ACRL News Issue (B) of College & Research Libraries


160

Continuing Education— III

Continuing education is a process whereby li­
brary p rofessiona ls update their k n o w le d g e , 
broaden their scope, or gain a m ore in-depth 
understanding o f some aspect o f their profession. 
It is distinct from staff developm ent in two re­
spects: the professional has the responsibility for 
identifying specific continuing education activities 
in which to participate based on immediate or 
long-range career interests, and the focus o f c on­
tinuing education activities is on the broad needs 
o f the library profession. Staff development activi­
ties, on the other hand, are focused on the ongo­
ing needs o f staff to acquire and/or update knowl­
edge and skills n eed ed  to effectively perform  
their jobs. Though primary responsibility for con­
tinuing education rests with the individual profes­
sional, library administrators have a responsibility 
to encourage continued growth and learning o f 
their staff by supporting participation in continu­
ing education activities.

Continuing education in the library profession 
is still in its youth— if not in years, in maturity—

and there are a number o f important issues that 
require careful thought and consideration from 
both library administrators and professionals to 
insure that this process is a positive influence in 
the profession. O ne such issue centers on the 
question o f what type o f recognition or reward 
system should be established for participation in 
continuing education activities. There is a danger 
that as continuing education becom es more prom­
inent in the field, emphasis will move away from 
a system o f  recognition and reward based on 
demonstrated jo b  competency to a system based 
on participation in activities. Though participation 
in continuing education activities should enhance 
someone’s ability to contribute to their jo b  and 
library, it is conceivable for someone to partici­
pate in such activities without any improvement 
in performance or contribution o f  new ideas or 
approaches. Therefore, recognition and reward 
should always be focused on the professionals’ 
performance and not on the single fact o f partici­
pation in certain activities. Every academic library

Community College and Public Libraries: The Impetus toward Cooperation
Conference-Within-a-Conference, held this 

year du rin g the Annual C o n fe re n ce  in 
Chicago, will take place on Sunday, June 25. 
It is co sp o n so re d  by the C om m un ity and 
Junior College Libraries Section, the Associa­
tion o f College and Research Libraries, and 
the Public Library Association.
8:30 Registration 
9:00 Conference opening 
9:10 Address and discussion: “ The Public 

Library and the Community College 
L ibrary— W hat D o e s C o o p e ra tio n  
M ea n ?”  E dw ard G . H o lle y , dean, 
School o f Library Science, University 
o f  N orth C arolina, and p resid en t, 
American Library Association, 1974-75 

10:00 Report and discussion: “ Results o f the 
Joint Study o f  C om m unity C olleg e- 
P ublic L ibrary E d ucation in the 
Humanities.’’ Mary Jo Lynch, associ­
ate executive secretary, Public Library 
Association 

10:40 Coffee
11:00 Presentation: “ The Public Community 

C o lle g e  L ibrary: H ow  It W o rk s .”  
Joseph F. Lindenfeld, director o f  li­
brary services, Shelby State Commu­
nity College; Donald M. Mikula, dean 
o f  instruction, Shelby State C om m u­
nity College; C. Lamar Wallis, direc­
tor, Memphis and Shelby County Public

 Library and Information Center 
12:15 Luncheon and address: “ Community 

C o lle g e s  and P u b lic L ibraries—  
Natural Partners.” Alice B. Ihrig, di­
rector o f cultural and civic programs, 
Moraine Valley Community College 

2:00 Presentations: “ C ooperation in A c­
t io n .”  (1) “ Sharing a Building and 
Services” — M abel M. Brewer, co o r­
dinator, Flathead C ounty F ree L i­
brary and Flathead Valley Community 
College Library; (2) “ Lifelong Learn­
ing for the C o m m u n ity ” — E rnie 
T om pkins, d ire cto r, Individualized 
Learning C enter, Forsyth Technical 
Institute; (3) “ Planning Administrative 
and Technical Services” — Don Pelkey, 
dean o f  le arn in g  re so u rce s, M ott 
Community College 

4:00 Summary: “ The Future: Cohabitation 
and N etw orking.”  Gloria Terw illiger 
Brown, d irector, Library Resources 
C enter, Alexandria Cam pus, North 
Virginia Community College 

4:30- Cocktail hour 
5:30

A dvance registration d ead lin e is June 16. 
Send fee o f $13.50 to cover coffee, luncheon, 
and registration materials to Sister Mary 
Chrysantha Rudnik, Felician College Library, 
3800 W. Peterson Ave., Chicago, IL 60659.



161

 should d e v e lo p , w h ere it d oes not already 
exist, a system for recogn izing and rewarding staff 
based on jo b  co m p e te n cy  and contributions to the 
library and the p ro fe s sio n . In an a ca d e m ic li­
brary, a system o f  recognition and reward might 
b e  reflected in the prom otion in rank or tenure 
system, consideration o f  m erit increm ents, and so 
forth. Library professionals also receiv e personal 
satisfaction for their accom p lish m en ts and c o n ­
tributions through the recognition receiv ed  from 
colleagues.

C ontinuing education is critical to academ ic li­
braries, and therefore m ajor issues should not be

ignored or d row n ed in w ell-in ten tion ed rhetoric. 
N o w  is n ot the tim e for library professionals to 
on ce again com pare them selves with oth er p ro ­
fessional groups. Instead, con tin u in g  ed ucation 
should b e considered in relation to the needs o f  
academ ic libraries and the professionals that staff 
these libraries. I f  w e be g in  b y  defining the pur­
pose and scope o f  continuin g education in rela­
tion to these n eed s, w e will b e  b e tte r able to 
identify essential program s and activities as well 
as mechanisms for recogn izing and rewarding p e r ­
form ance and contributions.— Sheila C reth , Assis­
tant D ir e c to r , University o f  C onn ecticut. ■■

Copyright— More Views

ONE SOLUTION
I am writing not to offer a different interpreta­

tion o f  the c o p y rig h t law than that o f  C harles 
Martell, bu t to suggest a solution to the problem  
o f  reserves and to co rre ct three small errors in 
his “ Summary S h eet.”  I b e liev e these errors w ere 
present in the original p u blication  from  w h ich 
this list o f  dos and d o n ’ ts was taken and that they 
w ere caused b y  an attem pt to paraphrase the lan­
guage o f  the guidelines.

First, it is stated that “ a teacher M AY N O T  
…  make m ultiple co p ie s o f  a short p oem , arti­
cle, story, o r essay from the same author m ore 
than on ce in a class term  o r make m ultiple copies 
from the same co lle ctiv e  w ork o r periodical issue 
m ore than three times a term ”  (emphasis added). 
The “ cum ulative effect”  test o f  the section 107 
guid elines, from  w h ich  this is taken, uses the 
term “ periodical volu m e" (em phasis added).

S econd, it is stated that “ a teacher M AY N O T  
…  make m ultip le c o p ie s o f  w orks m ore than 
nine times in the same class te rm .”  T he provision 
in the “ cum ulative effect”  test is “ there shall not 
b e  m o re  than n in e instan ces o f  such m u ltip le 
co p y in g  f o r  o n e  c o u r s e  d uring o n e  class te rm ” 
(emphasis added).

T hird, it is stated that “ a teacher M A Y  …  
make m ultiple co p ie s for classroom  use on ly and 
not to e x ceed  on e p e r student in a class o f  the fol­
lowing: …  on e chart, graph, diagram, drawing, 
cartoon, or picture p e r book  or p eriod ical.”  The 
la n gu a g e  in th e  “ b r e v i t y "  d e fin it io n  in th e  
g u id e lin e s is “ p e r  p e r io d ic a l is s u e ”  (em phasis 
added).

T u rn in g to the p ro b le m  o f  reserves, I think 
there is an alternative that to date I have rarely 
seen discussed: nam ely, obtaining perm ission to 
make the copies. It should be recogn ized that the 
copyright law and its guidelines d o  not im pose a 
flat ban on copyin g; they on ly require that per-

C ontin ued on p . 162.

COPYRIGHT LAW  AND 
RESERVE OPERATIONS—  

ANOTHER INTERPRETATION
T o  sav e s p a c e , th is in t e r p r e t a tio n  o f  th e 

copyright law is lim ited to specific points o f  dis­
agreement with Charles Martell, including m inor 
d iffe r e n c e s in em ph asis. In g en eral, M artell’ s 
reading o f  the law seem s sound and his recom ­
m endations w orthw hile. At crucial points, h ow ­
ever, he is content to recom m end  seeking legal 
interpretation instead o f  venturing an interpreta­
tion himself. His approach is adm ittedly “ pu rpo­
sively conservative.”

H ow ever, perhaps libraries should instead be 
looking at the law as a lawyer w ould and d e te r­
m ine what w eight the G u idelines w ou ld  carry. 
A dm ittedly they have not the force o f  law. But 
they cam e into bein g at the urging o f  the H ouse 
C om m ittee on the Judiciary. The H ouse C om m it­
tee R eport (H .R . 94-1476) says that the com m it­
tee report o f  1967 summ arizes the arguments on 
the question o f  classroom  p h otocop y in g — w hich 
“ have not changed materially in the intervening 
years” — and p roceed s with com m ents o f  consid ­
erable m om ent, including these passages:
…  The fair use doctrine in the case o f  classroom 
copying w ould apply prim arily to the situation o f  
a teacher w ho, acting individually and at his ow n 
volition, makes on e o r m ore copies for temporary 
use by him self or his pupils in his classroom. 
Spontaneous copy in g  o f  an isolated extract by a 
teacher, w hich may b e  fair use under appropriate 
circum stances, w ould turn into an infringement if 
the c o p ie s w e re  a ccu m u lated  o v e r  a p e rio d  o f  
time with other parts o f  the same work, or w ere 
collected with other material from various works 
so as to constitute an anthology.
A key, though not necessarily determ inative, fac­
tor in fair use is w h eth er or not the work is avail-

C ontin ued on p .162.