1. Price argues that "Some information, even if it was developed by others than the writer, can be included in academic papers without being cited. This information is often identified as 'common knowledge' or 'fact'" (Price, 92). While it is simple to determine if a piece of information is a fact, how do we know if something can be considered common knowledge? How can we help our students understand how to identify information as common knowledge in their own writing?
2. Rife's article goes into great detail explaining when using copyright information is considered fair use. As we continue to encourage our students to use other mediums in their projects, such as images, videos, or audio, how can we best explain fair use to them so that their school projects do not cause them to break the law?
Hi Samantha!
ReplyDeleteI am replying to your second question related to the Rife reading. To begin, I think what is most important in terms of helping students is to move away from the previous misconceptions and issues surrounding incorporating fair use policies in the classroom: "A larger study found that artists and scholars are circumscribed in their composing choices because of lack of knowledge about fair use combined with fear of legal repercussions" (Rife qt. Heins & Beckles 156). I don't think I would assign this particular article because it is not written for students necessarily but for instructors; However, I thought the resources, such as the university websites mentioned would be a great starting place to have students explore perhaps during a research or library workshop day.