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Troy Hicks

Teachers Teaching Teachers #184 - Renee Hobbs and Troy Hicks Discuss Fair Use - 01.27.10


70:47 minutes (16.2 MB)

Our friend and colleague, Chris Sloan, from the Wasatch Range Writing Project in Utah invited Renee Hobbs and Troy Hicks to join us on this week’s Teachers Teaching Teachers. (By the way, if you would like to plan and produce (and later edit) a TTT webcast like Chris did for this episode, please email Paul Allison or Susan Ettenheim.)

Here’s how Chris Sloan describes his thinking for the live webcast:

The authors of “Code of Practices for Fair Use in Media Education” might just as well be describing me, when they write, “Most ‘copyright education’ that educators and learners have encountered has been shaped by the concerns of commercial copyright holders, whose understandable concern about large-scale copyright piracy has caused them to equate any unlicensed use of copyrighted material with stealing.”  While the Code of Best Practices in Fair Use for Media Literacy Education was published more than a year ago, I still have questions about how it applies to my own teaching and to my students’ digital compositions.  And I don’t think I’m alone either.  So I thought having a chat with Renee Hobbs and Troy Hicks, two people who’ve thought a lot about this, might help me (and other teachers like me) think through the copyright doctrine of fair use.

 

We asked Renee to talk about her background, how she got to this place where she is, a media educator at Temple University.  In November 2008, educators were introduced to the “Code of Best Practices in Fair Use for Media Literacy Education, by Renee Hobbs, Peter Jaszi, and Patricia Auferheide.  We also asked her how and why the three of them created this code? Troy Hicks wrote a book The Digital Writing Workshop and an article “Transforming our understanding of copyright and fair use”.  Given that he had written a book that advocates how to teach digital writing, we are happy to have his thoughts on Renee’s work during this podcast.

  • At the end of the section, “What is transformative use?” Troy writes: “If we as educators can invite our students to think critically about their use of copyrighted materials in the process of creating their own digital compositions, and help them understand what it means to build on the work of another in a transformative way, then we can open up thought-provoking discussions about how we compose in the 21st century.”  Can you say more about that Troy?  How does that look in your own teaching?

Now some teachers might not think that this document pertains to them because we might not all understand the title and/or the concept of “Fair Use,” but one of the things I notice pretty quickly about the document (on page 2) is that media literacy is often embedded in other subject areas.  Additionally the description of Media Literacy Education seems to describe what students do in Youth Voices a lot of the time, and what more students will be doing the more they create digital compositions.

  • ML is the capacity to access, analyze, evaluate, and communicate messages in a wide variety of forms
  • ML responds to the demands of cultural participation in the 21st century
  • ML like all literacy includes both receptive and productive dimensions
  • media can influence beliefs, attitudes, values, behaviors and the democratic process

The Guide addresses… “the transformative use of copyrighted materials in media literacy educations that can flourish only with a robust understanding of fair use….  The Supreme Court has pointed out that fair use keeps copyright from violating the First Amendment….  Fair use helps ensure that people have access to the information they need to fully participate as citizens.  The fair use doctrine allows users to make use of copyrighted works without permission or payment when the benefit to society outweighs the cost to the copyright holder.”“for any particular field lawyers and judges consider expectations and practice in assessing what is ‘fair’ within that field.  So in essence we’re talking specifically about fair use in an educational setting, about how fair use applies to student digital compositions published on the Internet – Youth Voices.The Fair use Doctrine (section 107) of the Copyright Act of 1976 states that the use of copyrighted material “for purposes such as criticism, comment, news reporting, teaching (including multiple copies for classroom use), scholarship, or research” is not infringement.In weighing the balance at the heart of fair use analysis, judges refer to four types of considerations mentioned in the law.

  • the purpose of the use
  • the nature of the copyrighted work
  • the amount and substantiality of the portion used in relation to the original work
  • and the effect of the use on the market for the original

In recent years, legal scholars have found that courts return again and again to two questions in deciding if a particular use of a copyrighted work is a fair use

  • did the unlicensed use “transform” the material taken from the copyrighted work by using it for a different purpose than that of the original, or did it just repeat the work for the same intent and value as the original?
  • was the material taken appropriate in kind and amount, considering the nature of the copyrighted work and of the use?

Applying the doctrine of fair use requires a reasoning process, not a list of hard-and-fast rules.  It requires users to consider the context and situation of each use of copyrighted work.  So we want you to join us. We’ll present a couple of cases from our work on Youth Voices.

Click Read more to see a transcript of a chat that was happening during the webcast.

Teachers Teaching Teachers #172 - Troy Hicks and The Digital Writing Workshop, Part 3 of 3 - Helping Students Craft Writing


69:21 minutes (15.87 MB)

In this final episode of our three part series, our guest-host once again is Troy Hicks, author of The Digital Writing Workshop, and Director of the Chippewa River Writing Project at Central Michigan University. He continues an exploration of the principles and practices described in the book.

For this third episode, we welcomed three teachers to the conversation. They discuss how they teach students to craft their writing through conferring and response:

Melissa Pomerantz of Parkway North High School in St. Louis, Missouri, describes how she uses audio feedback to respond to students through virtual conferences.

Heather Lewis of Waverly Middle School in Lansing, Michigan, discusses how she guides students through the revision process with Google Docs.

Joe Belino, a teacher of English to Speakers of Other Languages at Montgomery County Public Schools in Gaithersburg, Maryland, talks about the ways in which his students offer response to one another through the use of Google Docs.

As this series concludes, we invite all listeners to continue the conversation by joining the Digital Writing Workshop Ning and follow us on Twitter.

Click Read more to see a transcript of a chat that was happening during the webcast.

Teachers Teaching Teachers #171 - Troy Hicks and The Digital Writing Workshop, Part 2 of 3 - Exploring Author's Craft - 10.07.09


63:20 minutes (14.5 MB)

In this second episode of a three-part series, our guest-host was Troy Hicks, author of The Digital Writing Workshop, and Director of the Chippewa River Writing Project at Central Michigan University. Troy continued to explore the principles and practices described in the book. For this second episode, we also welcomed four Michigan teachers to the conversation, and they discussed how they teach the craft of digital writing:

  • Dawn Reed of Okemos High School discusses how students craft audio essays in the form of podcasts
  • Aram Kabodian of MacDonald Middle School shares his insights on the process of composing digital stories and public service announcements
  • Sharon Murchie of Bath High School describes how she guides her students through the research process for creating multimedia senior projects
  • Shannon Powell of Central Montcalm Middle School in Michigan discusses her experiences as a new teacher as she has begun to use digital writing in her classroom, including her recent integration of “SSR with RSS” for a class of reluctant readers

Next, on October 14th, Troy and another group of teachers who are featured in his book will discuss the process of conferring and response to student writers as they create digital texts.

Find out more on Troy's Ning:

Click Read more to see a transcript of a chat that was happening during the webcast.

Teachers Teaching Teachers #170 - Troy Hicks and The Digital Writing Workshop - Part 1 of 3 - Choice and Inquiry - 09.30.09


66:14 minutes (15.16 MB)

This is the first of a three-part series, guest-hosted by Troy Hick, author of the new Heinemann title, The Digital Writing Workshop, and Director of the Chippewa River Writing Project at Central Michigan University.  In this series, we will be exploring the principles and practices described in Troy's book. For this first episode, Troy welcomed three teachers (along with Paul Allison and Susan Ettenheim) to the conversation, and they discuss how they foster student choice and inquiry in their writing classrooms:

Penny Kittle, Kennett High School in New Hampshire will offer perspectives on writing workshop principles and why we need to begin to focus on digital writing

Sara Beauchamp-Hicks, formerly of Negaunee High School in Michigan will discuss her use of wikis and Google Docs to spur student inquiry

Chris Sloan of Judge Memorial High School in Salt Lake City will share insights on how students can make choices with RSS readers and blogging

Next week, on October 7th, Troy and his guests will explore the idea of “author’s craft” as it relates to creating digital texts. On October 14th, Troy will lead a discussion on the process of conferring and response to student writers as they create digital texts. We would invite you to join us on Wednesday at http://EdTechTalk.com/live at 9:00pm Eastern / 6:00pm Pacific USA Wednesdays / 01:00 UTC Thursdays World Times.

Join The Digital Writing Workshop Ning.

 

Click Read more to see a transcript of a chat that was happening during the webcast.

Teachers Teaching Teachers #157 - 06.24.09 - (3 of 3) Teaching the New Writing - Kevin, Bryan, Marva, Troy, and Dawn mix it up!


56:55 minutes (18.11 MB)


On this podcast, our guest host, Kevin Hodgson helped to wrap up the third episode of a Teachers Teaching Teachers 3-part series that centerd on the book Kevin helped to edit (and contributed a chapter to) called Teaching the New Writing: Technology, Change and Assessment in the 21st Century Classroom.

On June 10, TTT hosts Paul Allison and Susan Ettenheim interviewed the editors about the project, which looks at changes in the writing classroom through the lens of technology and assessment. (listen to the podcast of that show over at TTT#155). In the second show in this series, on June 17, TTT156, Paul turned the host reins over to Kevin as he chatted with some of the chapter writers about the concept of collaboration in the technology-infused classroom.

In this podcast, as Kevin once again graciously agreed to host the show, we looked at the concept of audience and technology is opening up new doors for publication and expanding audiences and what that does to writing in the classroom.

Chapter authors Dawn Reed, high school teacher and teacher-consultant with the Red Cedar Writing Project; Troy Hicks, associate Professor and director of the Chippewa Writing Project; and Bryan Crandall, high school teacher and a teacher-consultant with the Louisville Writing Project, shared examples of their classroom practices to prompt a discussion about audience in writing using digital technology. The topics they discussed included high school students using multimodal ways of writing in a speech class and an example of what happens when you take the senior project “digital.”  In addition, Marva Solomon joined us to talk about her work with a small group of struggling elementary school writers. The title of her chapter is “True adventures of Students “Writing Online: Mummies, Vampires and schnauzers, Oh My!”

Please enjoy the podcast, and add a comment with your story about how writing is changing in your classroom.

This podcast is the third of three Teachers Teaching Teachers shows in June that focused on this book. On TTT#155 (June 10) we had the editors of the book. Next for TTT#156 (June 17), we had authors from the different chapters of Teaching the New Writing on the show.

Click Read more to see a transcript of a chat that was happening during the webcast.

 

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