DCPS Guidelines for Multimedia Production
Daviess County Public Schools expects students, faculty and
staff to respect the integrity of intellectual property and follow copyright
laws. The following are guidelines to aid you in creating research products
using technology. They summarize and quote from the Fair Use Guidelines for
Multimedia produced by the Consortium of College and University Media Centers in 1996. http://www.utsystem.edu/ogc/intellectualproperty/ccmcguid.htm
Multimedia Projects (using PowerPoint, Hyperstudio,
etc.)
In creating academic multimedia products, students may use
the “lawfully acquired copyrights” works of others with proper credit and
citations. Any violation of not crediting sources is subject to AHS and DCHS
Honor Code Policy. Students may perform and display their own educational
multimedia projects in the course for which they were created. They may also
retain them as examples of their academic work for later personal uses such as
job and college interviews.
The rule of thumb for multimedia projects is to be
conservative. Use only small amounts of the works of others. Do not make any
unnecessary copies—no more than two copies for use and one additional back-up
copy. If a group created the project, each major contributor may make his or
her own copy but only for the purpose for which the project was originally
created.
Crediting Sources
Students should include a note on the closing screen of
their project stating that some materials in the presentation are included in
accordance with the Multimedia Fair Use Guidelines and are restricted from
further use.
Students should credit all sources of copyrighted
information with full bibliographic citations including author, title,
publisher, and place and date of publication, URL, etc. This bibliographic
information may be combined and shown in a separate section of the project, for
instance a “works cited” card or slide. If the copyright notice Ó and copyright ownership information is
shown in the original source, students must show it in the credits.
If there is a possibility that students will later use their
multimedia project in another way, for example dissemination on the Web or on
Cable Channel 54, they should take steps to obtain permissions for all
copyrighted portions while the project is being developed rather than waiting
until the project is completed.
Used by permission of Joyce Valenza, Springfield Township High School, Oreland, PA.
DCHS and AHS have defined plagiarism as follows.
Plagiarizing encompasses, but is not limited to, the
following:
Presenting as one’s own, the works or the opinions of
someone else without proper acknowledgement.
Borrowing of the sequence of ideas, the arrangement of
materials, or the pattern of thought of someone else without proper
acknowledgement.
Some examples are: having a parent or another person write
an essay or do a project which is then submitted as one’s own work; failing to
use proper documentation and bibliography.
The DCHS and AHS Honor code applies to all assignments. (See
student agenda handbook for Honor Code Policy).
Portions Used
There are very specific guidelines limited the portions of
copyrighted works students are allowed to use in a multimedia project. Portion
use varies according to information format:
|
Medium
|
What you can do
|
The Fine Print
|
|
Text: includes poems, articles, stories, essays, scripts,
slogans
|
Use up to 10% or 1000 words, whichever is less, of a
copyrighted work.
|
Poems: the entire poem if less than 250 words. No more
than 5 poems or excerpts of different poets from an anthology. No more than
3 poems or excerpts by one poet.
|
|
Titles
|
If a program is being broadcast or exhibited outside the
classroom, it may cause concerns if it slanders or refers to a recognized
title of a movie, book, television show or other product. The safest
approach is to avoid any connection.
|
|
Music, Lyrics, or Music Video
|
Use up to 10% of a copyrighted musical composition, but no
more than 30 seconds from an individual musical work.
|
Any alterations cannot change the basic melody or the
fundamental character of the work.
|
|
Illustrations and Photographs
|
One photograph, chart, diagram, cartoon, graph, or
illustration per book or periodical may be used in its entirety
|
No more than 5 images by an artist or photographer. No
more than 10% or no more than 15 images of a collective work.
|
|
Motion Media: includes Videotape, TV, DVD,
Laser Discs, QuickTime Movies, CD-Rom Encyclopedias
|
Up to 10% of a copyrighted work or 3 minutes, whichever is
less.
|
Up to 10% or 2500 fields or cell entries, whichever is
less, from a copyrighted database or data table.
|
|
Internet (use in multimedia projects)
|
Students should seek authorization from the copyright holder.
|
Images, sound, or music files may not be reposted onto the
Internet without permission.
|
Integrity of the copyrighted work : Alterations
Educators and students may make alterations in the portions
of the copyrighted works used in an academic multimedia project only if the
alterations support specific instructional objectives. All alterations must be
noted.
Permission is required:
For multimedia projects used for non-educational or
commercial purposes.
For duplication or distribution of multimedia projects
beyond limitations outlined above (posting on the Web, for example).
When distributing the project over an electronic network.
Publishing on the Web
The Fair Use Guidelines do not extend to Web publishing.
They end when the creator of the multimedia project loses control of his
product’s use, such as when it is accessed by others over the Internet. Student may choose to search for images in databases that are within the Public Domain. Students should obtain permission for all copyrighted portions of a web product, unless it is
very clearly noted that these materials are in the public domain and available
for free use. Requests for permission should begin while the project is being
developed.
When works pass into the Public Domain
|
Date of Work
|
Term
|
|
Created 1-1-78 or after
|
Life of author + 70 years
|
|
Published before 1923
|
In Public Domain
|
|
Published from 1923-1963
|
28 yrs.(+ 67 years if renewed)
|
|
Published from 1964-1977
|
95 yrs.
|
|
Created before1-1-78 but not published
|
Life + 70 yrs. or 12-31-2002, whichever is greater.
|
|
Created before 1-1-78 but published between then and 12-31-2002
|
Life + 70 yrs or 12-31-2047, whichever is greater.
|
Adapted and used by permission of University of North Carolina.
Requesting Permission of a Copyright Holder
When writing for permission you are more likely to get a
positive response if you:
Make it easy for the copyright holder to
respond.
Are very clear and specific about what materials
you want to use.
Are very clear on how you plan to use them.
Make your request politely and intelligently.
Remember to:
Ask only for what you really need.
Write early so that you have a better chance of
getting a response before your
deadline.
Include a stamped, self-addressed
envelope with a request via U.S. Mail or
E-Mail address.
Date
Publisher’s Name (if available)
Publisher’s Address (if available)
Dear Sir or Madam,
I am a student at _______________,
and I am writing to ask permission to use
__________________________________________________________________
(a quote or picture or music or video clip--be
specific about exactly what piece of copyright material you are asking for) in my assigned school project.
Thank you for considering my
request. If you agree, I will properly cite the source on my project. Please
let me know if you would like me to follow any special instructions for
acknowledging this material.
Please sign below and return this
form to me.
Sincerely,
Your Name
School
School Address
E-Mail Address
Permission granted
________________________________________signature
Full Name:_______________________________
Title:____________________________________
Date:____________________________________
Conditions/Instructions (if
any)________________________________________
Adapted and used with permission from Joyce Valenza, Springfield Township High School, Oreland, PA.
Web Site Evaluation Criteria:
How do I know if this is an acceptable source for my paper
or project?
Intention:
Why was the Web site created?
People put up Web pages for many reasons. The information
on the Web site may be slanted by a group or person’s personal point of view.
Ask yourself the following:
What purpose does the site serve? Information,
entertainment, or profit?
What does the author get out of it?
What does the purpose tell you about the
accuracy of the information?
What can the Web address (URL) tell you about
the site?
What opinion does this page represent?
Every page represents an opinion, but some are less reliable
than others. Some “facts” can simply be someone’s idea. Do you trust the
information you are reading?
What is the point of the Web site? Does it
sound reasonable?
Does the Web site seem objective?
Are there logical errors or conspicuous absences
of data?
Try to get more than one point of view on your topic.
Relevance
When was the page created?
Old information can be worse than no information.
Is there a date for the creation and/or updating
of the Web site?
Is your topic an issue that has changed over
time?
Who created this Web site?
Is the author stated?
What credentials does this person/s have?
Is this someone you have heard of?
Reliability
How good is the information?
Does this information contradict what you know
about the topic?
Are there grammar and spelling errors on the Web
site?
Do the graphics distract you or enhance the
text?
How well documented is the work?
Is there a bibliography or scholarly reference?
Do the links work?
Do the links take you to additional reliable
sources?
Adapted from the University of Michigan.
Simple Machine Commercials
Unit 2: Work and Energy
Commercial/
Presentation: should include the
following components:
1.
A definition or description of the simple machine and how your
invention works.
2. At least three
examples.
3.
The use of the machine in society (include both everyday use and
technical use).
4.
How you would calculate the
mechanical advantage of that machine and example of such a calculation.
5.
What happens when you multiply
forces in a machine?
6.
Describe the Energy use for your
invention.
7.
Describe the efficiency of your
machine
8.
Interesting facts or trivia about
the machine.
9.
The visual aide needs to be neat and
colorful.
10.
Include a two-minute commercial
that sells your product.
11.
Include all RESOURCES used.
*Please refer to the DCPS
Multimedia Guidelines for other information
relevant to the
development of this project.
On the presentation day, your
group will share the visual aide with the class. You should bring in your
invention as a model to show the class. You should provide the teacher and
class with 5 multiple choice questions that are appropriate for the rest of the
class to answer after hearing the commercial and presentation.
Scoring/Evaluation
Criteria:
Visual aide neat and colorful-10 pts
Visual aide meets all
requirements-10 pts
Information presented
correctly-40 pts
Serious attitude and able to
talk without reading-10 pts
Model brought in and
explained-10 pts
5 multiple-choice
questions-10 pts
Must be presented on time-10
pts
Total: 100 pts