You might be a 21st Century Librarian in New Hanover County if...


Competency

Examples

Ideas

Other Comments

You teach students to care about their
own digital footprints–and monitor them
using people search tools.
Ashley has a blog activity where students interact with a series of senarios that allow them to apply copyright and intellectual property rights. Once the students have read the scenarios, they are then prompted to answer a series of questions. Their answers then spark further discussion on the copyright blog. Here is the link our copyright blog site: http://mediaskills1.blogspot.com/2009/10/copyright-and-intellectual-property.html


You encourage students to develop
academic–NOT invisible–digital footprints.



You teach students about norms
for appropriate behavior in wikis and blogs.
At Anderson I have a blog where students can comment about book reccomendations. I also have a wiki with our Tech. Facilitator that lists student resources and teacher resources. http://www.meyersmedia.blogspot.com/
http://meyersmedia.wikispaces.com/Teacher+Resources

At Holly Shelter, the technology facilitator and I assisted 8th grade students with creating their own wiki to demonstrate their computer competency requirements. While creating these wikis through Gaggle accounts, I used this opportunity to talk to the students about appropriate behavior on blogs and wikis, whether they are using them for school projects or personal use.



You model respect for intellectual property
in a world of shift and change. You encourage and
guide documentation for media in all formats.
At Holly Shelter, I conduct research stations for students to find informaiton from a variety of formats: print and nonprint. In one these stations, students must use a Nook eReader. As I facilitate this station, I asked students if they think the Nook should be cited as a "print" or "nonprint" source? During this learning opportunity, I teach the students how the MLA guidelines have been revised to incorporate new tformats of resources for research. When citing an eReader, one must use the "book" source on the citation generator to include the citiation in their bibliography.


You lead students to Web-based
citation generators and note-taking tools
to guide them in these efforts.
At Trask, students use Citation Machine then copy/paste citations into a bibliography. http://citationmachine.net/
The Ashley Media Center webpage has links to easyBib and Citation Builder (NCSU). On the same page they have access to MLA Format from Purdue Owl. Students also have access to citation machine on NC Wiseowl.

The Holly Shelter Media Page has a link to the Citation Generator on NC WiseOwl. During research classes, I navigate the site to not only to show students how to find the generator, but also how to make selections based on the resource formats they are using.


You recognize and lead students and teachers
to the growing number of
copyright-friendly or //copyleft// portals.
The Holly Shelter Media Website includes a direct link to the text, images, sound, etc. copyright resources listed on NC WiseOwl.


You understand Creative Commons licensing
and you are spreading its gospel.



You encourage learners to apply Creative
Commons licenses to their own creations.



You are revising and expanding your notion of
Fair Use in line with the Code of Best Practices
in Fair Use for Media LiteracyEducation .



You say “yes” a lot more. You know that in their
creative remixes and mash-ups, students may use the
copyrighted works of others in their own work without
asking permission under certain conditions. You are
discussing transformativeness with students and faculty.
(See The Cost of Copyright Confusion for Media Literacy
and Fair use and transformativeness: It
may shake your world)



You use a tool for reasoning whether a proposed
use is Fair Use. (Tool for reasoning Fair Use.pdf)
You ask students to ask these two questions when
they are using the copyrighted work of others in
their own media:
1. Did the unlicensed use transform the material taken
from the copyrighted work by using it for a
different purpose thanthat of the original, or did
it just repeat the work for the same intent and
value as the original?
2. Was the material taken appropriate in kind and amount,
considering the nature of the copyrighted
work and of the use? (From the Code of Best
Practicesin Fair Use for Media Literacy Education)