Search results

Liaison programmes have been in existence in academic libraries for a number of years. A liaison programme is a co‐operative agreement between the library and academic units to foster better communication, improve services and enhance collection development. In order for it to be operated effectively such a programme needs to be assessed on an ongoing basis. Reports the findings of an assessment survey which was conducted in the spring of 1992 at Kent State University Libraries and Media Services, Kent, Ohio. The assessment of this programme offers some guidelines for assessing similar programmes at other institutions.

The primary function of an academic library is to serve as an information resource centre for the entire academic community. In order to provide better service to academic patrons, liaison programmes have been established in some colleges and universities. Very little has been written on liaison activities or the role of subject specialists in academic libraries. Focusses on how to implement a successful liaison programme in order to facilitate library collection building and improve communication with the academic units. Defines the concept of liaison librarians and library representatives in academic units, and provides suggestions for setting up such a programme.

The purpose of this study is to compare and contrast four academic liaison programs.

Areas addressed include liaison subject specialization, communication methods, duties, and program evaluation.

This paper found similarities in areas of orientation meetings, library guides, and information literacy classes. Unique concepts among the four libraries studied include physical classroom embedment, use of specialized class web pages, faculty literacy classes, and concentrated faculty information literacy assistance.

The results presented provide insight into current academic library liaison practices and the faculty‐liaison relationship.

Many university libraries are adopting a faculty liaison librarian structure as an integral part of their organization and service delivery model. This paper aims to examine, in a pragmatic way, the variations in the definition of the role of the faculty liaison librarian, the expectations of those librarians, their library managers and their clients and the impact of environmental factors. The faculty liaison librarian role is not entirely new, evolving from the traditional subject librarian and university special/branch library role. However the emerging role is characterized by a more outward‐looking perspective and complexity, emphasizing stronger involvement and partnership with the faculty and direct engagement in the University's teaching and research programs.

Following a review of the literature and other sources on the rationale and role of library liaison, the current developments, drivers and expectations are discussed.

The study finds that dynamic external and internal environments of universities are driving the evolution of library liaison, so the role description is still fluid. However, the breadth and weight of expectations is now such that the effectiveness and sustainability of the role has to be addressed.

While a dynamic, broader and more intensive role for the faculty liaison librarian is emerging, more thinking is needed about the extent of that role and its sustainability. What, for example, are the priorities for the faculty liaison librarian? What traditional activities can, and may, have to be abandoned? These considerations are necessary not only to guide the librarians, but also to help define the attributes and skills required for the position and to determine the institutional support it requires.

This is a contemporary critique of the well‐established, but diverse library service – the faculty liaison librarian structure.

The purpose of this paper is to analyze job advertisements in United States academic libraries in order to determine the prevalence of jobs that contain a liaison component. It also aims to report on a survey of current library science graduate students to assess their level of understanding of what liaison work entails and what type of preparation they have had for such work in their LIS program.

The study includes an analysis of 313 academic library job advertisements. It also uses a 12 question survey, which was distributed to 52 library school listservs throughout the USA. The survey announcements resulted in 516 responses from library school students nationwide.

Of the jobs surveyed more than a quarter specifically mentioned liaison activities. The survey showed that few respondents have been exposed to a discussion of liaison work in their classrooms. Those who have demonstrated greater awareness of what constitutes liaison work demonstrate greater self‐confidence in their ability to become successful liaisons.

The anonymous survey did not require participants to indicate what school they attended, possibly resulting in a geographically biased sample. The survey also did not ask respondents at what point they were in their program, so that some respondents may have been very new to their library school studies and may not have had the opportunity to take many classes at the time of the survey.

This study suggests that library schools should find ways to incorporate a discussion of liaison work into some part of their curriculum, especially for students interested in academic librarianship.

No other studies have analyzed job descriptions in terms of liaison work, nor have any studies surveyed students to determine their knowledge of, and preparation for, this type of work.

The purpose of this paper is to provide an updated definition of academic liaison work and examine methods for developing effective liaison relationships.

The authors reviewed and incorporated recently published (1989‐2009) material relating to academic liaison work. In addition to published material the authors conducted a survey of faculty in their liaison areas during the fall 2008 semester in order to access their knowledge and satisfaction with liaison services.

The paper finds that liaison work is multifaceted and success is based both on administrative support and the individual liaisons efforts.

The originality of this work includes the definition of liaison work and requirements of academic liaisons in today's libraries. The paper is of value to current academic liaisons and librarians just entering the field of academia. The paper incorporates recent research, an author conducted survey and the authors' nearly two decades of combined liaison experience and may serve as an overview of the expectations and potential benefits of academic liaison work.

The purpose of this paper is to explore actual interlibrary loan (ILL) usage patterns as a way to improve ILL services and assist in library liaison work.

The study assesses ILL services at a mid‐size comprehensive college library in order to see who is utilizing the current service. Usage patterns are constructed and explored based on data collected over a three‐year period. The requested materials' publication date and Library of Congress subject heading, as well as the requestor's academic status (faculty, graduate student, undergraduate student) and department are addressed.

Usage patterns can accurately illustrate trends in the borrowing behavior of patrons in order to gain a better understanding of their needs. The majority of users were faculty members from a limited number of academic departments. Usage patterns can be very helpful in constructing and focusing liaison work. A thorough study of ILL usage patterns is a viable undertaking worthwhile for any institution looking to improve and expand its ILL and liaison services.

This paper recommends that The College of Staten Island Library utilize ILL statistics to improve and redesign Liaison activities to under‐represented departments. Assessing ILL usage patterns can enable a quick and accurate overview of actual use for improving ILL and liaison services.

Previous research has linked Interlibrary Loan services to collection development. The current study links the assessment of actual ILL usage patterns with liaison activities beyond collection development.

This article aims to summarize recent outreach efforts at The Washington State University Libraries. Taking outreach beyond the traditional library liaison relationship produced unexpected partnerships across campus with such diverse groups as New Student Programs and Residence Life.

The Library Instruction Department at Washington State University was looking for areas where expanded efforts would be most beneficial to the majority of its students. Connection was resumed with liaison areas, which had been previously established, to bring a focus to student needs. Offices centered on student life, such as Residence Life and New Student Programs, were the focal point of these efforts.

WSU's Library Instruction Department was welcomed as a partner program most everywhere it went. Consequently new areas of outreach have been established where none had existed previously and the library's reputation has been boosted campus‐wide.

Results include a more visible library presence across campus as well as opportunities for future collaborative relationships that bring research, education and university life together. Discussion of various programs and activities provide details about the challenges of making these connections and the rewards in making new contacts that publicize library services in non‐traditional means.

Because so much is on the web, marketing the academic library in a personalized manner has become increasingly important on a large university campus. Establishing alternative marketing strategies geared towards the primary student audience will help build relationships across campus and consequently bring students through the doors.

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

The paper introduces and annotates periodical articles, monographs, and audiovisual material examining library instruction and information literacy.

The paper provides information about each source, discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

Most libraries in higher education are facing the challenge of providing valued and improved services with the same or fewer resources. Focussing on the library learning service at one university, the purpose of this paper is to consider how libraries can find new service models with contracting resources while aligning with institutional and professional values and providing value-in-use for end users and key stakeholders.

Following a discussion of sustainability as relevant to library services, the paper presents a case study of one library’s approach to sustaining its library learning service.

The sustainability of library services is aided by developing a service blueprint that provides direction and structure yet is dynamic and responsive. To be successful the approach should be grounded in resource realities, encourage scalability where possible and address the values and needs of key stakeholders.

The paper presents a workable, integrated approach to managing a library learning service so that it delivers value and is sustainable.