9 Association of Research Libraries Research Library Issues 294 2018 but coordinating anything across the liaison team was a complex negotiation. The library was no longer well positioned to meet the changing needs of our constituents. When reviewing the liaison program, it was necessary to confront our own notions and assumptions about librarian expertise. What expertise were we offering to campus? Was it important to our biology faculty for the liaison librarian to have a degree in biology? Did engineering students care if their liaison librarian was an engineer? Ultimately, it was concluded that the campus needs the functional expertise of librarians more than subject expertise. As a result, the library was reorganized into teams that emphasized the four primary librarian responsibilities: (1) collection development, (2) instruction and curriculum support, (3) information discovery and access, and (4) scholarly communication. Guelph implemented its functional team model in the summer of 2009, re-assigning librarians to specific teams and aligning managers accordingly. A few adjustments to our structure have been made since then, but working in teams is still a fundamental part of working at Guelph. This article reflects on some of the benefits that were realized, some of the lessons learned, and some key questions that were asked along the way. Benefits Collaborative Learning Environment The team structure allowed librarians to share their knowledge and expertise more easily. Over time, these internal “communities of practice” worked together to deepen their shared expertise and devise new strategies for approaching their work. Our Information Literacy team, for example, moved from sharing tips and tricks about instruction to identifying high-priority courses through a curriculum- mapping exercise as a direct result, the team developed a coordinated
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