Get Smart: Net Smart

Howard Reingold’s Net Smart is really the perfect companion to a class about Information Use. Including elements from class that we have already studied (the Halo Effect, Information Diet), Net Smart also introduces new literacies like Participation and Collaboration that tie everything together.

What struck me most about Reingold’s writing was his chapter on Attention, specifically his ideas around solitude and mindfulness. He describes how a “media triggered distraction can be … a cause for a dangerous loss of solitude.”

In an ever-connected world, I really feel like all of us (especially educators) are losing our connection to ourselves. As an introvert, it can be difficult to navigate this new, ever-collaborating world. It seems like every minute there’s a conference call, a “brainstorming session,” a group project...it’s completely overwhelming for someone whose internal voice speaks louder than her external. We introverts have become really good at “playing the (extrovert) game,” but inside all I want to do is sit down with a pen and some paper and get my own thoughts together before jumping into the mix. There’s this idea out now (a misconception, I think) that “two heads are better than one,” and while I believe there’s a need for collaboration and co-learning among humans (Mind in Society, anyone?), there’s also an equally important need for self-reflection and internal dialogue. For more on this idea, check out this TED Talk from Susan Cain (her book Quiet is a must-read for any teacher):

Some of our greatest thinkers and innovators were introverts who worked alone, and I think Reingold is aware of the mindful traits that made them special.

Copyright and Fair Use: Erlaubt oder Verboten?

This week we discussed at length Copyright law, specifically Fair Use, and how it affects us as educators. In short? Without a thorough understanding of Fair Use laws, we simply cannot be effective instructors.

Fair Use is a sticky wicket, mostly because there is so much misinformation out there circulating as fact. Teachers are warned about the dangers of Copyright fraud, and that at any moment we or our students could be subject to auditing by the elusive Copyright Police.

In truth, many “guidelines” for Fair Use and appropriate Copyright practices do not follow the actual legislation at all. They are typically written by media companies who want to keep teachers and others from using their materials without their permission (i.e. without paying license or royalty fees).

In truth, educators need to be aware of five main indicators of Fair Use:

1. Tranformation: are you and/or your students using the Copyrighted material in a new, innovative way to deepen understanding?
2. Purpose: Why are you using this particular material? (ex: it is an example of the German sense of humor or gives perspective into how Germans think culturally about a specific topic)
3. Nature: Are you intending to use the material in the same way or for a different reason? Are you expecting to make money off of the use? Are your intentions ethical?
4. Amount: How much of the material do you intend to use?
5. Market Impact: Is your use of the Copyrighted material going to take market business away from the original creator? Are they going to lose income if you use the material?

It is a relief to finally be accurately informed about Fair Use. As a German teacher, it is essential that I incorporate authentic materials into my instruction. Students must be exposed to German that was created for and is used by Germans! Music, images, short films, newspaper and magazine articles are all part of these authentic cultural materials. It would be a disservice to my students to expose them to anything less (i.e. textbook or teacher-created “stand in” materials for the real thing). I can now evaluate my use of these Copyrighted materials, and make my own decisions as to how I want to use them (and how I want my students to use them as well) in my classroom.