The subject of copyright law, with all its shades of black, gray, and

white, 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 that

challenge interpretations and applications. In many cases, there are

no clear-cut answers to questions, no clear indication of "fair use,"

and thus caution must be exercised. One option always available to

users of copyrighted information is to contact the copyright owner

and 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 rationale

and procedures, and train employees on policy and their responsi-

bility to uphold it. Presenting a good model for other individuals to

follow is also a responsibility.

In her introduction to the first edition of this Primer (1987), Mary

Hutchings Reed commented on a continuing pattern of compromise

between users and proprietors. From passage of the 1976 Copyright

Act to its 1978 enactment and in the period since, the parties have

worked toward compromise solutions. At this writing, we hope that

such spirit will influence such guidelines and legislation that develop

concerning the National Information Infrastructure (NII).

Several changes in copyright law and library practices have

occurred since the first edition. Of particular note are the Berne