find specific references to more expansive and detailed re-sources if necessary.

Digitization and electronic records are currently hot top-ics. Two articles, “Issues in Digital Archiving” and “Digiti-zation for Preservation and Access,” raise a number of im-portant concerns regarding the role of digitalization inpreservation and the problems that librarians and archivistsmust face in dealing with this issue and that of electronicrecords. Many people feel that digitization is the panacea forpreservation problems. Paula de Stephano clearly describesthe quandaries that face preservation administrators in thisarea. Furthermore, Peter Graham’s article focuses on someof the problems that librarians and archivists face, and willincreasingly face, in the preservation of electronic recordsthat are created as such.

By the same token, however, there is a real paucity ofinformation on other non-paper formats and on special col-lections, including archival materials. Eleanore Stewart andPaul Bank’s article on the “Preservation of Information inNon-paper Formats,” the last in the volume, is really theonly one that addresses non-paper media, which are found ingreater and greater quantities in libraries and archives. Chris-tine Ward’s article on “Preservation Program Planning forArchivists and Historical Records Repositories” andEleanore Stewart’s article on “Special Collections Conserva-tion” are the only two that specifically discuss these respec-tive issues. It is unfortunate that more time and effort couldnot have been taken to include more in-depth articles onsome of these topics. These are areas in which librarians andarchivists, and even preservation administrators, often feelthat they do not posses adequate knowledge to proceed in aninformed manner. By including articles that addresses thesemedial with the “Suggested Readings,” some of these gapscould have been minimized.

Because of the nature of the volume, unfortunately, an-other problem arises. Although a larger number of extremelyimportant issues are addressed, none of them is discussed ingreat detail. This occurs because of the limited length of therespective articles. This is a potential problem only if thereaders read only this volume. However, if they take thetime and make the effort to consult the articles and volumescited in the “Suggested Readings” at the end of each chap-ter, this problem will quickly be rectified. The reading listsare short but include key resources in the field.

This volume should be added to all preservation referencecollections despite the shortcomings mentioned above. Theinformation contained in the articles is excellent and current,albeit a bit sparse at times. As an introduction to many as-pects of preservation and access, this volume fills a void inrecent preservation literature. The shortcomings are notsomething that should keep readers from acquiring this vol-ume. The strengths far outweigh the weaknesses dis-cussed.—Gregor Trinkaus–Randall, Preservation Special-ist, Massachusetts Board of Library Commissioners, 648Beacon St., Boston, MA 02115-2070<gregor.trinkaus-randall@state.ma.us>.

The Right Stuff: Ownership in the Digital Academy. On-tario, Canada: The Learning Technologies Network,1999. 60 p. $63.00 (U.S.); $90 (Canada). ISSN 1488-0059.(For sale, http://theNode.org/ltreport/).

The Right Stuffexamines 30 intellectual property policiesfrom a sampling of North American institutions. It also sum-maries and commentary from administrators, faculty, andattorneys on a group of policies. Organized into sections,there is an overview of intellectual property basics and cov-erage of new technologies as they influence discussions ofintellectual property; faculty, institutional, and staff issues;and differing approaches to solving intellectual property di-lemmas. Furthermore, there is a presentation of various solu-tions and a compilation of resources. The analyses of se-lected policies are arranged topically, and there is bothcommentary and selected quotations. For example, policiesare examined and compared/contrasted along the lines offaculty issues, institutional perspectives on ownership andrights, and a return on investment.

Of particular value to organizations wrestling with onlinetechnologies and distance education are the explanations ofalternative strategies and ideas as well as the presentation ofthree special policies (available on the Web) geared to thatdelivery mechanism. A variety of different approaches aresuggested for consideration through the compilation of inter-views and other information provided. In an interview, forinstance, Kenneth Crews, a director of the copyright man-agement, presents his thoughts on ownership and rights.

Approximately six pages of resources are listed but mostare available online. The Web addressed were current as ofapproximately early fall 1999.1 This report could be a timesaver for institutions that need: (1) a short, ready-made anal-ysis of intellectual property policies; and (2) clear presenta-tions of viewpoints from institutions of varying size in NorthAmerica. However, the price is high because much of theinformation is available on the Web.—Janis H. Bruwel-heide, Professor, College of Education, Montana StateUniversity-Bozeman, Bozeman, MT 59717<janisb@montana.edu>.

NOTE

1. For information on intellectual property, see, for instance,Copyown: A Resource on Copyright Ownership for the Higher EducationCommunity (http://www.inform.umd.edu/CompRes/NETics/copyown/),Copyright Resources Online(http://www.library.yale.edu:80/;okerson/copyproj.html), American Distance Education Consortium (http://www.adec.edu) (select intellectual property), and National Education Associ-ation (http://www.nea.org) (select higher education). Also see Janis H.Bruwelheide,Intellectual Property and Copyright: Protecting Educa-tional Interests and Managing Changing Environments(1999) (http://www.educause.edu/asp/doclib/abstract.asp?ID5EDU9935); KennethD. Salomon, “Copyright Considerations in Distance Education and Tech-nology-Mediated Instruction” (American Association of CommunityColleges, 1999) (http://www.dlalaw.com) (select resources and then in-tellectual property); Kenneth D. Salomon,Checklist of Issues for Evalu-ating the Adequacy of Institutional Intellectual Property and EmploymentPolicies and Procedures for Electronic Courseware(n.d.) [(http://www.dlalaw.com) (select resources and then intellectual property)]; Carol A.Twigg, Who Owns Online Courses and Course Materials: IntellectualProperty Policies for New Learning Environment(Troy, NY: Center forAcademic Transformation, 2000) (http://www.center.rpi.edu/PewSym/mono2.html).

Tools of Our Trade III: Books, the Internet, and Beyond,developed by Linda Slusar,produced by the College ofDuPage. Chicago, IL: American Library Association, 2000.

64 The Journal of Academic Librarianship

105 minutes. $95.00. (ALA members, $85.50). ISBN0-8389-5768-4. (A “Soaring to Excellence Video”).

Tools of Our Trade III: Books, the Internet, and Beyondis a segment from the 5th season of the College of DuPage’sseries of teleconferenced programs for library professionals.This moderated discussion takes the form of a “Great Soar-ing Debate” between Sheila Curl and D. Scott Brandt, bothlibrarians at Purdue University. Curl (books) and Brandt (In-ternet) gamely try to present a coherent point/counterpointdiscussion of the competing merits of, as the accompanyingprogram guide terms it, “print versus Internet.”

But, for today’s library professional, there is no “versus”between bound and computer-based information sources.Few of us make either-or judgment calls between them. Li-braries want and need the best of both worlds to meet ourclients’ information needs. And most reference librarianssegue effortlessly between reference volumes and Web sites,in the course of a single consultation, just like the amazing,multi-tasking magicians that we are.

Therefore, I watched Curl and Brandt “debate” the superi-ority of their respective mediums, with a mixture of sympa-thy and irritation. The two did the best they could, but thevery format of their discussion was so deeply flawed that thefew useful points the opponents made got lost in the shuffleof their competition. Worse, the poor “Soaring Students” in

their audience were forced to vote—holding up either a CD-ROM or a book as a symbol of their allegiance—at the con-clusion of all seven factors (“Immediacy,” “Ease of Find-ing,” “Searching,” “Cataloging and Classification,”“Browsing,” “Serendipity,” and “The Real Thing/The Hu-man Touch”) discussed.

The production values ofBooks, the Internet, and Beyondare adequate. Brandt and Curl are intelligent professionals. Andtheir moderator, Pam Klein, tried to keep the proceedings aslively as possible. But it was all for naught. At the end of thedebate, which resulted—no surprise—in a tie, I was still leftwondering why any of those involved had wasted their energieson this wrong-headed mock-battle. And, I am not the only one.The first “comment” Klein reads during the teleconference(from an astute viewer at a small-town Texas library) is: “Idon’t even know why we’re debating this.”

Although well-intentioned, this video presentation wasbadly dated when it was produced in January, 1999. And,with phrases like “Y2K on the horizon” uttered, it seemseven less timely now. It is expensive, irrelevant, and, regret-fully, not recommended for academic (or non-academic) li-brary collections.—Kathi Maio, Assistant Director forReference Services, Mildred F. Sawyer Library, 8 Ash-burton Place, Suffolk University, Boston, MA 02108-2770<kmaio@acad.suffolk.edu>.

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