This weeks post is quite timely as I just had a conversation today a passionate group of teachers about digital citizenship, and the topic of intellectual property came up. Katy Vance, our amazing librarian and COETAIL graduate, shared some of the challenges she sees as she oversees the grade 10 Personal Project in regards to student understanding of intellectual property rights. One of the challenges she’s faces is that our grade 10 students haven’t been properly scaffolded in understanding intellectual property rights. they realize the importance of it now but they were never really concerned when creating ‘regular’ school work. As teachers and leaders, we haven’t done a great job of being consistent with and insistence on respecting intellectual property rights. We haven’t laid a strong enough foundation of intellectual property.

Starting small (really small)

Developing students who respect intellectual property rights isn’t just about teaching a few lessons and hammering home some concepts for the next big project, PYP Exhibition, Personal Project or Extended Essay. We need to start small. And it needs to start with the smallest members of our school.

Nelle, one of our fantastic kindergarten teachers, describes well how she teachers intellectual property to kinder students. She teaches that just the same as how she teaches sharing in her class. Her students always ask before they borrow something from their peers, and using digital works is no different. I love that approach because it isn’t about making teaching intellectual property rights something too abstract for a kindergartener, but instead bringing it to their level. Then, with that solid foundation, we can scaffold students and develop them to grow into grade 10’s as they work on their personal project.

Unfortunately, I think a large number of educators themselves don’t truly understand copyright and intellectual property. Many are even lacking a basic understanding of intellectual property rights to be able to adequately practice what they preach. A number of teachers understand that taking an image from Google is not okay, but struggle with the intricacies of fair use and an understanding of the various Creative Commons licenses. So, while I think it starts with our youngest students, it also starts with our teachers. That’s one of the reasons why I think the infographics shared in this week’s resources are so valuable. They take something that’s actually quite complex, like intellectual property laws, and make it easy to digest by your average, busy educator. I already plan a few to share a few of those in my weekly ‘learning with technology’ post to teachers.

What about my posts from course 1? After a quick review, most of my images were either used with permission or cited royalty free images. I also used a few purchased images. I have a NounPro education subscription which is well worth the 20 USD a year. Occasionally, I also purchase graphics from GraphicRiver – a great selection of graphics for those design-challenged, like myself. I did use the iBooks Author icon and one of my posts. I’m not sure if an educational post about using iBooks Author in the classroom warrants fair use of the icon, but I certainly should have cited its use, which I didn’t.

What I haven’t used in a COETAIL post yet, but love is Photos for Class, I learned about Photos for Class at Learning2 last year and it’s been a great tool I’ve used with both teachers and students to help in finding images that can be used and correctly citing them – making it easy to respect intellectual property rights.