copyright for teachers and librarians
TRANSCRIPT
of online check-in. In addition, there are well chosenillustrations and examples to supplement the narrativeon each subject, plus an excellent glossary and biblio-graphy. Two chapters stand out as tools that will beused repeatedly by the serials staff: Chapter 4, bReceiptand Check-In of Serials,Q and Chapter 5, bCataloging.Q
In the fourth chapter,Millard demystifies serials check-in and identifies many of the most common problemswith the receipt of serials. The introduction to this chaptercovers how serials typically arrive in the library, why it isimportant for ball incoming serials [to] be directed to oneareaQ (p. 37), how incoming serials should be handledprior to actual check-in, the purposes behind checking inserials, and perhaps most important, why receipts shouldbe recorded. He identifies three reasons for using a check-in system: to record the library’s holdings, to recordclarifying information on what has been received, and torecord the information useful to both reference andserials staff. This useful information includes claims,renewals, vendors, supplements and indices, bindery,shelving locations, weeding schedules, frequency, and callnumber. The introductory information is followed bybrief overviews covering the principles of the check-insystem and the data likely to be found in any check-insystem. This leads into the in-depth discussion of record-ing holdings information. By first identifying holdingslist, manual check-in system, and automated system asthe three ways to record serial information, Millardshows the reader the elements of each approach. Heconcludes this chapter with a brief discussion on howmost libraries handle e-journal holdings. It is thiscombination of how to do each step and why it isessential that makes this book so valuable.
Another outstanding chapter is the one thataddresses cataloging of serials. bUpon successfulcompletion of this chapter, the student will havedemonstrated the ability to catalog a serial accordingto the Anglo-American Cataloguing Rules, SecondEdition, 2002 Revision, and identify alternatives tocataloging serialsQ (p. 65). In this chapter, Millerbegins by exploring some of the problems fullcataloging of serials present and the different wayslibraries handle those problems. To explain why somelibrary managers opt not to catalog their serials, thealternatives to cataloging are explored in sufficientdetail to understand this decision. Holding lists, unionlists, brief records, and public access to check-inrecords are all addressed prior to starting thecataloging sections. He states that the decision tocatalog serials should be based on the needs of thepatrons and the library’s mission and goals. Theauthor identifies five advantages for cataloging: (1)access to serials is enhanced by providing title andsubject access, (2) serials can circulate in an auto-mated circulation system, (3) library patrons areencouraged to be self-sufficient, (4) sharing of infor-mation for interlibrary loans, and (5) actual holdingscan be made available online. The discussion oncataloging begins with the three levels of catalogingand quickly moves on to the elements necessary todescribe the serial, prescribed sources of information
needed to catalog serials, access point, uniform titles,qualifiers, standards, subject headings, call numbers,and when to create new records. The cataloging ofInternet serials is addressed as well. Unfortunately,this chapter does not have the illustrations asprovided in the chapter on serials check-in.In the course of teaching library technicians, Millard
identified something that had been missing from libraryliterature for a long time, a basic introduction to serials.His effort to fill that need is very successful. The skillstaught in this textbook are applicable to all libraries,large or small. By the time the student has mastered themodules in this book, he or she will have a solid, basicunderstanding of serials and how to work with them.Introduction to Serials Work for Library Technicians isan excellent bmust haveQ reference book for libraries.
Note
1. Joint Steering Committee for Revision of AACR, et al., Anglo-American Cataloguing Rules, 2nd ed., Canadian Library Associa-tion, Ottawa (revision).
doi:10.1016/j.serrev.2005.08.006
Copyright for Teachers and Librariansby Rebecca P. Butler. New York: Neal-SchumanPublishers, 2004. 248 p. $59.95. ISBN 1-55570-500-6.
Elna Saxton
This comprehensive volume with fourteen chaptersplus appendices, figures, and flowcharts provides thereader with an overview of the vagaries of copyright.An associate professor for School Library MediaCertification and Endorsement at Northern IllinoisUniversity, Butler has provided instruction in theapplication of copyright law for K-12 (kindergartenthrough twelfth grade) educators for eight years. Sheintends this book to serve as a handbook on copy-right law for the K-12 environment. Taking a two-prong approach to providing copyright information inthis book, the first section is dedicated to concepts,and the second section focuses on very practicalapplications with examples found in the educationarena. For those who find the multitude of complexissues surrounding the law overwhelming, Butler’sstraightforward language and informal writing styleadd a manageable scale to the topic.Part 1 consists of five chapters with coverage of the
essentials of fair-use, public domain, and obtainingpermission to use material. A sample letter is providedas a model for permission requests. Butler provides abrief resource list of clearinghouses by subject area asan alternative to contacting owners directly or to usewhen the owner cannot be identified. The delivery ofthe information in Part 1 signals Butler’s intention toprovide ba quick and thorough education in the
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implications of copyrightQ (p. xvii). A spare use offigures in Part 1 provides information at a glance forreference with guidelines for appropriate quantitieswhen borrowing under fair use guidelines and asample listing of works that can be copyrighted.Butler acknowledges that practitioners will be morelikely to reference frequently the specific applicationsof copyright law found in Part 2. Here is found achapter-by-chapter approach to formats—Internet,media, television, software, music and audio, multi-media, print, and distance learning materials.Ask anyone. Information on theWeb is absolutely true
and also freely available, right? Butler addresses ques-tions of copyright as it relates to the Internet in Chapter 6.Flowcharts provide a decision-making tool for determin-ing borrowing capability for Web images, Web pages,photographs on the Web, deep linking, copying lists,borrowing Web pages, and copying from the Internet.The format of the text in Part 2 is a topical approach usingquestions Butler has identified as most common, withaccompanying answers. However, several times the onlyanswer provided is that you should use the flowchart tomake your decision. Butler cautions teachers and librar-ians to assumeWeb page content is copyrighted if a clearstatement to the contrary cannot be found. Fair usefactors are subjective and based on bthe total amount ofmaterial on the site, how much you want to borrow,whether it is the heart of the work or not, whether it is factor fiction, published or unpublished, whether suchborrowing will affect the marketplace, and how you aregoing to use what you borrow Q (p. 71).Curriculum content often includes viewing videos,
DVDs, CDs, and television programs. A frequentquestion for libraries that hold these materials in theircollections is the ability to re-format and hold anarchival or master copy. Butler references the DigitalMillennium Copyright Act of 1998, which requiresnewly digitized copies to be used on the library orarchive premises, if made to replace unique or deterio-rating works. The situational examples emphasize the K-12 audience, such as the permissions needed to show amovie that one of the students brought to school, orfacing an administration that plans to use the burners oncomputer workstations to copy video from varioussources to DVD or CD. Even so, these examples canbe applied to most educational environments. Just as inthe heyday of the photocopier, CD burners are widelyavailable, and librarians must be aware of the potentialfor misuse.Access to research materials available in full-text
electronic format has challenged libraries to keep stu-dents and teachers informed of copyright law. The scopeof Chapter 9, bComputer Software and Copyright Law:Why is Documentation Important,Q is actually more thansoftware, as Butler addresses computer-based technolo-gies, including digitized materials. The question ofliability for illegal use of library materials is presentedin this chapter and the concept of contributory or indirectinfringement. In concluding remarks for the chapter,Butler encourages schools to achieve copyright compli-
ance by creating a policy and ethics code for computer-based technology.
Common concerns for other types of resources arecovered in the remaining chapters. Music often emergesas a copyright issue due to the frequent use of clips orsamples to enhance Web pages, presentations, andlectures. Similarly, multimedia projects and resourcesfrequently cause copyright concerns due to samplespulled from other sources. The question/answer formathas occasional weaknesses, as found on page 179, underthe header bInternational Copyright Law.Q In this case, ahistory teacher desires to create a Web page with a list oflinks to historical sitesworldwide andwonders if studentswould violate copyright by using the links. This seemsonly marginally related to multimedia and internationallaw, while strongly related to the topic of copyright andthe Internet, Chapter 6 of the book.
Interestingly, discussion of print is held to one ofthe final chapters. Butler points out that there is aconservative and a liberal approach to the many areasin which interpretations must be made. With print, inaddition to fair use factors, Butler provides informa-tion on the guidelines of brevity, spontaneity, andcumulative effect. Even though print and copyrightlaws have co-existed for many more years than thecomputer-based technologies, understanding andensuring compliance is a continuing challenge foreducational organizations.
The concluding chapter is a useful list of actions to taketo avoid copyright problems and contains a second listwith tips for dealing with staff and supervisors who askyou to violate copyright. In the appendices, Butlerprovides selections of the U.S. Copyright Law, 1976.She has selected areas pertinent to K-12 educators, btherights of the copyright owner; the fair use provisions;statutory exemptions for libraries, educators, and peoplewith disabilities; copyright ownership provisions; copy-right duration; and damages for infringementQ (p. 219).
Butler has succeeded in creating a practical handbookfor teachers and librarians to place in their collectionsalong with other well-known books on this topic.1 Herinformal writing style, use of a question/answer format,and provision of many flowcharts specific to commoncopyright questions make this a useful handbook thatwould be referred to most situations that arise. Theflowcharts for decision making and the simple explan-ations of core copyright issues such as fair use, publicdomain, and obtaining permission make Copyright forTeachers and Librarians a useful addition to the othertitles on this topic.
Note
1. Kenneth D. Crews, Copyright Essentials for Librarians andEducators (Chicago, IL: American Library Association, 2000)
and Janis H. Bruwelheide, The Copyright Primer for Librarians
and Educators , 2nd ed. (Chicago, IL: American Library
Association, 1995).
doi:10.1016/j.serrev.2005.08.007
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