Why do authors quote, clip and copy the creative work of others? How do the practices of imitation, copying, parody and remix support the development of creative authorship? When does copying limit creativity?



  • Renee’s visit with Facebook to discuss News Literacy
  • Reflective Essays: John Dewey was right!
  • Fair Use Week and Exploring Docent EDU: EFF article
  • Key ideas about copyright, fair use, and remix creativity
    1. What is the purpose of copyright?
    2. Why is the doctrine of fair use such an important part of copyright law?
    3. What kinds of misunderstandings do educators have about copyright and fair use in relation to digital learning?
    4. How did educational use guidelines, charts and checklists develop and what consequences did they have for teachers and librarians?
    5. What is the Code of Best Practices in Fair Use for Media Literacy Education and how is it different from the guidelines?
    6. Why does the legal use of copyrighted material need to be assessed on a case by case basis?
    7. Why is parody protected by copyright law?  Why is remix protected? What are the limits of these protections?
    8. What is digital rights management and why is it controversial?
    9. What are the three visions for the future of copyright and which most resonates with you?
    10. What’s one thing you wish everyone knew about how copyright law relates to digital literacy?
  • Preparing for LEAP 3 Collaboration: Learning through Dialogue
  • Brainstorming discussion strategy about Final Paper Project
  • Let’s Have a Sing Along (download the lyric sheet):

Screenshot 2017-03-06 19.32.03NON-SYNCHRONOUS ACTIVITIES: Please complete before March 20

Pedagogies of Authorship: Voice – Agency – Process – Product – Power. What are the power dynamics of digital authorship? How is youth creative authorship inflected by the expectations of teachers, mentors and guides?

  1. FOCUS QUESTIONS FOR YOUR READING AND VIEWING: What are the power dynamics of digital authorship? How is youth creative authorship inflected by the expectations of teachers, peers, mentors and guides? After reading and viewing, use the MUUT Digital Learning board to identify key ideas from your reading choices that enable you to compare and contrast these two videos. 
  2. READ. Choose two from the following list:
    1. Buckingham, D. (2003). Defining pedagogy. New sites of learning. Media education: Literacy, learning and contemporary culture (pp. 139 – 156 and 189 – 203). London: Polity.
    2. Hoechsmann, M. & Poyntz, S. (2012). Media production and youth agency. Media literacies: A critical introduction (pp. 100 – 136). New York: Wiley-Blackwell.
    3. Soep, E. (2006). Beyond literacy and voice in youth media production. McGill Journal of Education 41(3), 197–214.
    4. Mills, K. & Exley, B. (2014). Time, space, and text in the elementary school digital writing classroom. Written Communication, 31(4), 434–464.
    5. Hobbs, R. & Moore, D.C. (2014). Cinekyd: Exploring the origins of youth media production. Journal of Media Literacy Education 6(2), 23 – 34.
    6. Vasudevan, L., Schultz, K., & Bateman, J. (2010). Rethinking composing in a digital age: Authoring literate identities through multimodal storytelling.  Written Communication, 27(4), 442–468.
    7. Hauge, C. (2014). Youth media and agency. Discourse: Studies in the Cultural Politics of Education, 35(4), 471–484.
  3. VIEW. Watch both videos and consider the focus questions in relation to key ideas from the videos and readings.
    1. Determination. (2014). VIDEO: Black Men and the Media. Documentary.
    2. Determination Media Group (2015). VIDEO: Color Correction.


March 13 – SPRING BREAK: No Class

DUE: March 20 LEAP 3

DUE: Email the Instructor with a Plan for Your Final Paper/Project Idea – March 27


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