Tuesday 15th April 2008 2:45 pm
Stephen Schultze: The Inspired Highlighter
We continue our conversation about teaching media literacy and ethics. Stephen Schultze describes a specific learning activity designed to help students explore norms of ownership, authorship, and copyright in the digital age.
When you’re doing research or creating a work of art, the line between original work and copying is sometimes blurry. This activity helps “highlight” these distinctions.
In The Inspired Highlighter, students review different media samples in which one work is influenced by a former work. The two samples are presented side-by-side, and students identify the various tools that the latter author draws upon elements of the first work-characters, point-of-view, wording, theme, etc. We provide several options for teachers, such as Emma and Clueless, Gone with the Wind and Wind Done Gone, Moby Dick and a contemporary stage adaptation, Harry Potter fan fiction, and more. Students are also provided with simple summaries of concepts such as plagiarism, inspiration, copyright, public domain, and fair use. Working in groups or individually, students make comparisons across different genres, media forms, and authorial communities. This involves judging what makes for acceptable appropriation and what does not. Students identify the difference between using content as inspiration versus straightforward plagiarism.
The activity uses two conceptual tools to guide students through this process. First, the students themselves place the particular instances that they discover in a simple grid that helps them the tools the author, the nature of the appropriation, and the possible motivations of the second author. The second conceptual tools is a simple graph, featuring “unacceptable copyright” on one axis and “acceptable norms” on the other. Together on the board, the class discusses where on this axis they would place the specific examples they found. Perhaps some examples are acceptable with respect to copyright law but unacceptable when it comes to authoring an original academic work. Perhaps some cases are unacceptable with a strict interpretation of copyright, but seem perfectly acceptable when considered in light of social norms.
By the end of the activity, students should be able to identify norms of ownership, tools of authorship, and instances of clear and not-so-clear plagiarism. Going forward, we hope that students will be able to highlight and consider these dilemmas not only in their school work but also in day-to-day situations.
Editor’s Note: This post is part of a five-part collaborative series from MIT’s Project New Media Literacies and Harvard’s GoodPlay project. See series index here.
Category: Civic-Engagement, Credibility, Ecology-of-Games, Identity, Race-Ethnicity, Unexpected
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