76 · SPEC Kit 299
Who Category of Challenge Description of Challenge
Library Library stafﬁng Not nearly enough staff time to devote to this effort—any successful scholarly
communication initiative requires the support of liaisons and other library folks
beyond those in leadership roles. So many things compete for liaisons’ attention
that scholarly communication issues don’t get a strong enough focus to be
effectively conveyed across campus.
Library Library stafﬁng Organizing a program.
Library Library stafﬁng SC issues are not immediately connected to a faculty member’s or librarian’s
daily responsibilities, and thus are difﬁcult to get onto the campus radar screen.
Library Library stafﬁng The SC Committee is made up of librarians who have many other
responsibilities and thus have limited time to dedicate to SC initiatives.
Library Library stafﬁng Time and staff resources.
Library Library stafﬁng Time of the outreach librarians.
Library Library stafﬁng Time required of staff.
Library Library stafﬁng Turnover and re-organization within the library in the positions responsible for
establishing the program in scholarly communications.
Library Perception that it’s not a
There is a perception in the library that advocating for scholarly communications
issues is beyond the scope of a librarians responsibility. Attitudes suggest that
librarians should be more focused on delivery of traditional services. There’s also
the perception that the academic culture won’t change and there’s no chance
of competing with commercial publishers.
Outcomes of SC Education Activities
18. Has the success of the library’s SC education activities been evaluated? N=58
Yes 5 9%
No 53 91%
If yes, please briefly describe the evaluation criteria/process. N=5
“Evaluations of the Faculty Conference on Scholarly Publishing.”
“Only as part of yearly evaluation of Scholarly Communications Ofﬁcer.”
“Only in the presentations to librarians, attendees ﬁlled out evaluation forms (e.g., ‘The information presented
will help me inform faculty library users. agree/neutral/disagree’).”