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Cornell University's Albert R. Mann Library was featured in a 1994 Library Hi Tech issue as a prototype of the electronic library. Mann Library, the winner of the American Library Association's first Library of the Future award, presented its systematic approach to creating a new digital research library, an approach that employs modern methods rooted in classic principles to form a vibrant, organic whole by integrating the print and the digital library. Mann's approach is based on having a clear understanding of what our mission is and constantly rethinking what we are doing to achieve it. Consequently, a lot has happened at Mann since 1994. This article describes the library's new program of instructional technology support, while a series of short reports focus on some of the other Mann Library projects.

The purpose of this paper is to outline a fast track process Cornell used to develop a user‐focused vision and recommendations on how Cornell University Library should present itself and the information landscape to its users.

A consultant was hired to conduct local interviews probing audience work habits and needs and to synthesize them into composite personas segmented on the basis of “like” behavior. These “imaginary friends” helped validate and supplement user studies done elsewhere and existing quantitative data from Cornell, thus influencing all the decisions and recommendations that the team produced.

The personas can also serve as a way to effectively communicate about and develop empathy for user needs throughout planning and implementation.

Understanding and assessing the information seeking and managing needs, habits, and expectations of a library's audience are crucial for creating a digital library environment that is relevant to users. While anthropological studies are most meaningful, can you be sure that results produced at other institutions are complete and relevant for your own environment and purpose? The use of personas provides an effective tool that validates such comparisons.

Personas have been mostly used in industry, but in our process they proved a useful and relevant benchmark for the academic library environment.

Information literacy (IL) is increasingly becoming an explicit learning outcome for college graduates, and some libraries are playing a role in planning and teaching IL instruction to students. Amidst the overall trend of shrinking budgets that libraries are experiencing, what strategies can be employed by libraries that support large universities to plan IL instruction? The paper aims to discuss these issues.

Inspired by curriculum mapping, staff in the library assessment department created teaching maps which match the curriculum from seven colleges with the library’s teaching efforts. To create them, they combined information about: first, courses that librarians have instructed over the last three years with; second, required courses for majors within the colleges; and third, typical enrollment for each course.

Easily accessible information was combined to create the teaching maps, which enable the library to realign efforts to maximize IL instruction and best utilize library staff resources.

Teaching maps serve as a portal to quickly understand majors, courses and course enrollment, and provide baseline information on past library instruction activity to inform future IL instruction strategy. Library directors and teaching staff are utilizing them to realign instruction efforts.

Assessment strategies, such as curriculum mapping, serve not only the institution’s teaching mission, but also help strategize for effective and efficient stewardship of staff resources. These methods will be useful for library directors, assessment and instruction librarians at large research universities.