"How do your students respect intellectual property?"

For this week's blog, I decided to inquire with my colleagues about how they address the issue of intellectual property with their students.

Before delving into discussions with my colleagues, I realized the importance of having a clear understanding of what intellectual property entails. I referred to Wikipedia for a concise definition, which states that intellectual property encompasses legal property rights over creations of the mind, including both artistic and commercial endeavors (Wikipedia). Rebecca Butler in "Borrowing Media from Around the World" further elaborates on this, highlighting various categories such as copyright, patent, trademarks, trade secrets, and brand names (Butler, 2005).

Reflecting on my own practices, I acknowledged instances where I've utilized both non-copyrighted and copyrighted material in my lessons. For example, I've incorporated images from National Geographic magazines and various websites into Science and Social Studies projects for my Grade One students. While I believed these materials enhanced my students' learning experiences, recent discussions prompted me to question whether using such resources was appropriate.

To navigate this dilemma, I turned to the "Code of Best Practices in Fair Use for Media Education," which outlines three fundamental rules to follow when unsure about using someone else's material:

1. Assess the potential for excessive economic harm to the owner of the material.

2. Act reasonably and in good faith with the material.

3. Evaluate whether using the material promotes the advancement of knowledge.

While adhering to these rules provides guidance, it's crucial for educators to teach students about plagiarism and the importance of respecting intellectual property. The landscape of information sharing is evolving, and new norms are emerging. Hence, it becomes imperative to instill responsible digital citizenship in students.

Mike Ribble's "four stage framework" for teaching digital citizenship offers a valuable model for educators to incorporate media literacy education from Grade 1 to Grade 12. This framework encompasses awareness, guided practice, modeling and demonstration, and feedback and analysis. Implementing these stages allows for a comprehensive approach to teaching students about respecting intellectual property and navigating the digital world responsibly.

During discussions with my colleagues, I discovered various strategies they employ to instill the concept of intellectual property in their students. Many primary grade teachers use terms like "fair use" and "copyrighted" when incorporating images or text from the internet and print materials into classroom projects. Additionally, emphasizing the value of students' own work by referring to them as authors and illustrators fosters a sense of ownership and respect for intellectual property.

As I continue to explore ways to teach primary students about respecting intellectual property, I remain committed to following best practices and integrating ongoing discussions about responsible technology use into our curriculum. These efforts will ensure that our students become informed and ethical digital citizens.