6 Association of Research Libraries Research Library Issues 294 2018 have to develop new habits of mind and learn to learn in new ways. This is a larger systems-based approach rather than an individual development approach. Focusing on working as a team asks liaisons to consider how their success is dependent upon interpersonal skills as well as knowledge. One of the major differences seen across these five articles is the role of disciplinary subject expertise. For the University of South Florida, their approach combining what they call the three prevailing models— traditional, functional, and subjects teams—is built on the idea of “research platform teams” supporting specific disciplines. The teams are comprised of subject librarians with master’s degrees in the target disciplines, functional specialists such as GIS librarians, and staff supporting collection building. Working closely with faculty Together these articles offer a road map or possible futures for institutions considering change in the area of liaison. in academic departments and schools, a team has been formed to support the School of Geoscience, for example. For this institution, subject expertise remains at the center of their approach and organization. For institutions such as Guelph, MIT, UC Riverside, and UT Austin, subject expertise is either replaced or supplemented by functional expertise. Additionally, the MIT model, unlike the others, acknowledges changes in liaison work that account for a more active, participatory user. Libraries are now both educating users in the digital age and amplifying the work and creations of users. Users engage in creating products and scholarship in library makerspaces, in library-based journal publishing programs, and in other innovation and experimentation activities hosted by the library. The MIT model argues for a more expansive and global definition of users—not just as consumers but producers, makers, and creators.
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