| The subject of copyright law, with all its shades of black, gray, andwhite, is of special concern to educators and librarians. Every day,they deal with the communication of ideas, concepts, and informa-tion embodied in copyrighted works. A basic understanding of copyright principles is necessary--especially in light of new technologies appearing continually thatchallenge interpretations and applications. In many cases, there areno clear-cut answers to questions, no clear indication of "fair use,"and thus caution must be exercised. One option always available tousers of copyrighted information is to contact the copyright ownerand request permission to use the materials in educational settings.Often the answer may be yes and frequently the fee is affordable. Educational entities and employees can be held liable for copy-right violations, so it is in the best interest of all to understand copy-right, have adopted policies in place that clearly delineate rationaleand procedures, and train employees on policy and their responsi-bility to uphold it. Presenting a good model for other individuals tofollow is also a responsibility. In her introduction to the first edition of this Primer (1987), MaryHutchings Reed commented on a continuing pattern of compromisebetween users and proprietors. From passage of the 1976 CopyrightAct to its 1978 enactment and in the period since, the parties haveworked toward compromise solutions. At this writing, we hope thatsuch spirit will influence such guidelines and legislation that developconcerning the National Information Infrastructure (NII). Several changes in copyright law and library practices haveoccurred since the first edition. Of particular note are the Berne |
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