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Do You Need a Copyright

Librarian?
a
Suzanne Araas Vesely PhD, MS, MLIS
a
Maharishi University of Management
Published online: 12 Oct 2008.

To cite this article: Suzanne Araas Vesely PhD, MS, MLIS (2007) Do You Need a
Copyright Librarian?, Internet Reference Services Quarterly, 11:4, 69-82, DOI:
10.1300/J136v11n04_05

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 Do You Need a Copyright Librarian?
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Suzanne Araas Vesely

ABSTRACT. In response to a growing need for protection against in-

fringement claims, institutions of higher learning are hiring copyright spe-
cialists. This descriptive study focuses on identifying the characteristics
and services of this pioneering branch of library work as it invents itself.
Many practicalities inform the choice to create a copyright librarian posi-
tion. Long-standing associations between librarianship and copyright also
make this position a logical development. The article also examines what
employers and librarians are doing to define this new role, suggests appro-
priate qualifications, and discusses ways in which a copyright librarian
can integrate copyright reference responsibilities with other library work.
There are also anecdotal insights on the experience of being a copyright li-
brarian. doi:10.1300/J136v11n04_05 [Article copies available for a fee from
The Haworth Document Delivery Service: 1-800-HAWORTH. E-mail address:
<docdelivery@haworthpress.com> Website: <http://www.HaworthPress.com>
2006 by The Haworth Press, Inc. All rights reserved.]

KEYWORDS. Copyright, copyright specialist, copyright librarian, li-

brary employment, copyright history

Suzanne Araas Vesely, PhD, MS, MLIS, is Senior Librarian I, Maharishi Univer-
sity of Management, (E-mail: svesely@mum.edu). Ms. Vesely was the Copyright/
Reference Librarian from 2000-2004 at Fort Hays State University, published several
articles on copyright law for academics and has made over 50 presentations on copy-
right. The Kansas Library Association awarded her the College and University Libraries
Sector 2003 Beginning Professional Award for her creation of the Fort Hays State Uni-
versity Copyright Web site, which is discussed in this paper.
The author wishes to acknowledge the support of Fort Hays State University and of
Maharishi University of Management for giving her time to complete the article.
Internet Reference Services Quarterly, Vol. 11(4) 2006
Available online at http://irsq.haworthpress.com
2006 by The Haworth Press, Inc. All rights reserved.
doi:10.1300/J136v11n04_05 69
 70 INTERNET REFERENCE SERVICES QUARTERLY

INTRODUCTION

Four years ago, the term copyright librarian scarcely existed, but a
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Google search in June 2005 identified over four hundred hits using this
phrase. There are also a significant number of copyright specialists
who are librarians. Administrators are increasingly open to hiring a copy-
right librarian. In particular, schools, colleges, and universities are look-
ing for economical methods to ensure protection from infringement
complaints against online postings and other published materials. Copy-
right librarians are apparently becoming a new subspecialty within the
library profession, and courses in copyright law are beginning to appear
in library school offerings. A librarian copyright expert is a good choice
for an academic Internet service provider, such as Fort Hays State Uni-
versity, where half of the student population are in distance programs,
including a sizeable international program in Asia and the Middle East.
A copyright librarian, if well qualified and integrated intelligently into
the university culture, can be good preventive medicine, helping the uni-
versity to avoid legal pitfalls while maintaining a vigorous level of digi-
tally based pedagogy and scholarship.1

WHAT IS A COPYRIGHT LIBRARIAN?

While there are some attempts to address copyright responsibilities

of librarians in general, the concept of what exactly a librarian position
dedicated to copyright might entail remains open to broad interpreta-
tion. Lawyers who are librarians and other experienced copyright spe-
cialists, however, are beginning to define what a copyright librarian is
and how the position might develop.
Without clear precedents and because institutional needs vary, job
descriptions for a copyright expert connected to a library tend to differ
greatly. Some employers merely seek paraprofessionals with minimal
educational requirements who can cite regulations by rote and who are
there to prevent infringement claims. Such copyright clearance is de-
void of advocacy or much staff education. This approach may help to
prevent some claims in the name of absolute institutional security. Such
customary practice, however, unfortunately contributes to a general trend
away from fair use and other exceptions designed to support educa-
tional standards. This unsophisticated copyright cop approach does
not require a librarian; it would suffice to ask faculty to use the Copy-
right Clearance Center rather than hiring anyone at all. In the long run,
 Suzanne Araas Vesely 71

this apparently easy road is detrimental to the objectives of educational

standards, as increasingly restrictive copyright interpretations begin to
take on a life of their own.
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Most often, however, administrators in educational institutions un-

derstand the importance of an informed approach to copyright issues,
which a professional copyright specialist can offer.
A copyright specialist should be able to make the best of copyright
privileges and restrictions, encouraging faculty and staff to use excep-
tions to the law intelligently while maintaining organizational security.
Search committees may require professionals with an advanced degree
beyond the MLS: a law librarian with a JD is often the first choice of
larger institutions. Minimally, the copyright librarian should be able to
communicate well with all areas of the institution, especially the univer-
sity counsel. He should know and respect the importance of not giving
legal advice, while being capable of successfully educating faculty in
making well-informed copyright decisions. This means that faculty must,
of their own accord, recognize the copyright specialist as a respected
peer. Success, therefore, depends on both the copyright specialist and
on administration at all levels. A copyright-savvy institutional commu-
nity that is able to maximize academic achievement and progress with-
in the law is the goal.
Including the institutions lawyers in the hiring process will also help
to ameliorate any turf concerns that may arise. Legal counsel should
be consulted at all stages of planning, from the review of the job de-
scription through full participation in familiarizing the new hire with
university issues. The reason for this precaution is not only to promote
harmony between the new hire and the existing structure, but to help
protect the institution legally. In one obvious instance, if the plan is to
hire a non-lawyer, then a lawyers input would insure that the job de-
scription does not have the successful candidate giving advice, a red
flag word for lawyers that suggests practicing law without a license. Le-
gal counsel should also be involved in interviewing prospective candi-
dates and in approving the final choice. The copyright specialist should
also meet with counsel on a regular basis to discuss activities connected
to promoting copyright awareness on campus. Even if the copyright
specialist becomes more knowledgeable about copyright law than the
counsel, important discussions and concerns will emerge through this
kind of contact. The copyright specialist might overlook these issues if
she or he does not network regularly with legal counsel, and consulta-
tion with counsel insures that the librarian copyright specialists position
 72 INTERNET REFERENCE SERVICES QUARTERLY

of wise use and advocacy is understood and supported by all levels of

administration.
The hiring of a librarian copyright expert may also suggest some
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smart changes in the delegation of library service responsibilities: The

University of Michigans advertisement for a lawyer/librarian, for in-
stance, moved some responsibilities from serials specialists and the
University Counsel to the office of the copyright librarian (AALL Spec-
trum Employment Listings, November 2000, p. 24). Their copyright
expert was offered an exciting position with a good range of responsi-
bilities. The position that the author proposed in her interview and sub-
sequently worked to structure at Fort Hays State University attempted
similarly to design a position that would move both the library and the
university beyond mere compliance to active engagement with copy-
right issues. A brief comparison: Michigans job description called for
frequent interaction with other sectors of the university; its copyright
expert also coordinates electronic resource license agreements, a re-
sponsibility of the serials manager at Fort Hays, who worked closely
with the author. Michigans expert was also expected to develop copy-
right policies and procedures independently, whereas the author as-
sisted the university counsel in these matters. At Fort Hays, electronic
reserve was a major focus of policy development, since the law has not
yet addressed it clearly and e-res was becoming an important library
service to distance users (Gasaway, 2002). Both positions called for car-
rying out staff reference duties as well as teaching information literacy.
These are duties that create casual contact with students regarding intel-
lectual property issues. Michigans copyright expert is also a faculty li-
aison, involved in the selection of resources, which structured contact
with faculty as part of the job description, whereas the copyright librarian
at Fort Hays used other means to develop relationships with the faculty,
which will be described in a later section, Experiences of a Copyright
Librarian.
The qualifications for a copyright librarian are like those for a refer-
ence librarian; they may therefore be readily combined with reference
duties. They include strong communication skills, ability to meet the
public and to work comfortably with all levels of an organization, famil-
iarity with copyright law or a strong inclination to learn about it, full ap-
preciation of the importance of confidentiality in the form of protecting
personally identifiable information, and an ability to work well with all
levels of the institutional community.
 Suzanne Araas Vesely 73

WHY A COPYRIGHT LIBRARIAN?

Copyright expertise works well in combination with traditional li-

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brary skills, such as reference: for instance, finding alternatives to the

work the patron wants to use is a frequent part of copyright service.
Even if there is no copyright specialist as such, it is likely that within
any library, there is a librarian who has grasped the basics of copyright
regulations with a view towards protecting library interests. But this in-
dividual is likely to be a busy administrator who needs frequent in-depth
assistance; hence, a copyright expert is a good addition to any support
team for Web-based instruction.
Librarians are also excellent disseminators of information about copy-
right law because they already interact with all sectors of institutional
culture, from administrators to staff to students. Information literacy al-
ready informs clientele about best uses of new services. Librarians al-
ready respect owners rights while advocating users rights. If a faculty
member is concerned about student plagiarism, for instance, a copyright
specialist who is already in a position of collegiality with faculty can
point out in a genial way that it is good practice to respect the property
of others if we want our own property to be respected, and that these
best practices in thoughtful copyright compliance also set an example
for the students. There are, however, opportunities provided by course
discussions that encourage faculty to invite a librarian who is a copyright
expert into the class. These include copyright, plagiarism, and, perhaps
most of all, a topic that makes copyright more immediately relevant to
both students and faculty: protection of ones own intellectual property.
The author had access to this kind of platform, and students at Fort Hays
responded quite creatively to copyright issues in the classroom. One stu-
dent prepared a hilarious pastiche on copyright protection: a montage of
images that he donated to the Copyright and Intellectual Property Cen-
ter (Elliott, 2004). The student piece provided humor and discussion
points in other on-campus workshops as well as in a conference presen-
tation (Vesely, 2004).
If the library takes a lead in disseminating information about copy-
right and understanding its impact on both library and university-wide
operations, it gains a higher profile in the university. It also serves as a
way to make a stronger case for supporting library services, as when the
library personnel at Fort Hays State University, in meetings with uni-
versity administrators, were able to point out expenses related to com-
pliance with copyright in their departments. The staff demonstrated in a
clear and convincing manner the extent of library support for copyright
 74 INTERNET REFERENCE SERVICES QUARTERLY

compliance, how it is intertwined with traditional services in a distance

setting, and then linked this information to requests for financial sup-
port. Leadership in copyright awareness helped to improve the institu-
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tional view of the library. The library began to be regarded as a central

source for a wide variety of information services. Hiring a copyright li-
brarian is also a way to increase the number of staff available for tradi-
tional library services while addressing administration concerns about
lawsuits. Copyright specialization may be readily combined with refer-
ence, documents, distance education librarianship, serials management,
or a subject specialty in law or political science.

TRADITIONAL LIBRARY ROLES

BEHIND COPYRIGHT SPECIALIZATION

Beyond these utilitarian considerations, there are issues of intellectual

freedom that libraries traditionally support and that also justify using a
librarian as the copyright expert for the institution. The greatest demo-
cratic experiment in history has affected its libraries profoundly. Public
support for libraries, based on the perception that libraries served the
public interest, began as early as the American Revolution in Lexington,
Massachusetts (Hilton, 1978). Here is one example of early American
history that is relevant to the link between democratic reform and a lib-
eral copyright code: the card catalog, designed to facilitate public access
to copyright-protected material, is an American invention (Whiteman,
1973). Moving away from a model of the old-world library as a fortress
accessible only to the moneyed elite, revolutionary America developed a
model of the library that we take for granted today, which centers on
ready access to resources for a literate citizenry.
In order to create libraries that were maximally accessible to the pub-
lic, librarians had to be aware of the rights and responsibilities of the
user. One key to understanding American libraries use of copyright
law is the Constitution of the United States, in which the founding fa-
thers included a statement about copyright that is sometimes forgotten
in the current effort to protect digital materials from piracy: Article I,
Section 8, Clause 8 of the Constitution of the United States (1790)
states, The Congress shall have power . . . to promote the progress of
science and useful arts, by securing for limited times to authors and in-
ventors the exclusive right to their respective writings and discoveries.
Beyond constitutional provisions, libraries and the public that they serve
have continued to benefit from other exceptions to the law, especially
 Suzanne Araas Vesely 75

first sale rights, which allow libraries to freely lend materials, and the
fair use exception to the law, which allows users to incorporate even re-
cent work into their own efforts without getting permission, if it is in
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reasonable amounts.
This unique American approach to copyright law has been a key ele-
ment in the spread of democracy as other nations libraries adopt the
American core value of public access, which has developed with copy-
right law over the years. Gorman (2001, p. 8) makes this point in urging
balance between technological efficiency and the public good; contrast
his vision with Chepesiuks concern about the uncertainty of maintaining
quality in Hong Kongs democratically based libraries as they moved
into Chinese control (1992). The choice of a librarian as a copyright ex-
pert should reflect an institutions commitment to the democratic tradi-
tion of intellectual freedom even while it ensures that the librarys
services, especially its online services, comply with copyright law.

LEADERS IN THE FIELD

There is a growing list of lawyers in copyright librarianship who have

emerged as leaders in the field and who are consulting and publishing
definitive works on copyright. Two of the major figures are Kenneth
Crews, director of the Copyright Management Centre at Purdue, and
North Carolina Law Library director Laura Gasaway. Both offer copy-
right and intellectual property workshops for librarians. Crews and Gas-
away also contribute their services regularly to the American Library
Association. Crews has also authored a model of lucidity on the subject
of copyright, Copyright for Librarians and Educators (2000), aimed at
library professionals.
Some librarians become lawyers as a result of concern about copy-
right and some lawyers seek the better life of a librarian and end up
addressing copyright issues: examples of both types include Gretchen
McCord Hoffman (Copyright in Cyberspace, 2005), and the team
of Mary Minow and Tom Lipinski (The Librarys Legal Answer Book,
2003). In some instances, legal counsel is strongly committed to dis-
seminating information on the Web about copyright law as it affects
educational institutions. There are some exceptionally valuable finding
aids on the subject of copyright and other laws relevant to a university,
such as the outstanding site prepared by the Office of the General Coun-
sel (headed by Craig W. Parker) at Catholic University of America.
Georgia Harper, Office of General Counsel, University of Texas (UT)
 76 INTERNET REFERENCE SERVICES QUARTERLY

Systems, also offers a lively Crash Course on Copyright site packed

with helpful information. UT also provides a link to the University
Counsels office for UT faculty, administrators, and staff.
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In many cases, the copyright librarian will not have an advanced de-
gree beyond the MLS or MLIS, but he or she will still be required to
have an understanding of copyright that would be expected of a legal
professional. A librarian who does not have a legal background will need
to have exceptional professional credentials beyond a library degree,
whatever they may be, and also be able to work with people effectively.
Carrie Russell is an example; she has a key role in defining copyright
librarianship. She is a pioneer of copyright librarianship who began in a
university setting. Now a staff member of the American Library Associ-
ation, she guides librarians across the country through the copyright
maze in her workbook, Complete Copyright: An Everyday Guide for Li-
brarians, 2004, and in C & RL News, she comments on her new service
as a copyright librarian to the American Library Association (2005).
Some copyright librarians in university settings may, like subject se-
lectors, have a combination of advanced degrees or other bases for rap-
port with faculty. The librarian with an advanced degree can be especially
helpful in locating the most acceptable alternative resources if a copy-
right owner requires too much in royalties. If the institutions adminis-
tration offers an early, top-down show of support that includes at the
very least the provost, vice presidents, deans, and department heads, the
copyright librarian may be able to set a tone of collegiality that would
encourage the faculty to consult her or him instead of forging ahead
alone.2 Such an individual can make it clear that informed copyright de-
cisions are a matter of self-interest. New services may be part of the
copyright librarians work: at Fort Hays State University, there was a
unique permissions service designed to encourage faculty compliance.
Some schools cannot afford a copyright librarian. There are many ex-
cellent Web sites intended to serve the copyright needs of such institu-
tions, and to help users of the service to be as self-sufficient as possible.
A sampling of such sites, not limited to universities, is available on the
Fort Hays State University Copyright Links to Online Resources
page. Linking to such sites will signal a willingness on the part of the
university to comply with copyright law. But in practice, most faculty
will not take the time to familiarize themselves with copyright law, how-
ever conveniently presented on the Web. What they will do is contact
the local expert, once they trust him or her. A sample of the kinds of
real-life questions that I have been asked and their answers, searchable
by topic, are at the Fort Hays State University Copyright and Intellec-
 Suzanne Araas Vesely 77

tual Property Centers Frequently Asked Questions page. Also, copy-

right specialists are often willing to come and address faculty in a
consultant position for a reasonable fee.
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A copyright librarian will not be able to prevent all infringement

complaints: some complaints, for example, are frivolous (for instance,
they may be a fishing expedition aimed at making money from vulnera-
ble users). What a copyright librarian can do is help to make it difficult
for even a successful complainant to get restitution. The copyright of-
fice may keep files evidencing good faith efforts on the part of the li-
brary and the institution, which shows that the decision to use an item
without permission was made in good faith. For more about good
faith and other intellectual property concerns, please visit the Fre-
quently Asked Questions link at Fort Hays State University.

EXPERIENCES OF A COPYRIGHT LIBRARIAN

The authors background and qualifications do not fit the optimum

copyright librarian/lawyer described in this article. She is an extreme
example of the librarians typically checkered past, with advanced de-
grees in both the sciences and in the humanities, but she used this
background as a basis for establishing collegiality with faculty and ad-
ministration. Having a PhD helped considerably in gaining an under-
standing of complex issues in copyright law. The research methods in
her doctoral program had established a habitually cautious approach,
but at the same time, courses in people skills with national experts have
helped to cut back on scholarly stuffiness.
When the author arrived at Fort Hays State University, the school
was no longer below the radar. It had become a visible figure in inter-
national distance education, and the administration believed that a copy-
right expert was essential. The author always believed, however, that the
position would be temporary, since a school the size of Fort Hays State
University rarely has a resident copyright specialist. The strategy of the
Copyright Office, from the beginning, was to make the university self-
sufficient on copyright, and the author regarded her tenure as an extended
consultation. To that end, she offered over 50 presentations around and
off campus, most between a half hour and an hour, on copyright basics
and issues. She developed a large finding tool in the form of a Web site
that offers many ways to access copyright information. Since this may
be the authors unique contribution to the early stages of this profession,
 78 INTERNET REFERENCE SERVICES QUARTERLY

she would like to end this study with a brief discussion of these and
other aids to understanding and complying with copyright law.
Copyright specialization, in the authors view, requires that the atti-
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tude of library service ideals make this role effective in a university

setting, and that the focus of a copyright service should be to help com-
pliance blend seamlessly with creativity. The reference component of
the job title already suggested this link between copyright and librar-
ian: if a faculty member faced an overly high demand for royalties in
order to use an item, a copyright librarian could offer alternatives that
were of high quality and that were inexpensive or even free. A copyright
specialist who is not a librarian would be less likely to look for these
options.
Also, the Fort Hays State University job description called for creat-
ing and maintaining a Web site and revising an outdated copyright
handbook. The Web site and the online handbook offered faculty and
staff a range of options when they had copyright questions, letting them
take responsibility for fair use decisions. The resultant Web site is an
extensive Copyright and Intellectual Property Center that features a
handbook in an HTML format, searchable by topic. One innovation ad-
vertised on the copyright site was a permissions service (discontinued
since the author left): the copyright office did the paperwork for faculty
who asked for help and it had them sign request letters, again in order to
have the faculty member take responsibility for the use of the material.
This represents a considerable good faith commitment on the part of
the university towards copyright compliance that would help in the
event that legal challenges arose.
With the blessings of University Counsel, the Web site also offered
a lively and readable Frequently Asked Questions page, searchable by
topic like the online handbook. It includes amusing and significant
real-life questions that actually came up in consultations. A personal fa-
vorite is: The TEACH Act is great! Now I can put everything up on the
Web, right? Also advertised was the option of appointments or walk-in
meetings for confidential guidance. The Web site also includes online
tutorials (voice-over PowerPoints) in copyright basics, special pages
for faculty and students that included information about plagiarism,
other ways of getting permission, including a downloadable form that
has been put to the test of frequent actual use, and information on pro-
tecting ones own intellectual property. The FAQs page also addressed
privacy issues (the U.S. Patriot Act), which is perceived as appropriate
because the Copyright and Intellectual Property Office took an initia-
 Suzanne Araas Vesely 79

tive in offering general guidelines regarding any legal questions that

might impact the library.
Other venues for copyright awareness besides the Web site were per-
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haps more effective in impacting public awareness. The Copyright and

Intellectual Property Office organized and scheduled a campus-wide
departmental visit in the spring of 2004. A team of librarians, which in-
cluded public services and circulation/reserve as well as the copyright
office, gave a short presentation to departmental meetings over the se-
mester. We reached half of the departments on campus at that time and
many faculty enthusiastically asked for another departmental tour. While
emphasizing the importance of copyright compliance and the services
that the copyright office offered, our introduction to distance education
aids that we had created for online courses such as video on demand and
electronic reserve proved to be especially popular. We tied the use of
these tools to the copyright permissions service. The copyright office
aided the University Counsel and the library in addressing and creating
policies of copyright use for these services.
Another suggestion that had a large impact on the universitys aware-
ness of digital copyright issues was that university administration should
select an infringement agent. An infringement agent is a requirement by
law for an institution that wants to implement the TEACH Act. He or
she must be readily accessible, with a link to the agents email displayed
on the university Web site. The infringement agent must also be able to
respond to any complaint and be able to remove the Web site, if deemed
to be infringing, within 48 hours.
The Web site and all of these tutorials, workshops, and departmental
visits were aimed not only at educating the university in copyright
awareness, but also at making faculty aware of their limits to knowledge
in the complex area of copyright. It was partially successful. Some peo-
ple consulted the copyright expert as a result of the Web site. But this
level of copyright sophistication also seemed to make others overly
complacent about their knowledge of copyright law. The last recent ef-
fort to reach out into the university community, however, had a quite
different effect. Working with Fort Hays State University program-
mers, the author created and publicized an interactive tutorial quiz for
the Web site. It consists of thirty questions randomly selected within six
categories, for a total of six questions for anyone who takes the quiz.
The quiz allows cheating by letting people go back and correct a
wrong answer after reading information and visiting helpful links that
are provided in the quiz. Enough successful entries generate two elec-
tronic copies of a certificate, one emailed to the person taking the quiz to
 80 INTERNET REFERENCE SERVICES QUARTERLY

file and one for the copyright office, which continues to track the num-
bers of people taking the quiz. Approximately 100 people took it in the
first four months, and from the time that the quiz came out, the number
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of people using the services of the copyright office doubled. These fig-
ures suggest that this simple tool served to educate people painlessly in
what they dont know, and then they are more willing to seek help.
Even if an institution cannot support a copyright librarian, any librar-
ian who is concerned about keeping a strong role for libraries in deci-
sion making on copyright-related issues should engage in copyright ac-
tivism. A copyright specialist concerned with advocacy should set aside
time to contact legislators, and also list them on the copyright Web site
so that others also have a convenient way to remind the legislators of
their responsibility to the public whenever they introduce bills that im-
pact freedom of information or library usage.

IN CONCLUSION:
WHAT IF THERE IS NO COPYRIGHT LIBRARIAN?

It is ideal for an institution to have a copyright librarian who works at

the front lines of preventing digital litigation, and who actively recon-
nects librarianship and intellectual property issues. But it is not always
feasible, and for that reason, all MLS programs should require a basic
understanding of copyright law for every graduate. This should also in-
clude an activist philosophy: librarians should know what they can and
should do to protect users rights. They should be familiar with the de-
mocratizing role that libraries have played in American history.3 All li-
brarians should be activists on behalf of their profession, which depends
on the exceptions to the law that are currently being challenged: fair use,
public domain, and first sale rights. Even recent legislation that helps li-
braries, such as the TEACH Act, which updated provisions in broad-
casting to include digital broadcasting, may be weakened by other
legislation or policies, such as the attempts to legally restrict DVD copy-
ing. A widespread culture of high-level copyright awareness in libraries
will strengthen the profession, whether or not copyright librarians be-
come a significant subspecialty.

Received: February 2, 2006

Revised: May 16, 2006
Accepted: May 19, 2006
 Suzanne Araas Vesely 81

NOTES
1. Disclaimer: Fort Hays State University and Maharishi University of Management
are not responsible for the accuracy of the information and views expressed in this arti-
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cle. This article is intended to be informational only and is not intended to substitute for
legal advice. Please contact your attorney for any legal advice that you may need.
2. Credit goes to the Fort Hays State University administration as a whole for plan-
ning and using this way of introducing me to Fort Hays State University.
3. The revised edition of Hoffman features sidebars, passim, entitled One more rea-
son why librarians must become activists that are revealing reading for any institution
concerned about the indifference to the public good in the application of the law to digi-
tal and even print environments.

REFERENCES
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