14 · Survey Results: Executive Summary
on promoting an addendum and providing services
to authors. Another 10 (21%) have staff at one library
working on these endeavors, while four of the respon-
dents (8%) were still in the planning stage of providing
promotion and support services. Several respondents
noted that, in addition to library staff, author services
and addenda promotion receive support from another
department or unit on campus, such as their univer-
sity copyright office, their institutional repository, and
an “Office of Research Administration.”
When asked which types of libraries promote an
addendum and provide author services, the largest
percentage of institutions (82%) indicated that most
of the promotional activities take place in the main
campus library, with libraries supporting the health
professions coming in second (61%), and other science
libraries coming in third (43%). Twelve of the 44 re-
spondents (27%) answered “Other.” One respondent
remarked that it is a “collaborative effort by all uni-
versity libraries, including the main campus library
and the health sciences library.” Another wrote, “The
campus libraries have a Scholarly Communications
and Publishing committee that helps support this
work,” and another said it “depends on subject librar-
ians and interests of authors in their disciplines but
all subject librarians have author support as a part of
their activities.”
Participating Staff and Staff Training
Leadership and Promotion Responsibilities
The majority of respondents reported that the leader-
ship role rests with the library director or an assistant
or associate director of the library (both categories
received 26 or 62% of the responses). About half (22
libraries) indicated that leadership rests with a schol-
arly communications officer. Other frequently report-
ed leaders include staff who have legal or copyright
expertise (15), digital library or repository staff (12),
and heads of collections (11).
Library leadership on promoting author addenda
is widely shared across staff categories, though. Only
seven respondents reported that a single individual
had this responsibility: three directors, one AUL, two
scholarly communication officers, and a collection
development librarian.
At the 23 other libraries where the library director
plays a leadership role the responsibility is shared
with AULs (19 responses), a scholarly communica-
tions officer (14), staff with legal expertise (10), the
head of collections (8), digital library staff (5), and
collection development and reference librarians (3
and 2 respectively).
Promotional activities rest primarily with four dif-
ferent types of library staff: reference librarians (67%),
collection development librarians (59%), a scholarly
communications officer (59%), and digital library or
repository staff (48%). The results show that the pro-
motional work is shared and falls to almost all staff
in the system, ranging from an electronic resources
librarian, library support staff, individuals with legal
expertise, to even library directors.
Coordinating with units outside the library on
addendum promotion occurs at 18 institutions. Eight
respondents indicated that they work collaboratively
with a campus legal office or a copyright/licensing
office, six (including some of the same institutions)
indicated that they collaborate with a high level ad-
ministration office, such as the provost’s office or
the university’s office of research, four mentioned
that there is a scholarly communications committee
or task force, and two libraries noted cooperative
efforts with their campus technology office. While
these numbers are small, they are noteworthy as an
indication of where collaborative opportunities may
rest outside the library system.
Staff Training
A large majority of survey respondents provide edu-
cational materials (86%) or training events (78%) to
library staff, though many indicate that some of these
are intended for faculty, and library staff benefit from
them. Comments from respondents show that train-
ing may not be specifically about an author adden-
dum, but that the topic arises in scholarly communi-
cation activities, such as training related to the NIH
Public Access Policy or publicity about international
Open Access Day.
on promoting an addendum and providing services
to authors. Another 10 (21%) have staff at one library
working on these endeavors, while four of the respon-
dents (8%) were still in the planning stage of providing
promotion and support services. Several respondents
noted that, in addition to library staff, author services
and addenda promotion receive support from another
department or unit on campus, such as their univer-
sity copyright office, their institutional repository, and
an “Office of Research Administration.”
When asked which types of libraries promote an
addendum and provide author services, the largest
percentage of institutions (82%) indicated that most
of the promotional activities take place in the main
campus library, with libraries supporting the health
professions coming in second (61%), and other science
libraries coming in third (43%). Twelve of the 44 re-
spondents (27%) answered “Other.” One respondent
remarked that it is a “collaborative effort by all uni-
versity libraries, including the main campus library
and the health sciences library.” Another wrote, “The
campus libraries have a Scholarly Communications
and Publishing committee that helps support this
work,” and another said it “depends on subject librar-
ians and interests of authors in their disciplines but
all subject librarians have author support as a part of
their activities.”
Participating Staff and Staff Training
Leadership and Promotion Responsibilities
The majority of respondents reported that the leader-
ship role rests with the library director or an assistant
or associate director of the library (both categories
received 26 or 62% of the responses). About half (22
libraries) indicated that leadership rests with a schol-
arly communications officer. Other frequently report-
ed leaders include staff who have legal or copyright
expertise (15), digital library or repository staff (12),
and heads of collections (11).
Library leadership on promoting author addenda
is widely shared across staff categories, though. Only
seven respondents reported that a single individual
had this responsibility: three directors, one AUL, two
scholarly communication officers, and a collection
development librarian.
At the 23 other libraries where the library director
plays a leadership role the responsibility is shared
with AULs (19 responses), a scholarly communica-
tions officer (14), staff with legal expertise (10), the
head of collections (8), digital library staff (5), and
collection development and reference librarians (3
and 2 respectively).
Promotional activities rest primarily with four dif-
ferent types of library staff: reference librarians (67%),
collection development librarians (59%), a scholarly
communications officer (59%), and digital library or
repository staff (48%). The results show that the pro-
motional work is shared and falls to almost all staff
in the system, ranging from an electronic resources
librarian, library support staff, individuals with legal
expertise, to even library directors.
Coordinating with units outside the library on
addendum promotion occurs at 18 institutions. Eight
respondents indicated that they work collaboratively
with a campus legal office or a copyright/licensing
office, six (including some of the same institutions)
indicated that they collaborate with a high level ad-
ministration office, such as the provost’s office or
the university’s office of research, four mentioned
that there is a scholarly communications committee
or task force, and two libraries noted cooperative
efforts with their campus technology office. While
these numbers are small, they are noteworthy as an
indication of where collaborative opportunities may
rest outside the library system.
Staff Training
A large majority of survey respondents provide edu-
cational materials (86%) or training events (78%) to
library staff, though many indicate that some of these
are intended for faculty, and library staff benefit from
them. Comments from respondents show that train-
ing may not be specifically about an author adden-
dum, but that the topic arises in scholarly communi-
cation activities, such as training related to the NIH
Public Access Policy or publicity about international
Open Access Day.