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 6 Developing a Vital Research Library Workforce ( C O N T I N U E D ) OCTOBER 2010 RESEARCH LIBRARY ISSUES: A BIMONTHLY REPORT FROM ARL, CNI, AND SPARC