558 College & Research Libraries May 2015

“The main results of bibliography come from doing it, not from having it” (108). I 
suppose that is the reason that Abbott’s book lacks bibliography or footnotes. It also 
fails to mention the role of book reviews, an omission that seems peculiar coming from 
the editor of a scholarly journal. Abbott is right that human indexing is superior to that 
done by computer, and he claims that he personally indexes his own books. He must 
have indexed this book by one of his efficient formulas since it is quite inadequate. 
Perhaps he only indexed that which he considered important while oblivious to the fact 
that others might wish to find material in his book that he does not think particularly 
important. The book does include a glossary, which will be helpful to nonlibrarians.

This reviewer admits that he did not follow Abbott’s advice and master his book 
in one hour but rather read his every word. Personally, this reviewer found the book 
both enlightening and irritating; after all, it is Abbott’s personal journey through the 
library, and he loves traveling: “it is easy and fun to do library research” (209). And, 
so it is.—Fred J. Hay, Appalachian State University

Kevin Smith. Owning and Using Scholarship: An IP Handbook for Teachers and Researchers. 
Chicago: Association of College and Research Libraries. 2014. 240p. Paper, $54.00 
(ISBN 978-0-8389-8747-6). 

This book is explicitly designed as a handbook on intellectual property. It enables 
teachers and researchers to quickly find and consult a particular area in intellectual 
property. The author pays close attention to scaffolding and reinforcement of essential 
aspects of intellectual property (for example, the Digital Millennium Copyright Act) 
to ensure that the reader benefits from these elements no matter the point of engage-
ment. Smith has also embedded teaching and research examples specific to copyright 
in chapters 4 and 5 that serve as quick references for the reader. The efficient narrative, 
combined with Smith’s agility in delineating and contextualizing intellectual property 
theory, application, and emerging issues in academia, makes this an essential title to 
add to library collections. 

As an entry point, chapter 1 quickly brings the reader up to date on the history of 
intellectual property using the framework of technological and legal revolutions. This 
framework clarifies the subsequent impact upon modern-day scholars in the evolution 
from the print domain, driven by an economics of scarcity, to the digital domain, driven 
by the economics of abundance. Chapter 2 takes the reader further into the intellectual 
property landscape by identifying the key laws under the intellectual property header 
that relate to academia, the legal statute behind each, and how they inform scholarly 
activities. As one would expect, this chapter is necessarily replete with details and 
definitions, as well as acting as a preamble to the heart of the book and the intellectual 
property law that is the “everyman” of the intellectual property laws: copyright.

The next three chapters—3, 4, and 5—form a kind of copyright trilogy that guides the 
reader successively deeper into the copyright domain. The reader is first introduced to 
the intricate subject of ownership of scholarly work (chapter 3), which is then followed 
by the topic of using copyrighted work in scholarship (chapter 4), and finally wrapping 
up with a discussion on copyright management and dissemination of scholarly work 
(chapter 5). The author ameliorates the complexity of copyright by enriching expli-
cations with interesting, brief examples of legal exemptions, rules, and cases. These 
three chapters familiarize the reader with the junctures and essential decision points 
necessary to understanding and navigating scholarly communications and copyright. 

The next, and final, two chapters go beyond the copyright domain to remind the 
reader that technology, the Internet, and digital communications continually chal-
lenge, push, and exceed the boundaries of laws and countries initially drawn in a 
purely brick and mortar era. Take, for example, the protection measures emerging 

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outside copyright, referred to as paracopyright. Paracopyright includes efforts related 
to licensing and technological protection measures (chapter 6) undertaken by rights 
holders and vendors who fear that copyright law protections are insufficient. Such 
efforts have emerged in the vacuum created by the slow pace of legal revision, yet it 
is essential to learn and understand how to work with these measures and leverage 
them accordingly. By deepening this understanding, the reader can consider more 
clearly the ramifications of the borderless digital domain, technological neutrality, 
and harmonization of international copyright laws (chapter 7). Thus the reader is 
better positioned to contemplate the future and leverage him- or herself to contribute 
positively to the advancement of the scholarly record and the public good.

Academia and beyond are currently (and likely will be continuously) in a landscape 
of constant change driven by the ever accelerating pace of technology, the Internet, 
and digital communications. The explosion of digital content, combined with the 
growth in sophisticated content and learning management platforms, social media, 
and MOOCs have taken our online lives and experiences to a new level—and along 
with it underscored the challenge of operating under 20th-century laws in a rapid, 
agile 21st-century reality. The sheer speed of the digital 21st century can be daunting 
in its ability to catch us wrong-footed—more reactive, less proactive. This rapid and 
agile 21st-century reality is driven by creativity and creative expression. For librarians, 
this book is an essential tool to increase awareness, engagement, agility and proactive 
support of creativity and academic expression on campus and at large.

While researchers and teachers undertake the highest and most respected levels 
of creative expression for the purpose of scholarly discovery and the advancement of 
knowledge, it is important for all contributors to the 21st-century digital domain to 
understand the intellectual property landscape, including where they are positioned 
and how to navigate to better, and further, contribute. Given the growing student 
population across all teaching and learning modalities, the quality of their academic 
work, projects, and innovations that they want and should contribute to society’s 
body of knowledge, it is critical for librarians to be informed participants. While it is 
hard to know when or where that question related to intellectual property will come, 
it will come. And there is a good chance that more of these questions will come from 
students who are not planning to pursue higher academic degrees to formally enter 
into the discourse. Students of today, from all educational levels, are engaged with 
contributing to scholarly and practice-based knowledge.

Kevin Smith is a librarian and attorney specializing in copyright and technology law. 
As the Director of the Office of Scholarly Communications at Duke University, he works 
to ensure that the Duke community is informed about, and engaged with, the evolv-
ing landscape of scholarly communications. Kevin Smith has authored several books 
related to copyright in academia, is involved in the national copyright conversation, 
and is well known for his blog Scholarly Communications@Duke in which he addresses 
policy, developing issues, and potential solutions for scholarly communications in the 
21st century.—Carol R. Kentner, Harvard University

Peter C. Brown, Henry L. Roediger, and Mark A. McDaniel. Make It Stick: The Science 
of Successful Learning. Cambridge, Mass.: The Belknap Press of Harvard University 
Press, 2014. 313 p. Hardback, $27.95 (ISBN 978-0-674-72901-8) LC 2013038420.

This very informative handbook for the “science of successful learning” is the fruit 
of eleven cognitive scientists working in concert as part of an “Applying Cognitive 
Psychology to Enhance Education Practice” research grant, which studied the impact 
of the latest developments in the field of cognitive psychology as applied to education 
over a ten-year period. The authors of this work consist of two of the cognitive scien-