan to help go over the perils of plagiarism with your students

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The following are excellent resources for teachers and students regarding plagiarism and the proper citation of sources:
The OWL at Purdue (Online Writing Lab) Here you'll find numerous articles on topics such as Contextualizing Plagiarism, Authorship and Popular Plagiarism, Copyright, Collaborative Authorship, Avoiding Plagiarism, Summarizing, Paraphrasing, Quoting, and using MLA and APA citations. Also, you can find extensive Research and Citation Resources on topics such as Conducting Research, Using Research, APA Style, MLA Style, and Chicago Manual of Style.
The Plagiarism Spectrum: Instructor Insights into the 10 Types of Plagiarism TurnItIn, the study's authors, polled both higher and secondary education instructors in order to produce this White Paper. The authors acknowledge that, "the lines of what constitute plagiarism are blurring as the Internet reshapes culture and education" (3), and they provide definitions and examples of the ten most common types of plagiarism. The White Paper includes attractive graphics, scales on both the frequency and "problematic" nature of the different types of plagiarism, and samples of plagiarism by type. A 2' x 3' infographic poster is also available.
Style Guides:
APA:
- APA style for documentation is used in many of the social and behavioral sciences.
- The rules of APA Style are detailed in the Publication Manual of the American Psychological Association.
MLA:
- MLA style for documentation is widely used in the humanities, especially in writing on language and literature.
- The MLA publishes an authoritative explanation of MLA style entitled The MLA Handbook for Writers of Research Papers.
Turabian:
- This style guide is widely used in the fields of literature, history, and the arts.
- Based on the Chicago Manual of Style, Kate Turabian's A Manual for Writers of Research Papers, Theses, and Dissertations has an academic focus.
CSE:
- CSE style for documentation is used in the biological sciences.
- The SCE publishes the rules of CSE style in The CSE Manual for Authors, Editors, and Publishers.

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The punishable perils of plagiarism - Melissa Huseman D'Annunzio

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Fighting plagiarism is serious business. From brainchild-snatching to wholly quotables, plagiarists have plenty of wily ways to pass others' work off as their own -- and all of them are threats to original thinking. Melissa Huseman D'Annunzio imagines what would happen if a Department of Plagiarism Investigation were on the case.

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Copyright Flowchart: Can I Use It? Yes? No? If This… Then…

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Copyright Flowchart: Can I Use It? Yes? No? If This… Then…

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A great flowchart by Silvia Rosenthal Tolisano on WHEN you can use material.

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Langwitches.org has expired and is pending renewal or deletion.

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@TanyaLeClair lays out where to find great resources that are legal and ethical to use

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Beautiful Free Images & Pictures | Unsplash

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Beautiful, free images and photos that you can download and use for any project. Better than any royalty free or stock photos.

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You Can Use a Picture If: Guidelines for Image Copyrights

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You Can Use a Picture If: Guidelines for Image Copyrights

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Curtis Newbold has a great infographic to help understand what can be used and what can't

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The Visual Communication Guy: Designing Information to Engage, Educate, and Inspire People

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A couple years ago, I published a flowchart on image copyright best practices that followed the question, "Can I Use that Picture?" While that chart has been widely distributed and used in schools, libraries, and businesses across the country, I have since wondered if it might be clearer to simplify the chart even further.

At its most basic level, image usage can be boiled down to four main ideas: copyright, fair use, creative commons, and public domain. If you can wrap your head around around those four concepts, image copyright won't seem so scary.

While the laws can be rather confusing (because they are intentionally written with a good deal of ambiguity in order to protect freedom of speech), at least knowing the basics will keep you out of a lawsuit.

The graphic below isn't a comprehensive guide to image copyright, but it's a great place to start.

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You Can Use a Picture If: Guidelines for Image Copyrights

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A couple years ago, I published a flowchart on image copyright best practices that followed the question, "Can I Use that Picture?" While that chart has been widely distributed and used in schools, libraries, and businesses across the country, I have since wondered if it might be clearer to simplify the chart even further.

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4.5 million+ Stunning Free Images to Use Anywhere - Pixabay - Pixabay

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Find your perfect royalty-free image or video to download and use. ✓ Royalty-free ✓ No attribution required ✓ High quality images.

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Emy Arin Borovoy has created a great playlist of YouTube videos to help understand copy right

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Understanding Copyright and Fair Use for Education

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I absolutely love it when teachers and students create, remix, and mash up media; it's a fantastic way to encourage deeper learning and media literacy -- but...

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An online MOOC looking a the law and Copyright

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The University of North Carolina at Chapel Hill

About this Course

Fear and uncertainty about copyright law often plagues educators and sometimes prevents creative teaching. This course is a professional development opportunity designed to provide a basic introduction to US copyright law and to empower teachers and librarians at all grade levels. Course participants will discover that the law is designed to help educators and librarians.

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Reset deadlines in accordance to your schedule.

Approx. 14 hours to complete

Subtitles: French, Portuguese (European), Russian, English, Spanish

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started a new career after completing these courses

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Approx. 14 hours to complete

Subtitles: French, Portuguese (European), Russian, English, Spanish

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Duke University

Duke University has about 13,000 undergraduate and graduate students and a world-class faculty helping to expand the frontiers of knowledge. The university has a strong commitment to applying knowledge in service to society, both near its North Carolina campus and around the world.

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Emory University, located in Atlanta, Georgia, is one of the world's leading research universities. Its mission is to create, preserve, teach and apply knowledge in the service of humanity.

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The University of North Carolina at Chapel Hill, the nation's first public university, is known around the world for innovative teaching and research. Regularly ranked as the nation's best value for academic quality, UNC has produced the most Rhodes Scholars for the past 25 years among U.S. public research universities.

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The University of North Carolina at Chapel Hill Fear and uncertainty about copyright law often plagues educators and sometimes prevents creative teaching. This course is a professional development opportunity designed to provide a basic introduction to US copyright law and to empower teachers and librarians at all grade levels.

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An interesting read in a case study from the EU on what students are allowed to use

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The European Court of Justice has determined that a website must get permission from the copyright owner of an image before it can use the picture itself - even if that photo or illustration is readily available elsewhere.

That may seem like an obvious conclusion, however, the official advice delivered to the Euro court by its general advocate argued otherwise, with disagreement centered around the legal definition of what represents a "new public" when it comes to publication.

The question asked of the ECJ was: "Whether the concept of 'communication to the public' covers the posting on a website of a photograph which has been previously published on another website without any restrictions preventing it from being downloaded and with the consent of the copyright holder."

The court ruled on Tuesday that yes, it does. And that has huge implications for anyone in charge of a website.

There is one very unfortunate aspect to the case: the infringing party wasn't some scumbag cloning outfit that steals people's content to make money, but rather a German schoolchild doing a class project.

The unnamed youngster downloaded a picture of the picturesque Spanish city of Córdoba from a travel website, and used it in a presentation at her secondary school. The presentation was then posted on the school's website where it was noticed by the copyright holder - photographer Dirk Renckhoff - who then sued the western German state where the school was based, Land Nordrhein-Westfalen, claiming damages of €400.

The state's argument was that the image was freely accessible on another website - travel site Schwarzaufweiss.de that had sought and received permission from Herr Renckhoff before putting it online - so it didn't need a "new authorization." It also argued that the pupil and her teacher did not act deliberately, and weren't aware of the consequences of posting the image.

On the other hand

Renckhoff, of course, argued that it was his image, he gets to decide where it is posted, and won his case. And as daily generators of copyrighted work, who are we to argue against that?

The decision was appealed, though, and the legal row duly made its way to the European supreme court, which initially decided it was unsure whether or not the school website represented a "new public."

"It is uncertain... whether in those circumstances the photo... was communicated to a new public on the school's website, that is to say, to a public which the rightholder did not envisage when he authorized the original communication of his work to the public," the court noted.

But it concluded that while a photographer could expect the "public" to see his picture on that particular travel website, it was not the same to say he would expect it to be seen on a completely different website - hence the appearance on the school website was a "new public."

Piling in came the ECJ's advocate general Manuel Campos Sánchez-Bordona, who questioned whether the photograph was so generic that it shouldn't be protected by copyright. "Without in any way wishing to detract from the merits of the photograph, it seems doubtful to me that a simple shot of the city of Cordoba, with the Roman bridge in the foreground, satisfies the aforesaid requirements of the Painer judgment," he wrote - to some amazement from journalistic and visual arts organizations.

But he then dug into several different aspects of the case including the fact that: it was a school project, with a limited audience; it was not done with any profit motive; there was no mention of the photographer's copyright on the original travel website; and there were no restrictions on the travel website - the picture was readily accessible.

Taking these factors together, and considering that the use of the photo was for "educational purposes," Sánchez-Bordona concluded that "in this case, there was no communication to the public within the meaning of the case-law of the Court of Justice," and recommended that the school win the case.

Not too happy

That recommendation led to an outcry from photography and artists' organizations, however, who wrote a letter to the ECJ arguing that deciding against the photographer would "deny the fundamental right of authors to rightfully exploit their works," and have "devastating consequences for all authors willing to make their work available online."

They pointed out [PDF] that to decide in favor of the school would effectively obligate all artists from now on to "deploy technological measures to protect their work," or risk losing their copyright altogether.

Considering all this, the ECJ finally found in favor of the photographer, and rejected Sánchez-Bordona's advice, noting that "any use of a work by a third party without such prior consent must be regarded as infringing the copyright of that work."

It went out of its way to stress that hyperlinking to a picture is very different to downloading and uploading a photo to a different website, but noted that "the posting of a work protected by copyright on a website other than that on which it was initially communicated with the consent of the copyright holder must, in circumstances such as those at issue, be regarded as making available to a new public."

We don't need no education

Crucially, the ECJ considered and rejected the notion that since it was an educational publication that it should be exempt from the normal copyright requirements.

"It must be recalled that, as regards the pursuit of a balance between the right to education and the protection of the right to intellectual property," the court stated, "the EU legislature provided an option for Member States to provide for exceptions or limits... so long as it is for the sole purpose of illustration for teaching or scientific research and to the extent justified by the non-commercial purpose to be achieved."

It decided that since the presentation was posted on the school website, accessible to any internet user, a line had been crossed.

The implications are huge: it will embolden copyright holders to demand payment from any website that hosts their images. And that could potentially force millions of websites to take down all their pictures if they are hit repeatedly with payment demands.

It will also mean that every website - even school websites - will have to make sure that they only post images that they have permission to post. And pretty much everyone is going to have to reeducate themselves about what is and is not allowable online.

It going to be messy, yet the decision also represents a gradual clawing back of previous norms in the internet era. It never made sense that people should be able to take other people's hard work - whether that's music, or video, or articles, or photographs - and do whatever they want with it just because it was possible to do so quickly and easily.

What will be intriguing is the next wave of lawsuits in which people argue against copyright holders asserting their rights because it was not clear who the rightsholder was nor how to get hold of them for permission. Sounds like prime territory for a new internet standard to us. ®

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Top Euro court: No, you can't steal images from other websites (too bad a school had to be sued to confirm this little fact)

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The European Court of Justice has determined that a website must get permission from the copyright owner of an image before it can use the picture itself - even if that photo or illustration is readily available elsewhere.

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Wesley Fryer has a litany of ideas and resources to further your ideas on copyright and intellectual property

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intellectualproperty - Moving at the Speed of Creativity

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Relating to intellectual property, copyright law, trademark law, patent law, etc.

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More from Silvia Rosenthal Tolisano. A plethora of articles for further reading

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I was simply looking for Sketchnoting supplies on Amazon yesterday, when the algorithm suggested the following book: A Simple Guide to Sketchnoting by Dorothy Bell. Immediately, I was taken aback,...

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Copyright - Silvia Tolisano- Langwitches Blog

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I was simply looking for Sketchnoting supplies on Amazon yesterday, when the algorithm suggested the following book: A Simple Guide to Sketchnoting by Dorothy Bell. Immediately, I was taken aback,...

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Lesson 2: Avoiding Plagiarism

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What is plagiarism?

Plagiarism is presenting someone else's work as your own. It can include copying and pasting text from a website into a project you're working on, or taking an idea from a book without including a citation to give credit to the book's author. Plagiarism is common, and the Internet has made it even more common. However, if you are careful to cite your sources it's not too difficult to avoid plagiarism.

Watch the video below to learn some tips for avoiding plagiarism.

Example 1:

Sylvia works at the regional headquarters for a retail clothing chain. The company is planning to open a new store in Shelbyfield, and Sylvia is tasked with writing an article about Shelbyfield in the company newsletter. She finds a really good article online that talks about the history of Shelbyfield. Because she doesn't have much time to write her article, she copies several paragraphs and pastes them into it. She then changes a few words so it won't be an exact copy. When her coworkers read the company newsletter, they compliment Sylvia on her well-written article.
What's wrong with this situation?
Sylvia has taken credit for someone else's writing. Her coworkers had complimented her on work that she hadn't actually done, so her professional reputation is partly built on a lie! If someone finds out that she copied someone else's work, her reputation could be permanently damaged, and she may even get into trouble.

It's actually OK that she got information from a website. Sylvia's mistake was that she wasn't upfront about her source. She should have included a citation (a brief note saying where the information came from). Instead of changing a few words, she could have put the text in quotation marks to show that it came from another source. Or she could have completely reworked the town history to give it a different angle-while still including a citation.

Example 2:

Dave has a home improvement blog he updates in his free time. Sometimes he gets an idea from another website, and he writes a blog article based on it. Because he writes all of the text himself, he doesn't link to the site where he found the idea.
What's wrong with this situation?
Although Dave didn't copy the text itself, he copied the ideas from the other website. He should have included a link to the website so he's not taking credit for the idea. It's only fair to the other authors, and it also makes Dave's blog seem more professional.

Tips for avoiding plagiarism

Even if you don't mean to plagiarize, it's still possible to do it without realizing it. It's important to understand that it's still plagiarism, even if it's accidental. Here are a few basic tips to help reduce the risk that you'll accidentally plagiarize.

If you use a source, cite it

The main way to avoid plagiarism is to cite your sources. If you use a source without citing it, you are implying that you came up with the information on your own. Citing your sources gives proper credit to the original authors, and it also lets your readers find the original source if they want to learn more.

Use quotation marks when necessary

Sometimes, it makes sense to use the source's exact words instead of paraphrasing or rewriting. If you need to quote the original source, make sure that place quotation marks around the original text.

Don't just change a few words

Many writers try to avoid plagiarism by simply changing a few words or putting sentences in a different order. But even if you use a thesaurus to change every word, the original author's sentence structures are unchanged. To properly use another author's idea, you should rewrite it in your own words (while still citing the original source). If its not possible to rewrite it, then use an exact quote with quotation marks.

Synthesize the information

It's much easier to avoid plagiarism if you focus on developing a unique point or perspective, rather than relying on your sources to make all of your points for you. Instead of simply stitching together various sources, try to synthesize the information so that you are creating something new.

For example, what is the point the author is trying to make? How does it differ from the other sources you're using? How do they all relate to the point you're trying to make?

If something is common knowledge, you don't need to cite a source. For example, "Paris is the capital of France" is a well-known fact which is not disputed, so you wouldn't need to include a citation for that fact.

How should you cite online sources?

The way you cite your sources will vary depending on how formal you need to be. For example, if you're writing a blog article it's often enough to simply link to the original source. You may also want to mention the original author's name and/or the name of the website to help your readers tell at a glance where you're getting your information.

If you're writing a more formal paper, you will generally need to use a specific format for citations. You can use a style guide such as the Chicago Manual of Style to give your citations a consistent style. For these types of citations, you may list the sources as footnotes or include a bibliography at the end (or both).

Visit the Purdue Online Writing Lab to learn more about the Chicago Manual of Style.

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Use Information Correctly: Avoiding Plagiarism

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If you're wondering how to avoid plagiarism in your writing, read these tips to avoid copying others' work (and giving credit when necessary).

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A great way to go over students settings on Google to protect their privacy

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Update December 19, 2016: Updated to reflect changes to Google's policies and user interface.
Even if your student doesn't use a Chromebook, they may have a Google Apps for Education (GAFE) account, which is essentially a Google account provided by the school. GAFE accounts can be accessed from any browser, and the privacy settings affect your student regardless of which browser they use to log in to GAFE. In order to maximize your child's privacy, we advise changing the settings below.
If your child's school issued them a Chromebook, be sure to also check out our Guide to Chromebook Privacy Settings for Students.
Using any web browser, open the URL https://myaccount.google.com/activitycontrols and make sure you are signed in to your Google account. Then, make sure all the slider/toggles are to the left ("paused"). If a confirmation box pops up asking you to confirm that you want to pause an activity, confirm it by clicking "Pause". Additionally, under "Web & App Activity", uncheck "Include Chrome browsing history and activity from websites and apps that use Google services." (Also, note that depending on your school's settings, not all of the slider/toggles may be available for your account.)
And don't forget, if your child's school issued them a Chromebook, be sure to also check out our Guide to Chromebook Privacy Settings for Students.
Congratulations! You've successfully enabled the most privacy-protective settings in your child's GAFE account!

Do you know about a school issuing digital devices to students?

This week, EFF sent a letter ( pdf link) to the Supreme Court of California objecting to the required use of the proctoring tool ExamSoft for the October 2020 California Bar Exam. Test takers should not be forced to give their biometric data to ExamSoft, the letter says, which...

With COVID-19 forcing millions of teachers and students to rethink in-person schooling, this moment is ripe for an innovation in learning. Unfortunately, many schools have simply substituted surveillance technology for real transformation. The use of proctoring apps-privacy-invasive software products that "watch" students as they take tests or complete schoolwork...

The Senate Judiciary Committee recently held a hearing on " Protecting Digital Innocence. " The hearing covered a range of problems facing young people on the Internet today, with a focus on harmful content and privacy-invasive data practices by tech companies. While children do face problems online, some committee members seemed...

Grassroots digital rights organizing has many faces, including that of hands-on hardware hacking in an Ivy League institution. Yale Privacy Lab is a member of the Electronic Frontier Alliance, a network of community and student groups advocating for digital rights in local...

Last month, the Federal Trade Commission and the U.S. Department of Education held a workshop in Washington, DC. The topic was "Student Privacy and Ed Tech." We at EFF have been trying to get the FTC to focus on the privacy risks of educational technology (or "ed tech") for...

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Guide to Google Account Privacy Settings for Students

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Update December 19, 2016: Updated to reflect changes to Google's policies and user interface. Even if your student doesn't use a Chromebook, they may have a Google Apps for Education (GAFE) account, which is essentially a Google account provided by the school. GAFE accounts can be accessed from any...

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Purdue OWL is a great overview of the rules of research and citation

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This page is brought to you by the OWL at Purdue University. When printing this page, you must include the entire legal notice.

Copyright ©1995-2018 by The Writing Lab & The OWL at Purdue and Purdue University. All rights reserved. This material may not be published, reproduced, broadcast, rewritten, or redistributed without permission. Use of this site constitutes acceptance of our terms and conditions of fair use.

If you are having trouble locating a specific resource please visit the search page or the Site Map. The Citation Chart provides a detailed overview of MLA Style, APA Style, and Chicago Manual of Style source documentation by category.

These OWL resources will help you conduct research using primary source methods, such as interviews and observations, and secondary source methods, such as books, journals, and the Internet. This area also includes materials on evaluating research sources.

These OWL resources will help you use the research you have conducted in your documents. This area includes material on quoting and paraphrasing your research sources, as well as material on how to avoid plagiarism.

These OWL resources will help you learn how to use the American Psychological Association (APA) citation and format style. This section contains resources on in-text citation and the References page, as well as APA sample papers, slide presentations, and the APA classroom poster.

These OWL resources will help you learn how to use the Modern Language Association (MLA) citation and format style. This section contains resources on in-text citation and the Works Cited page, as well as MLA sample papers, slide presentations, and the MLA classroom poster

This section contains information on the Chicago Manual of Style method of document formatting and citation. These resources follow the 17th edition of the Chicago Manual of Style, which was issued in 2017.

These resources describe how to structure papers, cite sources, format references, and handle the complexities of tables and figures according to the latest Institute of Electrical and Electronics Engineers (IEEE) guidelines.

These resources provide guidance on how to cite sources using American Medical Association (AMA) Style, 10th Ed., including examples for print and electronic sources.

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This page is brought to you by the OWL at Purdue University. When printing this page, you must include the entire legal notice. Copyright ©1995-2018 by The Writing Lab & The OWL at Purdue and Purdue University. All rights reserved. This material may not be published, reproduced, broadcast, rewritten, or redistributed without permission.

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Purdue OWL has more tips on avoiding plagiarism

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Preventing Plagiarism Introduction // Purdue Writing Lab

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The Purdue University Online Writing Lab serves writers from around the world and the Purdue University Writing Lab helps writers on Purdue's campus.

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Though there are more ways to understand plagiarism today, it has been going on for a long time.

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Generally, academic writing is considered plagiarism to draw any idea or any language from someone else without adequately crediting that source in your

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Chris Frisella goes over how to avoid the two from colliding

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Creativity powers the best classrooms.

Teachers tapping new ideas and tools create better ways to facilitate learning, while their students gain knowledge, make intellectual connections and demonstrate learning through their own creations.
And with all this creative power comes responsibility: an obligation to understand and respect intellectual property law when building on the work of others.

What's great for students - and educators - to know is that intellectual property law also protects their own creations, says Kristina Ishmael, an educational consultant and senior project manager for learning technologies at New America, a think tank in Washington, D.C.

"Whether or not you go through a formal copyright procedure through the U.S. Patent and Trade Office, everything that is created technically has a copyright associated with it," Ishmael says.

Copyright is a form of intellectual property law that protects all published and unpublished original works of authorship including literary, dramatic, musical, and artistic works, such as poetry, novels, movies, songs, computer software, and architecture, the U.S. Copyright Office says. And while copyright doesn't protect facts, ideas and systems, it may protect the way they are expressed.

"When we're creating things, we have to be able to give credit and proper attribution to the original creators," says Ishmael, a former K-12 teacher, digital learning specialist and open education fellow at the U.S Department of Education. "If it's copyrighted, then we have to make sure we have permission to be able to use their things."

In addition to copyright, key concepts for students and adults to understand about using and sharing intellectual property include fair use, Creative Commons, public domain, and citation and attribution. Here's an overview of the key concepts:

Fair use

The fair use doctrine allows certain reuses of copyrighted works without permission and often applies within the four walls of the classroom. If the reuse is posted online or shared with a broader audience, the doctrine is less apt to apply.

"There are a lot of gray areas in fair use," Ishmael says, and challenges are decided case-by-case in court. "We always go back to the four factors of fair use."
Those factors - and some simple questions to test for them - are:

1. Purpose or character of use. Is your use of copyrighted material transformative? For example, Ishmael says, consider the difference between "covering" another creator's entire song and mixing a segment of the song into a new work.

2. Nature of the work. Is the copyrighted material chiefly factual or creative? Think nonfiction vs. fiction.

3. Amount of work. How much of the original work are you using? Smaller chunks are better.

4. Effect on the market. Will your use of the copyrighted material take away potential revenue from its original creator? If so, it probably wouldn't be considered fair use.

Ishmael says it's easy for students - and teachers - to stray from fair use into copyright infringement when their creations circulate beyond the classroom. She also knows of educators who have created and shared online resources that others have repurposed and sold for profit. Out of that desire to share one's creative work without ceding control of it came Creative Commons and a new way of licensing digital content.

Creative Commons

Founded in 2001, Creative Commons allows creators to grant licenses to give people permission to use their content without explicitly requesting permission. The nonprofit network offers six main licenses that place various conditions on the user, with the least restrictive license merely requiring attribution and the most restrictive prohibiting any commercial uses or changes to the original. "It doesn't replace copyright but sits alongside copyright," Ishmael says. "Based on whichever license you choose, you are telling people what they can and cannot do with whatever they are using."

Public domain

Materials in the public domain have no copyright or have had their copyright expire, and may be used without restriction. According to The Educator's Guide to Creativity & Copyright, materials created by the U.S. federal government are in the public domain, including most photos and documents from federal government websites that typically end in .gov. Materials created before 1923 also are in the public domain, according to the guide co-written by Kerry Gallagher, one of Ishmael's fellow ISTE 2019 presenters. Individuals who wish to waive intellectual property rights and place one of their creative works in the public domain can do it with the Creative Commons CC0 tool.

Citation and attribution

Whether content you're incorporating into your own work is copyrighted, licensed or in the public domain, citation and attribution are important practices demonstrating respectful, ethical use of the original work. Citing sources is a familiar practice when writing papers, and most school districts identify standards for bibliographies, footnotes and other forms of citation. In the digital realm, "attribution" becomes the watchword when crediting content back to its original creator, Ishmael says.

Creative Commons encourages teachers to use the acronym TASL when teaching students how to attribute. Pronounced "tassle," it stands for title, author, source and license - all of which should be included in the attribution.

"This is really easy to start to do with kids and model for them," Ishmael says. "There are several sites (such as Photos for Class, Unsplash, Foter and Pixabay) that create the attribution for you so you can simply copy and paste it. ... Eventually they can get to the point where they can create the attributions themselves."

Given the rising star of creation in the classroom as well as the workplace, these are crucial lessons.

"We want kids to be able to create things, because it's a great assessment tool," Ishmael says. "We want more creation rather than consumption.

"We also have to talk about the legal and ethical guides and being conscientious and being good stewards of intellectual property in all elements," she says. "We have an opportunity within the safe spaces of classrooms to model what this can look like in practice. What better place to learn how to do this and to potentially fail and to make mistakes than the classroom?"
Chris Frisella is a freelance writer who explores educational technology and its power to reshape learning and lives.

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Creativity powers the best classrooms. Teachers tapping new ideas and tools create better ways to facilitate learning, while their students gain knowledge, make intellectual connections and demonstrate learning through their own creations. And with all this creative power comes responsibility: an obligation to understand and respect intellectual property law when building on the work of others.

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Search now to download properly attributed, Creative Commons photos for school!

Teachers have told us they need a place to access safe images that are available to be used in the classroom and for educational purposes. Plus, they want accurate image citations. We've heard you and created "Photos For Class" to meet your needs for images!

Age Appropriate Images - All images are appropriate for the school setting, thanks to Flickr and Pixabay SafeSearch and our proprietary filters - Read More

Automatic Citation - Downloaded images automatically cite the author and the image license terms - Read More

Creative Commons - All photos shown are, to the best of our (and Flickr's / Pixabay's) knowledge, licensed by Creative Commons for public use

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Photos For Class - The quick and safe way to find and cite images for class!

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The World's easist way to search for safe, creative commons images and cite them.

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Foter Magazine is a premier architecture, decoration, interiors and design website.

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The Parent Coalition for Student Privacy and the Badass Teachers Association, both US based, created a great toolkit for teachers