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copyright: A form of protection provided by the laws of the United States to the authors of "original works of authorship," including literary, dramatic, musical, artistic, and certain other intellectual works. This protection is available to both published and unpublished works. Copyright protection reserves certain exclusive rights to the author of a work, including rights of reproduction and public performance.

Consider the source: Information is everywhere — especially in the presence of the Internet. It's hard enough for adults to make sure that information is valid, but it's even harder for students to make that judgement. Here are some suggestions for helping students learn to recognize bad information when they see it.; By Bobby Hobgood.

From documents to digitization: To design a research project using primary sources from the Web, you'll need to know what's out there and how to find it. This article explains what's available, why, and where.; Format: article; By David Walbert.

Tools of the trade for information seekers: A guide to understanding and using search engines, directories, and the invisible web.; Format: article; By Melissa Thibault.

Just link it?: A hyperlink is a citation to someone else's intellectual property; therefore, linking should protect the source's integrity and make its identity clear.; By Melissa Thibault.

Saying "yes" instead of "no": Fair Use Guidelines make room for students and teachers to use copyrighted material in multimedia presentations.; By Connie Bakker.

Media submission guidelines: In Web Publishing & Collaboration Guide, page 2.1; LEARN NC welcomes submissions of images, audio, and video of educational value for our Multimedia Library, and we encourage authors of lesson plans, best practices, and learning materials to include media where appropriate. Photographs We welcome...; Format: policy/help

Lesson plan publication standards: In Web Publishing & Collaboration Guide, page 1.2; Standards for acceptance of lesson plans for publication.; Format: article/help

Copyright for educators: In Web Publishing & Collaboration Guide, page 3.2; This article explains copyright and U.S. copyright law primarily with respect to education. For a full discussion of copyright law and its implications, consult the U.S. Copyright Office. Rights reserved to...; Format: article; By David Walbert.

Fair use: In Web Publishing & Collaboration Guide, page 3.3; Fair use is any copying of copyrighted material done for a limited and "transformative" purpose such as commentary, criticism, or parody. "Fair" uses do not require permission from the copyright owner. Determining fair use...; Format: article; By David Walbert.

Copyright guidelines for publishing: In Web Publishing & Collaboration Guide, page 3.1; When you publish a work on the web, one of the following three cases must apply: You must have created the work; You must have permission from the creator or copyright holder; or The work must be free of copyright. (By...; Format: article

Works available for use: In Web Publishing & Collaboration Guide, page 3.4; Many works, copyrighted or not, are available to the public for various kinds of use, including republication and distribution. The public domain The public domain comprises works...; Format: article; By David Walbert.

Obtaining permission for copyrighted materials: In Web Publishing & Collaboration Guide, page 3.5; If your desired use of a copyrighted work does not fall under fair use and the work is not licensed for public use, you must ask permission before using it. Be sure to think through carefully what...; Format: article; By David Walbert.

The Missing Revolution: K–12 Education should unleash the genius of the web. Why hasn’t it?: James Boyle, William Neal Reynolds Professor of Law and co-founder of the Center for the Study of the Public Domain, Duke University Law School, and founding board member of Creative Commons, spoke at LEARN NC's Tenth Anniversary Conference in October 2006...; Format: video

The De Soto expedition: In Prehistory, contact, and the Lost Colony, page 3.3; Hernando De Soto’s expedition through the southeastern United States in 1539–43 was one of the earliest of the early contacts between Europeans and native peoples. While historical documents tell the story of do Soto's journey, advances in both history and archaeology have enabled researchers to reconstruct the de Soto route.; Format: article

The Learning Page: Activities and features: In American Memory: North Carolina educator's guide, page 6; In this installment of the American Memory Guide, learn to easily locate activities and features specially designed for students and your classroom.; Format: article; By Melissa Thibault.

Maintaining balance: The religious world of the Cherokees: In Prehistory, contact, and the Lost Colony, page 2.7; In the 1880s, Cherokee elders in the North Carolina mountains allowed a white man named James Mooney to observe and record information about their culture. The Cherokee myths that Mooney gathered and wrote down in English help explain the world of the Cherokees. These myths show that, for the Cherokees, the world was primarily a relationship of proper balance.; Format: article; By Karen Raley.

Merrie olde England?: In Prehistory, contact, and the Lost Colony, page 4.2; Many residents of Elizabethan England did not enjoy the abundance that accompanied Queen Elizabeth’s reign. The dawn of the age of exploration gripped people’s imaginations and caused many to dream of travel, and the New World offered the promise of a fresh start without the problems of the old country.; Format: article; By Charles Carlton.

A forced migration: In Colonial North Carolina, page 4.3; The first Africans, brought to America through forced migration, came as indentured servants to Jamestown, Virginia, in 1619. Africans brought to the colonies in later years were bought and sold as slaves. At the time of the American Revolution, most of the enslaved people in North Carolina lived in the eastern part of the colony and the majority lived on large plantations, where their work was critical to the state’s cash crops and economy.; Format: article; By Jennifer Farley.

Learning in colonial Carolina: In Colonial North Carolina, page 6.8; During the late 1600s and early 1700s, education in Carolina was largely informal. Most children learned by watching and imitating parents and older community members. The sons of the wealthy were sent away to schools in other colonies or in England. The first efforts to provide formal education in Carolina were made by religious groups — the Quakers, the Baptists, and the Presbyterians.; Format: article; By Betty Dishong Renfer.

Copyright: A primer: Includes most of the text of our reference articles on copyright and fair use, plus a section on Creative Commons. Topics covered include copyright law, limitations and exceptions to copyright...; Format: document/article

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