IN THE UNITED STATED DISTRICT COURT
FOR THE EASTERN DISTRICT OF VIRGINIA
Alexandria Division

______________________________________________________	
                                                      )
MAINSTREAM LOUDOUN, INC., et al.                      )
                                                      )
                                                      )
                      Plaintiffs,                     )
                                                      )
               v.                                     )        Civ. Action No. 97-2049-A
                                                      )
                                                      )
BOARD OF TRUSTEES OF THE LOUDOUN                      )
COUNTY PUBLIC LIBRARY                                 )
                                                      )
                      Defendant.                      )
                                                      )
______________________________________________________)
                                                      )
THE SAFER SEX PAGE, et. al.,                          )
                                                      )
                     Plaintiff-Intervenors,           )
                                                      )
            v.                                        )
                                                      )
BOARD OF TRUSTEES OF THE LOUDOUN                      )
COUNTY PUBLIC LIBRARY                                 )
                                                      )
                     Defendant.                       )
                                                      )
______________________________________________________)

I, Joseph Janes, of Ann Arbor, Michigan, do hereby declare:

1. I submit this declaration on my own behalf in support of Plaintiff-Intervenor's Motion for Summary Judgement.

2. As a library educator with expertise in networked information systems such as the Internet, I have been asked to provide expert testimony in this case. I have never previously provided expert testimony in a case. I am providing my services in this case for free. I hold three degrees, all from Syracuse University: an A.B. in Mathematics with a dual major in Information and Library Studies, a Masters in Library Science, and a Ph.D. in Information Transfer. A copy of my curriculum vitae is attached as Exhibit 1. I have been teaching at the graduate level since 1984 in library schools at Syracuse, the University of North Carolina, the State University of New York at Albany, and the University of Michigan. I have taught basic, introductory courses in the areas of online search and retrieval, the use of technologies in library work, statistics and research methods, and reference. I have taught advanced courses or seminars in most of these areas, as well as the development of Internet-based library applications and services, the impacts of technology, and relevance research.

3. I am also the founder and Director of the Internet Public Library, an online library available to the public at http://www.ipl.org. In addition, in the last several years, I have consulted with the New York Public Library in the building of their new Science, Industry and Business Library and with the Henry Ford Museum in Dearborn, Michigan on Internet applications there. I was a co-founder, with Louis Rosenfeld, of Argus Associates, Inc., an Internet consulting and information architecture firm. I have given presentations, including keynote addresses, at major conferences in the United States, Canada, Great Britain, and Japan, and have been interviewed on technology/library issues on National Public Radio and the BBC.

4. My creative and research interests include investigating ways in which the emerging information environment is affecting the practice of librarianship, and how the principles of librarianship can best be used to make this environment easier to use. This includes: questions about the use of networked information resources (such as those found on the Internet) to answer ready-reference and more detailed research questions, development of network-based services and systems which take advantage of concepts and practices from librarianship, thinking about ways in which librarianship can and should evolve to adapt to and take advantage of high-speed computing, high-bandwidth communication and mass interconnection.

5. To begin to understand the role of librarians in an increasingly digital world, it is useful to consider the traditional goals of librarianship. Librarianship is concerned with connecting people with information resources they want or need. Although there are many different types of libraries in which this occurs (school libraries, public libraries, college or university libraries, corporate or "special" libraries), the general purpose remains relatively constant.

6. Within the overall mission of connecting people with information, there are many more specific functions:

providing individualized service through reference, research assistance, readers' advisory, storytelling, or instruction of various kinds.

7. Librarians are typically concerned with building collections of resources of many types which are coherent, useful, and meant to serve particular populations, and making those collections as easy to use as possible.

8. Librarians share a number of values which support their work. They are concerned with threats to the free exchange of information, including challenges to and removals of materials from their collections. In a great many jurisdictions, library circulation records are protected by law, and may only be released under subpoena, guaranteeing patrons privacy and anonymity. They support and promote campaigns for literacy and to encourage their patrons to read and learn more. They are committed to equality and democracy of access to materials, and with maintaining a balance among multiple points of view in their collections.

9. As with many other technological developments in the past (printing with movable type, sound and image recording, computers, etc.), librarians have been intimately involved with the Internet as an information resource from the beginning, and continue to work hard to develop librarian-informed solutions to content and access problems. From the early days of the ARPANET and the BITNET (which evolved into the present day Internet), librarians have used electronic mail, listservs, Usenet newsgroups, FTP archives, gophers and now the World Wide Web to communicate with each other and to build and maintain resources to serve their patrons.

10. Librarians were among the first to recognize the incredible potential of the Internet as an information resource. With a global user population in the tens of millions and growing exponentially, the Web has made available a very large and very diverse set of resources. It is unclear exactly how large the Web is, but there are at the very least millions of pages of information, not to mention databases and other resources. The Web is increasingly attractive as a medium for publication not only of text, but also music, images and video. Furthermore, at least at present, the vast majority of this information is freely available to anyone with Internet access.

11. In the tradition of providing equal access to information, librarians are committed to providing access to the Internet to many people who otherwise have no access to this powerful information resource. Indeed, most information today is created in digital form before printed or recorded in analog media, and a great deal of information is now available only in digital form; it is likely that this will increase over time. Libraries have recognized that this is a vitally important resource for their patrons; a recent study indicates that over 72% of public libraries provide Internet access (The 1997 National Survey of U.S. Public Libraries and the Internet, American Library Association Office for Information Technology Policy, http://www.ala.org/oitp/).

12. The public library as we know it today is a uniquely American invention; the public library movement arose in the late 19th and early 20th century, and was dedicated to the notion that an educated, literate populace was an important way to ensure the continuation of a democratic form of government. The introduction of Internet access into public libraries to provide even more access to more resources is the next step in the evolution of those institutions.

13. It is true that there are materials of many kinds available on the Internet -- just as there are on the shelves of public libraries -- which many people would find objectionable or unpalatable, based on point of view, language, sexual or violent content, and so on. It is possible to find this material by using search engines and directories. However, it is also quite easy to avoid, and is difficult to run into accidentally or inadvertantly. A new user to the Internet quickly learns clues in Web page or Usenet group names, page design, subject area, etc., which indicate the kind of resource in question, and should something offensive appear, simply clicking the ÒbackÓ button on the browser will take it off the screen. Librarians are also testing, adapting and using techniques from traditional librarianship to assist patrons in finding, evaluating, and selecting quality online information resources, and in avoiding unwanted content.

14. As the profession of librarianship changes, so does the way in which new people are prepared and educated to join it. Many schools of library and information science have undertaken significant curricular revisions over the last several years in part to address this need. One of the most notable and dramatic revisions has taken place at the University of Michigan, where the School of Information and Library Studies has been renamed the School of Information. As a part of that school since 1989, I have been part of those changes, and specifically have been directly involved in a number of courses designed to help students better understand and thrive in his new information environment. Three examples follow:

(1.) Internet: Resource Discovery and Organization was designed to force students to think about how to select, describe, and organize network-based resources. Students worked in teams to build guides to networked information resources on particular topics (theater, say, or neurobiology, or personal finance). They had to research the communities of interest, identify good resources, and construct guides which would help those communities find high-quality resources. These guides formed the nucleus for what is now the Argus Clearinghouse (available at http://www.clearinghouse.net), the InternetÕs finest collection of such guides to quality networked resources by subject.

(2.) Information Technology, Impacts and Implications was originally an advanced reading and discussion seminar, but in the Winter 1995 term, it was the class that gave rise to the Internet Public Library (IPL). I describe more about this process in a later section.

(3.) Digital Librarianship is one of a series of workshop-courses designed to give students practical engagement experience in a realistic setting while also making some connection to an outside community. In this course, students have worked within the Internet Public Library on answering reference questions, building and maintain collections, and discussing issues which arise from the work of a public library existing solely on the Internet.

15. In addition to courses for professionals-in-training, continuing education is an important component of the evolution of librarianship. I have been involved in workshops over the last several years which introduced professionals working in the field to some of the technologies, concepts and ideas which underlie the digital information environment. Among the topics we covered in those workshops were exploring, searching for, and evaluating Internet resources; how to build original Internet resources for libraries (including library home pages); technical details of collections and reference work, including software and system development; issues for young people; information architecture; and new technological approaches to reference.

16. Both the changing curriculum for librarian professionals-in-training, plus a proliferation of continuing education courses for librarians in the field, have helped prepare librarians to assist patrons in locating valuable online resources and in avoiding unwanted content. Appended to this declaration are syllabi from classes (as Exhibits 2-4), schedules for workshops (as Exhibit 5), and articles which discuss current work of librarians on digital information issues (as Exhibit 6).

17. Unlike book purchases, no appreciable expenditure of library time or resources is required to make a particular Internet publication available to a library patron. When a library purchases Internet access, it makes all of the information on the Internet instantly accessible to its patrons. Given the vast volume of information available on the Internet, however, librarians continue to play an important role in helping patrons find online resources that meet their needs.

18. An increasing number of libraries of all types are creating Web sites to help their patrons identify high-quality and useful networked resources. In addition to providing online content that the library may produce itself, library Web sites provide indexes of links to other Web sites recommended by the library. The creation of a library Web site is a direct counterpart to the building of collections which include books, magazines, newspapers, audio CDs, databases in various media, art, and other information formats and media.

19. As with other types of resources, librarians must first assess the nature of their community of service, taking account of demographic information, geography, matters of particular local interest, issues of current or enduring concern, and so on. This knowledge helps librarians develop potentially useful and appropriate Web-based resources for their community. Librarians may find such resources through other libraries' Web sites, guides and directories such as the Internet Public Library, Argus Clearinghouse or Yahoo!, and by using search engines and other Web search techniques.

20. In developing library Web sites, librarians use their expertise in evaluating information resources of all kinds. Issues such as authority, currency, design, indexes and other access mechanisms, intended audience, scope and coverage, ease of use, price, and quality of writing are assessed. There are some distinctions, of course. In evaluating online resources, librarians have no need to evaluate bindings, paper or medium quality, and other aspects of the physical media. Internet evaluation, however, must include considerations such as whether a text-only version is available (for people with low bandwidth), the purpose of the site (purely informational or also trying to sell a product), how many broken links the site has, whether a particular Web page is contained within a larger Web site to provide context, and software requirements. In addition, the kinds of review sources which librarians often rely on to help in collection development decisions (such as Library Journal, Choice, Booklist, Publisher's Weekly, New York Times Book Review, etc.) are in their infancy on the Web, at best. Several sample lists of criteria for evaluation of Web sites are appended as Exhibit 7.

21. If an individual resource is judged to be acceptable, a librarian must then decide whether it should be included on the library Web site. Librarians strive for a balance of multiple points of view and perspectives in their collections, especially in areas of controversy or substantial discussion. A resource which meets the criteria listed above may not be as useful if it contains much the same information as five others; if, on the other hand, it presents a new point of view, it may be included even if there are questions about its currency or scope, for example.

22. Once the decision is made that a resource should be included on the library Web site, it must be described and information about it must be added to the online catalog or similar access tool. In familiar book catalogs, information such as title, author, subject(s), publisher, date, call number, etc., are included. For Web-based resources, much the same sort of information is helpful, although Uniform Resource Locator (URL), will probably be added and some aspects of a physical object will not be necessary.

23. In various collections of the Internet Public Library, for example, different kinds of information are kept about resources. In all of our collections, we record title, author, publisher (these may be the same), and URL. In the Newspapers collection, we record geographic location. In Ready Reference, we include a paragraph-long description. In Online Texts and Youth, we catalog resources using the Dewey Decimal Classification.

24. These processes mirror those of cataloging and classification in traditional libraries, and these are carried out to facilitate access to materials. Organizing materials on library shelves (or in broad categories on the Web) makes it easier to browse the stacks, once a patron finds the correct call number for their subject of interest. Find the right place, and all the books about Judaism or cat care or nuclear physics will be in one place. This is known as the "gathering function" of organizing materials. Similarly, an author catalog allows users to find all works by a given person; even though they may be shelved in different places or in different Web categories, they can all be found using the information in the catalog.

25. Evaluation and cataloging techniques and practices have been developed and refined over time to improve access to the materials people want in an efficient and effective manner. In both the digital and print worlds, these techniques have the side benefit of reducing the possibility that users will encounter unwanted, irrelevant, or inappropriate material. Selection policies and collection development decisions result in collections of resources which, in the librarians' professional judgment, will best meet their user populations' needs. Cataloging and organization of these items help lead users to resources in the subject areas of their interest from among those items selected for the collections, and consequently helps them avoid unwanted resources.

26. Librarians use the same techniques to select and describe materials to meet the special needs of young people. Children are still learning to read, to evaluate information, and to learn how to use information effectively. Therefore, libraries usually have separate collections and separate rooms for children and teenagers. Often, these spaces look very different than the adult sections of the library, with bright colors, different furniture, and of course lower shelves and materials appropriate for those age groups. (School libraries are similar, but their collections are more concerned with supporting the curriculum of the school than with providing a broad-based set of information for all children.)

27. Library Web sites, just like physical libraries, can create special "sections" just for young people. For example, the Internet Public Library Youth Division has much more color, larger font sizes, and bigger buttons to make it easier to read and click. We use different language, have different selection policies, and use the Dewey classification, since that will be familiar to most children from using their school or public libraries. The Teen Division also has a different look and feel, including categories such as Sports, Style, General Homework Help, Dating & Stuff, Issues & Conflicts, and Career & College to appeal to a teenage/young adult audience. Both of these areas of the Internet Public Library share a concern for young people, and have been designed to provide them with a place with high-quality materials selected with them in mind in an interesting and welcoming environment.

28. The "kids" section of a physical library points young people toward material that suits their interests and capabilities, and minimizes the possibility that they will encounter unwanted material in the adult section of the library. Similarly, creating an online space with resources chosen just for children will minimize the possibility that they will encounter unwanted material elsewhere on the Internet.

29. A library which chooses to make the Internet available via public connections is making a collection development decision. They are judging that the information likely to be found there will be of benefit to their community and that the likely value of that resource will outweigh any concerns about potentially distressing or objectionable material. In this way, that decision is like all other collection decisions: a book is either bought or not, a journal is either subscribed to or not.

30. But there is the opportunity, with the creation of library Web pages, to do more. Those pages can feature resources which the librarians believe will be of particular interest or value, or which are good starting points for further exploration, and provide instruction on what they are and how they can be used most effectively. Librarians donÕt often get to create this added layer of organization on top of an existing resource, but it can help to make the Net a more helpful and worthwhile experience for patrons.

31. Descriptions of Internet resources on Library web pages also can assist patrons in deciding whether or not to visit a site by telling them what theyÕre likely to find there, which can also help people to avoid material they might find objectionable. For example, the Internet Public Library has, for quite some time, pointed to a resource called the Alternative Dictionaries. This site, maintained by a gentleman in Norway, is a collaborative attempt to create a dictionary of Òinternational slangÓ through the participation of its users. People submit words and definitions, which are then added to the dictionary, and corrected and refined through a similar process. The IPL clearly describes that site as follows: ÒÔThese pages contain words and expressions you most likely won't find in a normal dictionaryÕ including slang, insults, racial slurs, and terms for bodily functions and sexual acts. ÔThis is an experimental Òinternet collaborative projectÓ, which means that all entries are made by internet users. There are now dictionaries for English, Dutch, German, Portuguese, Spanish, Catalan, French, Italian, Polish, Russian, Esperanto and several other languages.Õ All definitions are in English.Ó (Quoted material is taken from the site itself.) This allows people to make up their minds, before seeing the words and definitions, whether or not to go to the site, since they might find some of the words there offensive.

32 This selection and description of resources is a great advantage of sites such as these which are mentioned here. Compare this to Yahoo or search engines, which simply point to everything they can find and have less descriptive matter to help in decision-making on the part of the user.

33. The purpose of online resource evaluation and library Web site development is to feature the best resources libraries can find for their patrons. It should never be to exclude material, or to prevent patrons from finding other useful resources on their own. The sheer volume of online material will make it impossible for librarians -- or anyone -- to catalog, index and evaluate all of the material on the Internet. Thus, preventing patrons from accessing information that has not been evaluated by librarians would undoubtedly keep a huge amount of valuable information from them.

34. Blocking patrons from full access to the Internet would inhibit serendipity, the process of running across something unexpectedly valuable or interesting. Serendipity has always been an important and sometimes crucial part of the information search process in libraries, and is facilitated by mechanisms such as "see" and "see-also" references in catalogs and indexes, and keyword searches of catalogs. On the Internet, serendipity is facilitated by browsing and linking to related sites, and by keyword searches using online search engines and directories.

35. Blocking full access to the Internet, misses the point of the Internet itself. The Internet, and the Web, were designed to create connections, and those connections are precisely what makes the Web such a unique medium for the sharing of ideas. It is not only individual pages and databases which are of interest, it is the connections which Web page designers make. One of the best ways to find quality information on the Web is to find a well-done site with good information of its own, whose author has also found other good sites which he or she evaluates, selects, describes, and organizes on their own site. These combinations, perspectives, points of view and ideas add yet more value to the Web and provide a fertile ground for the creation of new genres of information and new ways of sharing ideas. Indeed, Òknowledge navigationÓ, following these intellectual contours on the Web, is a potentially new way of learning made possible by the interconnectivity of the Web.

36. The Internet Public Library (IPL) began in a graduate seminar which I led in the Winter 1995 semester in the then School of Information and Library Studies at the University of Michigan. The basic motivation was to investigate two questions: What does librarianship have to offer the distributed networked environment? What does the networked world have to offer librarianship? These questions would be explored by designing and building something called the Internet Public Library, which became a Web site on the World Wide Web.

37. Over the course of the semester, a group of 35 students discussed and decided what sorts of features and services the library should have, how technology could best be used, how the web site would look and feel, and then proceeded to build it. The School lent us a server, and on March 17, 1995, we opened for business. Since our opening in 1995, the Internet Public Library has been visited by over 8,500,000 people in over 135 countries; in 1998 IPL is averaging 100,000 visitors per week, approximately one every 5 seconds.

38. The IPL can be described as a teaching and research library, much in the same mode as teaching and research hospitals. Students who take IPL classes do independent study or field experience work with us, as well as our professional volunteer librarians, are learning about librarianship, about the Internet, and about how the two can work together. In addition, we are creating new knowledge about the selection, organization and evaluation of Web-based information resources, electronic-mail-based reference services, issues of economic sustainability, and so on. And in the process of all of this, we provide free public library service for anyone on the Internet. A copy of our mission statement is attached as Exhibit 8. IPL is one example of what libraries and librarians continue to do in the digital world: we find, evaluate, select, organize, describe and create quality online information resources. We also evaluate online resources with a special awareness of the different needs of young people. Finally, we strive to uphold the values important to librarians, and have adopted the Library Bill of Rights, and policies on reconsideration of challenged materials and the confidentiality of server logs and reference questions. Copies of these are attached as Exhibits 9, 10, and 11.

39. The IPL web site (http://www.ipl.org) has several major components. See Exhibit 12.

40. The most recent additions to our very popular and successful Story Hour section are three stories in "Mother Goose on the Web" and include narration by a real Mother Goose in RealMedia audio. Other IPL originals in the Youth Division are the world-renowned POTUS (Presidents of the United States of America), the Science Fair Project Resource Guide, and Poison Prevention.

41. The Teen Division exists to make the Internet a more useful place for teenagers, by collecting and creating information resources of interest. The collection of the IPL Teen Division is developed for teenagers ages 13-19 and their parents, teachers, and anyone else interested in information directed to and about teenagers and young adults. The Teen Division treats teenagers as people, not as a market to be exploited or a problem to be solved.

42. The teen years are a time of tremendous growth and development, and while the Internet can expose teenagers to challenging issues and experiences it also has profound potential for information dissemination that teens desperately need. Part of the goal of the Teen Division is to add resources on the issues and challenges facing young adults. We actively seek sites that are authoritative and we avoid sensationalistic sites that lack content. At times, we make the decision to include sites that have potentially controversial material because of the overall usefulness of the information at the site.

43. In addition to providing these services and resources through the Web site, there have been several subsequent classes at the University of Michigan, professional development summer workshops, independent studies and directed field experiences (at Michigan and other library/information schools). We have written a number of articles in the professional and scholarly literature, given numerous presentations at conferences and meetings, and are also publishing a book about our experiences, tentatively titled The Internet Public Library Handbook, to be published by Neal-Schuman in early 1999.

44. Even a site such as the IPL, with librarian-approved sites, descriptions, organization and design to help people find good information, has received challenges from people who want us to remove items from our collections. The Alternative Dictionaries, previously discussed, has more than once been the subject of a challenge. In accordance with our policy on reconsidering materials, we have re-evaluated it several times and judged it to be of continuing value and to meet our selection policy in Ready Reference. We have also enhanced the description of that site to provide our users with more information to help them understand its nature.

45. Librarians also assist patrons in finding useful information and avoiding unwanted information through education. Many public libraries offer classes on the use of the library, the catalog, indexes, and systems. These formal classes are complemented by written materials, guides, pathfinders, signs, and so on, and now by Web-based instructional materials available all the time, everywhere. Indeed, in many public libraries, patrons are required to take such classes before they can use public connections. These classes also cover the library's use policies (discussed more fully below). Topics for Internet classes often include: kinds of information and subjects which are likely to be found on the Internet; how to construct effective, high-quality search strategies taking advantage of features of directories and search engines (truncation, Boolean searching, searching on phrases); when to use various kinds of search aids; how to evaluate resources found; and the advantages of using library-approved Web sites and other sites known to collect quality resources. Often, these classes use the libraries' own Web sites as starting points or models. These kinds of pointers and tips are very useful in helping people effectively locate the information they want, and avoid unwanted material. In addition, as with more traditional library resources, when people are using the Internet in the library, library staff are available to provide individualized assistance.

46. Libraries may also offer classes and resources to help parents assist their children in using the Internet safely and productively. Most reinforce the importance of parental supervision and involvement with children when using the Internet; parents should teach children to be educated consumers of information, and to talk to their parents about what they find online. Parents may be advised to consider setting boundaries on how much time children can be on the Net, and on the kinds of information they can look at; children may also be instructed about the importance of not giving their names, passwords, credit card numbers, or other personally identifying information, or arranging to meet anyone they talk to online without discussing it with their parents. A good example of these guides is the Librarian's Guide to Cyberspace for Parents and Kids, from the American Library Association (http://www.ala.org/parentspage/greatsites/safe.html). It is appended to this declaration as Exhibit 13, as is the ÒChild Safety on the Information SuperhighwayÓ brochure, developed by the National Center for Missing and Exploited Children in 1994; Exhibit 14

47. Another method that libraries are using to educate patrons about Internet use is the development of Internet Use Policies. These policies can remind users about expected use of the library and of library resources in general, and should flow from the library's mission, goals, other policies and service population. The American Library Association has established guidelines for the development of library policies in general; a copy of those guidelines are attached as Exhibit 15. I have receommended these guidelines to librarians in workshops, including one I conducted last year on Internet policy development. I also suggested people consult a list of such policies, collected by the Lake Oswego, Oregon Public Library; a copy of that list is also appended as Exhibit 16; two sample policies (from Jervis Public Library in Rome, New York and Thomas Branigan Memorial Library in Las Cruces, New Mexico) are appended as Exhibits 17 and 18.

48. Many libraries require that patrons sign an Internet use policy before they can access the Internet. Internet use policies may explain the diversity of information on the Internet, and point patrons to the library-approved resources on the library Web page. A substantial number of policies discuss the decentralized, uncontrolled nature of the Internet and warn patrons that they may encounter material they find objectionable. The policy may explain that beyond the library Web page, the library does not monitor or control the information on the Internet, and that library patrons use it at their own risk. The policy may inform parents that, as with the written materials in the library, parents are responsible for deciding what library resources are appropriate for their own children. The policy may then set rules for Internet use, including rules that prevent invading the privacy of others, and prevent use of the Internet for any illegal activity, including violation of copyright, obscenity or child pornography laws. The policy may impose sanctions for violations, including losing Internet access privileges, and reporting illegal conduct to law enforcement authorities. In many cases, these policies are tied to educational services such as classes, workshops or written discussions about how to search the Net, kinds of information to be found, how the Net is structured and so on.

49. Internet use policies have been developed to help librarians make access to the Internet more fair and to facilitate the management of its use. They also serve as a reminder to users that while the Internet can be a valuable resource, it is also quite different in many respects from more familiar information resources, and therefore that they should take care to ensure that their use of it conforms to expected standards of behavior in a public setting.

50. Librarians are providing patrons with library-approved Web resources through library home pages, teaching Internet education classes, and developing policies that educate and guide patron Internet use. By applying traditional and innovative library science skills to the online medium, librarians can help adult and minor patrons maximize access to useful materials and minimize access to unwanted materials (including materials that some may find offensive). Given the overwhelming amount of valuable information available on the Internet, these librarian-informed solutions are far preferable to solutions which block patrons' access to certain information on the Internet. Such solutions are also consistent with the traditional values of librarianship, including the free and unfettered exchange of information, and equality and democracy of access to materials.

I declare under penalty of perjury that the foregoing is true and correct.

Executed on this __ day of August, 1998.

Signed________________________

Joseph Janes