|
|
 |
 |
Within an approach based on National
Goal 1.3, the dry, boring subject of ‘copyright’
with its rules and punishments becomes both interesting and
meaningful for teachers and students.
When students create their own intellectual
property and know that they have rights over how these
creations are used, they are more likely to understand
that other people’s intellectual property is to
be respected.
A number of simple protocols can be established in schools
to teach these concepts:
- Put your name on your
work
An affirmative instruction for students
to claim ownership of their work. NB: Kindergarten
Copyright
- Copyright
Permission Form [PDF
example]
Students can stipulate the way their work will
be used outside the classroom.
- InnovatED
(IP Australia)
Approaches for teachers wanting to develop the
concept of intellectual property rights with
middle-school students:
- Creating Artworks
Valuable educational outcomes can be achieved
when students create their own artwork rather
than using clip art or images downloaded from
the Internet:
|
|
|
 |
Develop the habit of citing all
the resources used when answering research questions
from an early age.
- Thank You Page
A bibliography that young students compile.
‘We thought this was a great idea to
introduce the reasons why we "cite information"---
to "Thank" the individuals who wrote
the books that we used!’ Shonda
Brisco, LM_NET 2003
- Works Consulted
In later years, students continue to list everything
they use, not just the works they quote from.
- NAPPY - Name, Author,
Publisher, Place, Year
Students will enjoy the concept of ‘filling
their NAPPY’ when they write up their
bibliography.
‘The year 7 kids love it when we give
a resource introduction to a research topic,
and remind them to always fill their NAPPY when
doing research, or else they will find themselves
in a big mess! And, they remember it right through
to year 10!’ Murene
Cassai, OZTL_NET 2003
|
|
|
|
|
In the digital world, copy and paste
is so easy. Students can copy and paste information
from a variety of sources and get it exactly right.
Their quotations and citations should be perfect.
THE NEXT STEP:
Students must show how they made use of the information
that they copied.
This is the step that is often missing when students
plagiarise.
The responsibility for students taking this step successfully
comes back to the sorts of research assignments teachers
set.
- Students need an ‘essential
question’ to answer Jamie
McKenzie, 1996
- I honestly believe that
one big reason that kids plagiarize is that
they are NEVER asked to personalize their research
or come up with original, creative solutions
to problems though [sic] it. Our concern about
plagiarism should only be partially based on
intellectual property concerns – it should
also be based on whether we are using the research
project to make critical, original thinkers
out of students. Doug
Johnson LM_NET, 2002
|
How can a teacher librarian best help teachers to
develop effective research questions and scaffolding
the research process for students?
- Values Outcomes
Write values outcomes related to intellectual
property into every unit
of work [PDF example]
- Set Essential Questions
Students work with the teacher and/or teacher
librarian to set essential and subsidiary questions
to guide their research.
- Generic Digital Templates
Set up WORD documents that students can use
to make the gathering and transforming of information
simple and transparent.
- Use Email
Set up a sample
email for student to
use when they need to request permission to
use material for their research.
|
|
|
|
|
|
Teaching values when students are undertaking
research can work on a number of levels:
|
- Individual teacher/teacher librarian collaboration
- Whole-school approach
The current emphasis on values and concern about plagiarism
makes it an ideal time to win support of the school
community to this approach.
|
|
|
|
