Alex+and+Colleen

//Part II our research plan//
From the Copyright Law reading we found it intersting that teachers will either ignore copyright law or "play it safe" when it comes to using copyrighted media in the classroom. We became interested in how copyright law knowledge correlated with these behaviors.

How does knowledge of copyright law effect copyrighted media use by teachers in the classroom?
 * Research Question:**

We will be using a longitudinal experiment design. First we will administer a pre-test to a group of randomly selected teachers of all grade levels. This test will measure both their actual/percieved knowledge of copyright law and their use of copyrighted media in the classroom. We will also be specifically asking them if they ignore the laws, avoid using copyrighted material or a combination and questions that ask them why they might do so.
 * Methods:**

Then the teachers will participate in a seminar designed to teach copyright law and how it relates to educators and the classroom.

The post-test will take place after a set period of time (probably a semester or two) and will be the same survey as given in the pre-test. By doing this we will be able to measure how true knowledge of copyright law has effected their use of copyrighted media in the classroom. It will also measure how much they actually learned in the seminar.

If necessary, we can designate a third point in time where the data would be collected without undergoing the seminar again.

We will be looking for specific patterns of age, years teaching, and actual knowledge of copyright law and how this effects the teacher behavior in relations to copyrighted material. An interesting patter we would specifically look for if a third test was given is after the seminar if teachers who intially ignored the laws started following them. We wonder if after the third test if they would resume their past behavior of ignoring the laws.

Variables/Concepts

 * Understanding/identification of target audience
 * Relationship with family members
 * Amount of media use
 * Types of media use
 * Perception of realism on television
 * Future predicted civic engagement
 * Recognition of persuasive appeals
 * Reasons for media use

**Research Questions**
How do media consumption habits relate to family relationships? Do students who have strong family relationships spend more less or the same amount of time consuming media. Are they consuming different or the same kinds of media? Interesting to know for educators, parents and guardians. Also what is the difference in ML skills depending on family relationships?

How do students' media consumption effect their civic engagement and political interests? One of the main goals of education in the united states is to produce good citizens. This survey could help measure how the media is involved in this process and if it has any effect. Could be compared to family and formal education.

Are students able to think critically about the media they are consuming? Especially important in media education and if these students are involved in a MLE program. Measurement of if it is working. Can they identify target audience and/ or key points? Can they make important inferences? Do they see media as real or unreal and why?

How do ads appeal to teenagers of different races and class? If they are the intended target audience do they percieve it that way? Are they able to think critcally about what they are seeing? This is important to both advertisers and educators.

**Why This is Interesting**
Our research questions are interesting because they indicate how media consumption in critical development years effects interpersonal relationships and how it effects their adult life as American citizens and American consumers.