what sources a literacy teacher can use
As a literacy teacher I use media literacy like watching television, reading newspapers, posting commentary to a blog. Indeed, media literacy is implicated everywhere one encounters information and entertainment content. The foundation of effective media analysis is the recognition that all media messages are constructed, each medium has different characteristics and strengths, media messages are produced for particular purposes, all media messages contain embedded values and points of view. Also people use their individual skills, beliefs, and experiences to construct their own meanings from media messages, media messages can influence beliefs, attitudes, values, behaviors, and the democratic process. Educators and learners in media literacy often make uses of copyrighted materials in the classroom, at a conference. Do enjoy certain copyright advantages, and could receive special consideration under the fair use doctrine. Educators should share their knowledge of fair use rights with library and media specialists, technology specialists, and other school leaders to assure that their fair use rights are put into institutional practice.
As a literacy teacher I use media literacy like watching television, reading newspapers, posting commentary to a blog. Indeed, media literacy is implicated everywhere one encounters information and entertainment content. The foundation of effective media analysis is the recognition that all media messages are constructed, each medium has different characteristics and strengths, media messages are produced for particular purposes, all media messages contain embedded values and points of view. Also people use their individual skills, beliefs, and experiences to construct their own meanings from media messages, media messages can influence beliefs, attitudes, values, behaviors, and the democratic process. Educators and learners in media literacy often make uses of copyrighted materials in the classroom, at a conference. Do enjoy certain copyright advantages, and could receive special consideration under the fair use doctrine. Educators should share their knowledge of fair use rights with library and media specialists, technology specialists, and other school leaders to assure that their fair use rights are put into institutional practice.
Educators should choose material to the project or topic, using only what is necessary for the educational goal or purpose for which it is being made. Where illustrative material is made available in digital formats, educators should provide reasonable protection against third-party access and downloads. Educators using concepts and techniques of media literacy should be able to share effective examples of teaching about media resource materials. In materials they wish to share, choose illustrations from copyrighted media that are necessary to meet the educational objectives of the lesson, using only what furthers the educational goal or purpose for which it is being made. Students can use copyrighted material for creative effort and how their use of a copyrighted work repurposes or transforms the original. Of course students and educators can use free sources on internet and ask for permition to use books from the author.