profession and to have conversations about the educational and professional
requirements that will ensure the development of a workforce best suited to
meet the needs of this rapidly changing research enterprise. A logical place to
begin these discussions is with researchers—professors, students, and other
scholars in research institutions—who, presumably, know better than anyone
about needs that are not being met and about projections for how their
disciplines are evolving with regard to the changing information needs and
learning models being used in higher education.
1
Herman Miller Inc., “The Once and Future Library: Research Summary,” 2010,
http://www.hermanmiller.com/Research/.
2
Ibid., 3.
3
Institute of International Education, “Open Doors FAQs,” http://www.iie.org/en/Research-and-
Publications/Open-Doors/FAQ/.
4
National Center for Education Statistics, “Projections of Education Statistics to 2018,” September 2009,
http://nces.ed.gov/programs/projections/projections2018/app_a2.asp.
To cite this article: Mark A. Puente. “Developing a Vital Research Library
Workforce.” Research Library Issues: A Bimonthly Report from ARL, CNI, and
SPARC, no. 272 (October 2010): 1–6. http://publications.arl.org/rli272/
RLI 272
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Developing a Vital Research Library Workforce
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C O N T I N U E D
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OCTOBER 2010 RESEARCH LIBRARY ISSUES: A BIMONTHLY REPORT FROM ARL, CNI, AND SPARC
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