The Alliance for Young Artists & Writers has responded to an 8th-grader’s complaints about the intellectual property provisions of their signature student awards program.
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Amidst the conversations about the importance of imparting information literacy and ‘digital citizenship’ skills to students, isn’t it time that we help them turn a more critical eye to the intellectual property and privacy provisions of commercial terms of service?
As a favor to powerful industry lobbyists, ESSA mandates the teaching of the ‘harms of copyright piracy’ in schools.
To combat OERwashing, the practice of organizations’ falsely claiming they are pro-Open to gain a benefit in the education market, we must be able to go beyond the elephant (“I know it when I see it”) test.
While the OER movement is global in scope and ambition, the context of implementation matters. I contend that how educators are supported and empowered to address the problems of practice will have everything to do with the ultimate success of the OER movement in the U.S. K-12 context.
The instructional materials procurement decisions facing K-12 school districts have never been more complicated, and how districts procure digital textbooks and instructional materials matters. Unless they’re careful, districts may be getting both more and less than they’ve bargained for in agreeing to restrictive digital content licenses.
I have a confession to make. I work in K-12 education in the U.S., and I am merely a fan – not a fanboy – of open educational resources (OER). I suspect that some will claim that this is a difference without a distinction. Others surely see me as some sort of OER fanatic. I beg to disagree.