Ultimately, I felt this could potentially be another path to bring liaison librarians
closer to the research and faculty research processes on our campus.
To begin the process of utilizing liaison librarians for data gathering at the
discipline level and potentially shaping new roles for liaison librarians in
scholarly communication, it was essential to involve them in the process early
on. Their buy-in was considered critical to the success of the project in the short
term and in the future operationalization of scholarly communications activities
and services. The first step was to recruit several liaison librarians to work with
the Steering Committee to develop a scholarly communications training
program for liaison librarians that would serve two purposes:
1. To serve as a vehicle for eliciting librarian and library staff input on the
shape of scholarly communications activities in the Library and in
conceptualizing new roles in this arena
2. To give liaison librarians requisite tools and a coordinated approach to
begin the work of engaging their faculties in a discussion of the issues
Specific objectives for liaison development included the following:
Library staff will have an awareness of changes to the traditional
model of scholarship.
Librarians will have a base understanding of scholarly
communications issues.
Liaison Librarians will have greater confidence and expertise in their
understanding of scholarly communications activities, particularly at a
discipline level, and be able to educate their faculty on trends in
scholarly communications; be resource people on scholarly
communications issues at the discipline level; and be resource people
for identifying new models of scholarship in their discipline.
As Project Manager and leader of the steering committee, my overall vision
for liaison development, and indeed for the broader Scholarly Communication
Project, was that our outreach programming was guided by the principle of open
and shared dialogue about the issues with our community and is based on
relationship-building and partnership with campus stakeholders. While we, like
many research libraries, took on a leadership role in campus dialogue, we were
very conscious of the necessity of gaining the acceptance and active participation
of our faculty colleagues and knowledge creators on campus. In this sense, at the
center of the project was our determination to engage our campus stakeholders in
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Scholarly Communications: Planning for the Integration of Liaison Librarian Roles
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AUGUST 2009 RESEARCH LIBRARY ISSUES: A BIMONTHLY REPORT FROM ARL, CNI, AND SPARC
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