Intro
Indicators
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Examples
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Introduction

The purpose of this standard is to encourage you to reflect on the use and citation/attribution of copyrighted and openly licensed works in your course. It’s easy to get confused as to what is copyrighted and what isn’t, so consider everything to be copyrighted unless it is clearly marked as being licensed differently and keep in mind that just because a resource is available for free, for example on a website, doesn’t mean that it is copyright free. It’s always better to err on the side of caution and include a citation or attribution, even if it’s just an informal one. Usage permissions granted by copyright range from from “All Rights Reserved” to “No Rights Reserved”.

All Rights Reserved - In the U.S., copyright is a federal law that grants “All Rights Reserved” protection to an author’s original intellectual property. This protection applies whether the work is published or unpublished and whether or not the work is clearly marked as being copyrighted. U.S. copyright is protected in many countries and applies to original literary, dramatic, musical, and other artistic works, like poetry, novels, movies, songs, computer software, and architecture but does not protect facts, ideas, systems, or methods of operation. If you are using “All Rights Reserved” materials in your course, exceptions for educational use of copyrighted works that fall within Fair Use and the T.E.A.C.H. Act may apply. Under all other circumstances, you should seek the author’s permission to use their work and cite your source.
Some Rights Reserved - The use of openly licensed works in education, otherwise known as open educational resources (OER), has become quite popular over the last decade. Open licensing works within existing copyright law to provide authors worldwide with a free and easy way to grant others permission to use and share their creative works with few or no restrictions. In other words, with “Some Rights Reserved.” Creative Commons (CC) is the most widely used system for openly licensing materials. As with fully copyrighted materials, when you choose to include openly licensed materials in your course, you should attribute the author. For openly licensed materials, you should include an attribution, rather than a citation to credit to the author.
No Rights Reserved - Some works like facts and ideas, government documents, works with expired copyrights, and works that an author has chosen to share without restriction, fall into the Public Domain. Works in the Public Domain may be used without restriction. In other words, they are considered “No Rights Reserved.” Even though citing or attributing works in the Public Domain is not required, it is still a good practice to provide information about these resources so your students can easily find and explore the original work if they wish to.

Mindfully selecting course materials with respect to copyright and open licensing, not only protects you from committing copyright infringement, but also models good practices for using “borrowed” materials for your students. In addition to modeling academic honesty, well-organized references with clear citations or attributions to the original source can also help students further explore and develop their interests in the field. Choosing to use OER and/or co-create OER content with students also models good practices for sharing and attributing resources. As a bonus, co-creation of open resources has the added benefit of engaging students more deeply in their learning.

Why it Matters to Students ...

X is taking an online Public Speaking course. For the second assignment, students are supposed to include a link to a famous speech that represents their values. Before posting, X sees feedback from the instructor on a classmate’s post that they need to cite the sources they use. However, the instructor did not cite or attribute the resources used in their post, so X wonders “why do we have to do that if the teacher doesn’t?” (4.5.a and 4.5. b). Earlier in the week X read a very brief statement about cheating and plagiarism in the syllabus, but no other mention seems to be made of it in the course materials. X isn’t sure exactly what “plagiarism” means and is hesitant to ask questions about it. (4.5.c) X also wanted to read up on a few topics in the first module lesson, but cannot figure out where to find the resources the teacher mentioned. (4.5.a and 4.5. b)

Consider This ...

How are you modeling giving credit to the authors/creators of the resources you used to build your course content? If you’re not formally or informally citing your sources, what example does that set for students?
How are you communicating your expectations regarding academic integrity in your classroom? How are you inviting students into the conversation? How do you engage students in co-creating shared values around cheating and plagiarism?
What types of resources are included in your course to help students learn about OER and open licensing? How are you inviting students to learn more and explore open licensing?

Indicators Explained

The Indicators for Standard 4.5 are organized by Essentials and Next Steps. Click the menu bars below to expand and read about the Indicators in each section.

Essential

Applying all Essential Indicators demonstrates that your course design includes the basic foundational elements that must be present for students to succeed in an online course.

4.5.a - Course design models and promotes academic integrity.

Ideas about the ownership of intellectual property and how that property can be used varies around the world, so in addition to understanding the basics of American copyright law, it is also important to explore the different ways in which your students may understand the concepts of cheating, copyright, plagiarism, and the use of intellectual property. In some cultures, knowledge may be considered as belonging to the whole, rather than to an individual. In others, students may be expected to use verbatim, the words of others without citation as those knowledgeable in the field, such as teachers, are expected to be familiar with certain works as common knowledge. And, in some cases, citing the source may even be seen as insulting or offensive to the teacher. And, with smartphones, tablets, the multitude of content creation tools, and the internet readily available, many of today’s students are used to openly collaborating, mixing, and sharing content. A good way to address the differences in expectations between institutional policies, faculty, and students is through transparent communication and infusing values of academic integrity into your course culture.

Students cheat and plagiarize for many reasons including fear of failure, poor time management, pressure to succeed, anxiety, poorly designed or misaligned assessments, lack of confidence, and the list goes on and on. One of the best ways to discourage academic dishonesty in your classroom is to work in collaboration and partnership with your students rather than punitively against them. For example, using a plagiarism detection service like Turn It In may tell you if a paper or portions of it have been copied, and using proctoring software like Respondus may help identify students who looked up answers during an exam, however neither does anything to help students learn about, or think critically about, the values of academic integrity.

While you cannot stop every single student from cheating or plagiarizing, you can proactively design your course to reduce conditions that encourage or pressure students to cheat. Here are some tips for designing your course to promote academic integrity:

Be transparent about your expectations regarding academic integrity in your classroom and invite students to contribute to the conversation and engage in co-creation of shared values around cheating and plagiarism.
Be transparent about the level of collaboration expected for each assessment.
Build a relationship with your students and trust them to do the right thing.
Scaffold skills acquisition and provide plenty of opportunities for practicing and receiving feedback.
Design or co-create relevant assessments with students, that help students connect coursework to their experiences and life outside the classroom.
Allow students a choice in how they will be assessed.
Include review opportunities before each assessment, share practice questions/problems/scenarios written by you or the class.
Allow adequate time for completing each assessment.
Focus grades less on high stakes assessments and more on collaborative learning.
Identify undesirable sources, such as Chegg, that students should avoid when completing their work. Be sure to engage students in discussion about these sites.

4.5.b - Copyrighted course materials include a citation.

Copyrighted resources such as publications, phrases, quotes, graphs, charts, tables, maps, images, vidoes, media, music, and data used in your course should be clearly cited. Citations typically include basic information about the original source such as the author, title, institution, and location. In some cases an informal citation, like providing a short description and a link to the original work may be enough. In other cases you may want to include a more formal citation following the citation style used within your discipline. For example, APA, MLA, or Chicago. Citing the resources you’ve used in the development of your course materials is important because:

It gives credit where credit is due - to the author/creator of the work.
It helps distinguish your ideas from the work of others.
It can lend credibility to an argument or help support an idea.
It informs students where you found the information.
It helps students to locate and investigate the original work on their own.
It helps model the citation style you’d like students to use.
It informs other educators with whom you may share your work, where the content or ideas originated.
It provides you protection against plagiarism.

4.5.c - Openly licensed course materials include an attribution.

Whenever you include open educational resources (OER) in your course, you should give credit to, or attribute, the original creator/author following the guidelines for how the work is licensed. Openly licensed materials are free for anyone to use with few or no restrictions and are commonly labeled using one of six types of Creative Commons (CC) licenses that allow authors to choose how others may reuse, retain, remix, and redistribute their work. The table below describes the various types of CC licenses beginning with the least restrictive and ending with the most restrictive.

*Types of Creative Commons Licenses*
Type of License	Description	Explanation
CC BY	Attribution	Attribution required
CC BY-SA	Attribution-ShareAlike	Attribution required and work must be reshared if you remix or revise it
CC BY-ND	Attribution-NoDerivatives	Attribution required and you may not make changes
CC BY-NC	Attribution-NonCommercial	Attribution required and no commercial use is allowed
CC BY-NC-SA	Attribution-NonCommercial-ShareAlike	Attribution required, no commercial use is allowed, and work must be reshared if you remix or revise it
CC BY-NC-ND	Attribution-NonCommercial-NoDerivs	Attribution required, no commercial use is allowed, and you may not make changes

If you are using materials in your course that are released under an open license be sure to add an attribution that includes the title, author, and licensing information. Note that depending on the type of license, you may also need to indicate in the attribution whether the work is a derivative of the original. In addition, each element of the attribution should also be linked to the original source whenever it’s available. For example,

Unless otherwise specified, the WA Course Design Checklist (V3) and supporting resources by SBCTC and Alissa Sells are licensed under a Creative Commons Attribution International 4.0 License.

The easiest way to write an attribution is to use the Open WA Attribution Builder. This amazing tool lets you paste in all the important information about your source and then generates the attribution for you! All you have to do is copy the attribution and paste it into your document, slides, LMS page, etc. Your students can use this tool too!

Some open resources are part of the Public Domain, meaning they are free for the public to use because the materials were originally released without restrictions or the original copyright has expired. While no attribution is typically required for resources in the Public Domain, it is still good practice to include an attribution in case a student wants to learn more about them. Creative Commons licensing also includes an option for labeling works in the Public Domain.

Next Steps

Applying all Essential Indicators for this Standard combined with one or more of the following Next Steps Indicators demonstrates that your course design includes the basic foundational elements necessary for students to succeed in an online course plus additional elements that are intentionally designed to increase student success in your online course.

4.5.d - Course files include documented permission to use extensive portions of copyrighted materials.

All creative works are protected by copyright. This applies even if the work is free or not visibly licensed. As an educator, you have some leeway under Fair Use and the T.E.A.C.H. Act to use portions of copyrighted works in your classroom. However, if you are using large portions of a creative work, or are using it in its entirety, like showing a whole movie, you must get permission from the author to use it. In many cases, your campus library may have already paid for, or requested permission to show or use certain creative works, so it’s a good idea to check in with your library team to learn about media streaming services available on your campus. Your library team can also help you request permission to use a work. If you prefer to get the author’s permission yourself, here is a simple form to use.

4.5.e - Course files include documented permission to use examples of student work.

When sharing student work, you must consider copyright. As authors and creators, students maintain an “All Rights Reserved” copyright on the work they produce which means you must obtain permission from them to use their creative work as examples for future students. You can do this simply by getting it in writing, either via email, by having students sign a consent form that you can keep on file, or by filling out an online form that feeds into a tracking spreadsheet.

Another consideration when sharing student work is student privacy. The Family Educational Rights and Privacy Act (FERPA) gives students the right to control who can access their “education records”, so be sure to check in with your institution to determine if student work is considered an “educational record” on your campus. If so, you may also need students to sign a FERA release form. When sharing student work, also be sure that the student’s grade, grading feedback, and any other identifying information has been removed unless the student has granted you permission in writing to use that information.

The most easiest method for getting permission to use and share student work is to engage your students in conversation around open licensing and build the option into your course materials. If a student work is openly licensed, as long as you properly attribute the resource, you don’t need to ask for permission to use a work because the student has already granted it. However you choose to get permission from your students - be it by email, signing a consent form, filling out an online form, or through open licensing - transparent communication that clearly outlines the process and clearly defines how you plan to use their work, will help students make informed choices about allowing their work to be shared.

4.5.e - Course files include documented permission from a minor’s legal guardian(s) if identifiable images of the child have been used in the course.

Both federal copyright and state privacy laws must be considered when using images of children in your course materials. From the copyright perspective, using a copyright-cleared photo of a child without permission is allowed. However, doing so may not be in compliance with WA State’s privacy laws (RCW 63.60.010). Using an image of a child without consent, violates privacy laws when:

The image contains the child’s likeness and/or other identifying information that could put the child’s safety at risk.
The photographer and/or party posting and granting permission to use the photo is not the parent or legal guardian of the child.

To safely use images of a child in your course materials, the image must meet all of the criteria for Condition 1 or Condition 2 listed below.

Condition 1 (must meet all three criteria)

Photo is cleared of copyright meaning it is openly licensed, in the public domain, your own taking, or you have permission from the copyright holder,
A child’s likeness is NOT identifiable in the photo,

Examples of Identifiable and Non-Identifiable Likenesses

Child's Likeness is Identifiable Child's Likeness is Not Identifiable
AND the photo does not contain visual information that potentially puts the child’s privacy at risk. For example, the child’s name, school name, street name, etc.

or,

Condition 2 (must meet both criteria)

Photo is cleared of copyright meaning it is openly licensed, in the public domain, your own taking, or you have permission from the copyright holder,
AND a child’s likeness is identifiable in the photo and/or contains visual information that can compromise the child’s privacy, but you have obtained and documented parental consent to use the photo in your course materials or textbook.

The best practice when searching for and using images of a minor child (children), is to choose copyright-cleared photos that do not show the child’s likeness or to seek out parental permission to use the image if the child’s likeness is shown. The questions below will help you to determine when you can safely use a child’s image.

*Can I use this Child's Image Questions*
Questions	Answers
Is this photo of a minor child (children) cleared of copyright (e.g., openly licensed, in the public domain, or your own taking)?	If yes, go to next question. If no, don’t use the photo.
Have you received and documented parental consent (or you are the parent/legal guardian)?	If yes, use the photo. If no, go to next question.
Is a child’s likeness identifiable in the photo or does the photo contain information that potentially puts the child’s privacy at risk?	If yes, don’t use the photo. If no, use the photo and include an attribution.

An easy way to request a parent or guardian 's permission in writing is by email or by asking them to sign a parental consent form that you can keep on file.

4.5.g - Course includes a citation/attribution page with information about all materials used.

A citation/attribution page is an alphabetical listing of all of the works you cited and/or attributed in your course materials. This can be done formally, or informally depending on your needs. Formal citation styles and reference pages, such as those used for APA or MLA style, are required only for scholarly publication. However, it is a good practice to model the citation and reference style in your course that you expect students to use in their coursework, meaning if you expect students to use APA citation, then you should too. It’s ok to list both citations for copyrighted works and attributions for openly licensed works in the same reference list. A formal reference list will include detailed information about the author, title, institution, and location of the publication. If informally listing works, be sure to include enough information that the resources are easy for readers to find and investigate your sources, for example, by including the author’s name, the title of the work, and a link to the item.

A formal reference list will include detailed information about the author, title, institution, and location of the publication. If informally listing works, be sure to include enough information that the resources are easy for readers to find and investigate your sources, for example, by including the author’s name, the title of the work, and a link to the item. It’s ok to mix both citations for copyrighted works and attributions for openly licensed works within the same reference, bibliography, or general resources list. Some common places to locate citation/attribution lists include: the end of slides decks, the beginning or end of a module, in a dedicated section at the end of each content page, or on a dedicated page at the end of the course.

4.5.h - Course includes instructions for students who wish to openly license their course artifacts.

As an instructor, you likely know how much students can benefit from seeing the work of other students. For example, sharing project examples with your class can help students decode assignment expectations and improve their work. Students also benefit from sharing their work with future classes and with audiences beyond the classroom setting. Knowing that their work will be shared with an authentic audience can motivate students to create higher quality artifacts and help keep them engaged in the learning process.

Students may be aware of basic copyright laws, but most probably haven't heard much about open licensing and don't know they can openly license their own work. Adding value to the world by sharing their can deeply engage students in their learning, but choosing to openly license their work should always be optional and their grade should never depend on the licensing choice they make, so be mindful to share information about open licensing in a way that does not create pressure for students to choose a specific license. Co-creating values with your students around open licensing opens up a world of possibility where students can practice global citizenship by:

Sharing knowledge with others
Increasing access to information for others
Increasing the visibility of their work
Connecting and collaborating with others
Giving back to the world and their community

When used in combination with open pedagogy practices, providing students with informative resources and engaging them in conversation about the value of open licensing and helping others through knowledge sharing, further engages students in the learning process.

Canvas Tools

These Canvas tools can help you meet this standard and make your work easier:

Discussions, Assignments, or Quizzes: Use a discussion, assignment, or quiz to engage students with content. For example, by providing space for students to share about topics regarding copyright, open licensing, or plagiarism.
Modules + Pages: Use a Page added to a Module to introduce topics. For example, a module containing pages dedicated to copyright, open licensing, or plagiarism.
Rich Content Editor: Use the Rich Content Editor to add open source images or hyperlinks to your course. For example, by using the Image icon to select the Unsplash option when searching for images or using the Link icon to create hyperlinked citations/attributions.
Course Settings: Use Course Settings to let students know that your course is openly licensed. For example, by selecting a CC Attribution from the License options available in the Course Details tab.
Files: Use Files to organize and house important documents. For example, add an unpublished folder to your Files area to archive and securely house your copyright consent and other permission forms.

Examples of Standard 4.5

Want to see how other instructors have applied this Standard in their course? Check out these examples!

Example 1

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Example 2

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Example 3

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Example 4

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Example 5

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Ways to Apply Standard 4.5

Need some ideas for how to apply this standard to your course? Try one of these!

4.5.a - Modeling and promoting academic integrity

(4.5.a) Use a discussion, assignment, or quiz to engage students with content and build shared values around plagiarism.
(4.5.a) Be transparent about and discuss your expectations regarding academic integrity in your classroom with students and invite them to contribute to the conversation and co-create shared values around plagiarism.
(4.5.a) Add a module to your course dedicated to issues of copyright and plagiarism.
(4.5.a) Add a note to each assessment that clearly states the level of collaboration expected for each assessment.
(4.5.a) Break down complex tasks into smaller parts to scaffold skills acquisition.
(4.5.a) Add opportunities for practicing new skills and receiving feedback before students take graded assessments.
(4.5.a) Design relevant assessments that help students connect coursework to their experiences and life outside the classroom.
(4.5.a) Co-create assessments with students.
(4.5.a) Allow students choice in how they will be assessed.
(4.5.a) Include review opportunities before each assessment.
(4.5.a) Before higher stakes assessments, share practice questions/problems/scenarios written by you or the class.
(4.5.a) Increase the amount of time for completing each assessment.
(4.5.a) Re-weight assignment groups to focus grades less on high-stakes assessments and more on lower-stakes learning opportunities on collaborative learning.
(4.5.a) Add a note to each assessment that clearly reminds students of the undesirable resources, such as Chegg, that should be avoided when completing their work.
(4.5.a) Create an assignment group and set the options to Drop a quiz score.

4.5.b - Including citations on copyrighted materials

(4.5.b) Review the copyrighted materials used in your course. Request permission to use materials as needed. Add formal or informal citations to credit your sources.
(4.5.b) Use a citation builder to quickly create consistently styled citations to add to your course.

4.5.c - Including attributions on open resources

(4.5.c) Review the openly licensed materials used in your course. Add formal or informal CC Attributions to credit your sources.
(4.5.c) Use the OpenWA Attribution Builder to quickly create consistently styled attributions to add to your course.
(4.5.c) Add a CC Attribution to your course from the License options available in the Course Details tab to let students know that your course is openly licensed.
(4.5.c) Replace copyrighted materials with openly licensed works or works in the Public Domain.

4.5.d - Documenting permission to use extensive use of All Rights Reserved copyrighted materials

(4.5.d) Review the copyrighted materials used in your course. Request permission to use materials as needed. Add formal or informal citations to credit your sources.
(4.5.d) Check in with your campus library team to learn about media streaming services available on your campus.
(4.5.d) Ask your campus librarian to help you request permission to use a large portion of a work, or a work in its entirety.
(4.5.d) Request the author’s permission to use a large portion of a work, or a work in its entirety, yourself by email or using a request form.
(4.5.d) Add an unpublished folder to your Files area to archive and securely house your copyright consent and other permission forms.

4.5.e - Documenting permission to use student work

(4.5.e) Use a written consent form to document students' permission to use their work.
(4.5.e) Add an unpublished folder to your Files area to archive and securely house your copyright consent and other permission forms.

4.5.f - Documenting permission to use images of minor children

(4.5.f) Review all images of children used in your course. Use the decision tree questions to determine if the images can be used. Remove images or request permission to use them as needed. Add formal or informal citations/attributions to credit your sources.
(4.5.f) Add an unpublished folder to your Files area to archive and securely house your copyright consent and other permission forms.

4.5.g - Including a citation and/or attribution page

(4.5.g) Catalog your citations and attributions in a sortable spreadsheet that students can use to locate and explore your sources. Share the spreadsheet with your students.
(4.5.g) Add a citation/attribution page to your course with detailed information about all resources used in the course.
(4.5.g) Add a citation/attribution page to each module in your course with detailed information about all resources used in the learning unit.
(4.5.g) Add a citation/attribution section to each page in your course with detailed information about all resources used on the page.
(4.5.g) Add a citation/attribution page to your slide decks and other resources such as handouts with detailed information about all resources used.
(4.5.g) Add a module to your course dedicated to resources and references used throughout the course.

4.5.h - Including instructions for openly licensed student work

(4.5.h) Add how-to instructions to your course for students who wish to submit their work with an open license.
(4.5.h) Add a module to your course dedicated to issues of copyright and plagiarism that includes directions for openly licensing student work..
(4.5.f) Use a discussion, assignment, or quiz to engage students with content and build shared values around copyright and open licensing.

Resources

Recommended Reading

Website: Achieving Academic Integrity by Iowa State University.

References

4.5.a - Modeling and promoting academic integrity

Bishop, M., & Cini, M. (2017, October 5). Academic Dishonesty and Online Education (Part 2): Strategies for Supporting Academic Honesty in the Digital Age - The EvoLLLution The EvoLLLution. The EvoLLLution. Retrieved March 17, 2022, from https://evolllution.com/revenue-streams/distance_online_learning/academic-dishonesty-and-online-education-part-2-strategies-for-supporting-academic-honesty-in-the-digital-age/
Iowa State University. (n.d.). Achieving Academic Integrity - Center for Excellence in Learning and Teaching. Iowa State University Center for Excellence in Learning and Teaching. Retrieved March 17, 2022, from https://www.celt.iastate.edu/teaching/effective-teaching-practices/academic-integrity/
Mott, J. A. (2017, May 23). Why plagiarism is not necessarily deceitful or deserving of censure (essay). Inside Higher Ed. Retrieved February 8, 2022, from https://www.insidehighered.com/views/2017/05/23/why-plagiarism-not-necessarily-deceitful-or-deserving-censure-essay
Simon, D. J. (2019). Cross-Cultural Differences in Plagiarism: Fact Or Fiction? Duquesne Law Review, 57(1). https://dsc.duq.edu/dlr/vol57/iss1/6
Understanding International Student Plagiarism: Differences in Causes and Culture. (2019, August 20). Cambridge Network. Retrieved February 8, 2022, from https://www.cambridgenetwork.com/blog/school-blog/understanding-causes-and-cultural-differences-in-plagiarism-for-international-students/
Cultural Perspectives on Plagiarism. (n.d.). WSU Libraries. Retrieved February 8, 2022, from https://libraries.wsu.edu/library-instruction/plagiarism/cultural-perspectives/

4.5.b - Including citations on copyrighted materials

Congress. (n.d.). Article 1 Section 8. Constitution Annotated. Retrieved September 24, 2021, from https://constitution.congress.gov/browse/article-1/section-8/
Cornell Law School. (n.d.). 17 U.S. Code Title 17— COPYRIGHTS. Legal Information Institute. Retrieved September 24, 2021, from https://www.law.cornell.edu/uscode/text/17
MIT Libraries. (2022, January 26). Overview - Citing sources - LibGuides at MIT Libraries. Research guides & expert librarians. Retrieved March 17, 2022, from https://libguides.mit.edu/c.php?g=176032&p=1159439
Stanford Libraries. (n.d.). What Is Fair Use? Copyright & Fair Use. Retrieved September 24, 2021, from https://fairuse.stanford.edu/overview/fair-use/what-is-fair-use/
The Association of Research Libraries. (n.d.). Association of Research Libraries. Copyright Timeline: A History of Copyright in the United States. Retrieved September 24, 2021, from https://www.arl.org/copyright-timeline/

4.5.c - Including attributions on open resources

BC Campus. (n.d.). 21. Citation vs. Attribution. In Self- Publishing Guide (p. 21). Pressbooks. https://opentextbc.ca/selfpublishguide/chapter/citation-vs-attribution/
Creative Commons. (n.d). About The Licenses. Creative Commons. Retrieved September 2, 2021, from https://creativecommons.org/licenses/
Creative Commons. (n.d.). Public Domain Mark. Creative Commons. Retrieved September 22, 2021, from https://creativecommons.org/share-your-work/public-domain/pdm/

4.5.d - Documenting permission to use extensive use of All Rights Reserved copyrighted materials

Stanford Libraries. (n.d.). What Is Fair Use? Copyright & Fair Use. Retrieved September 24, 2021, from https://fairuse.stanford.edu/overview/fair-use/what-is-fair-use/

4.5.e - Documenting permission to use student work

Emory Libraries. (n.d.). Reusing student work - Scholarly Communications Office. Scholarly Communications Office. Retrieved March 21, 2022, from https://sco.library.emory.edu/copyright/classroom/reusing.html
Garcia, H. (2018, August 9). Sharing Student Work – Online Network of Educators. Online Learning Consortium. Retrieved March 21, 2022, from https://onlinelearningconsortium.org/sharing-student-work/
Martinez, A. (2015, July 23). How do I obtain student permission for sharing student work? – DU Ed-Tech Knowledge Base. Office of Teaching & Learning. Retrieved March 21, 2022, from https://otl.du.edu/knowledgebase/how-do-i-obtain-student-permission-for-sharing-student-work/

4.5.f - Documenting permission to use of photos of minor children

Chae, B. (2022). Guidance for embedding Children’s photos in the textbook or course materials [Google doc]. WA. Retrieved February 22, 2022, from https://docs.google.com/document/d/11FlKkh6q9gSnYgF81MM8gV3tTCmgV1u7E_P8hqA90MY/edit?usp=sharing
Children's Online Privacy Protection Rule ("COPPA"). (n.d.). Federal Trade Commission. Retrieved February 9, 2022, from https://www.ftc.gov/enforcement/rules/rulemaking-regulatory-reform-proceedings/childrens-online-privacy-protection-rule
Prager, D. (2019, January 25). A Guide To Online Images Copyright and Fair Use Laws. Rival IQ. Retrieved February 9, 2022, from https://www.rivaliq.com/blog/guide-copyright-fair-use-laws-online-images/
RCW 63.60.010: Property right—Use of name, voice, signature, photograph, or likeness. (n.d.). Access Washington. Retrieved February 9, 2022, from https://app.leg.wa.gov/rcw/default.aspx?cite=63.60.010
RCW 63.60.050: Infringement of right—Use without consent—Profit or not for profit. (n.d.). Access Washington. Retrieved February 9, 2022, from https://app.leg.wa.gov/rcw/default.aspx?cite=63.60.050
Photography and sharing images guidance. (2021, July 29). NSPCC Learning. Retrieved February 9, 2022, from https://learning.nspcc.org.uk/research-resources/briefings/photography-sharing-images-guidance#heading-top

4.5.g - Including a citation and/or attribution page

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4.5.h - Including instructions for openly licensed student work

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