Building relationships with STEM faculty and students therefore requires an active outreach approach
rather than simply waiting for individuals to contact librarians.
Organizing the liaison role: a concept map (Judith E. Pasek) - 0 views
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meeting faculty informally and face-to-face at departmental functions is a key outreach strategy, and that outreach techniques need to be tailored to fit the local academic community, adapted for departmental variation.
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Being visible means creating opportunities for communication by being present where your “customers” (i.e., faculty and students) are located
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concept map for thinking about the various pieces of the liaison librarian role, focusing on visibility, relevance, usefulness, and timeliness. used for conversation with team of librarians to take a higher altitude view of what we're trying to accomplish and then specifically how we go about doing that
Joint Statement on Faculty Status of College and University Librarians | AAUP - 0 views
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Indeed, all members of the academic community are likely to become increasingly dependent on skilled professional guidance in the acquisition and use of library resources as the forms and numbers of these resources multiply, scholarly materials appear in more languages, bibliographical systems become more complicated, and library technology grows increasingly sophisticated. The librarian who provides such guidance plays a major role in the learning process.
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Because the scope and character of library resources should be taken into account in such important academic decisions as curricular planning and faculty appointments, librarians should have a voice in the development of the institution’s educational policy.
The (Social) Reader's Dilemma: Content + Container = Context - The Ubiquitous Librarian... - 0 views
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“Content, not containers!” This has been a library theme for a while now: unbundling the meat from the sandwich. It’s about the text and/or images, not necessary the printed vessel. As scholarly material migrates to digital platforms, the focus is on the content, not the boundaries of “journals” or “books.”
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Yesterday I downloaded The Fourth Paradigm: Data-Intensive Scientific Discovery, which is a free PDF. Thanks Microsoft. I’m reading it on my iPad via my Kindle app and everything is fine, right? No! It’s not a Kindle book. It doesn’t allow me take notes, share passages, or sync across devices. Those might not sound like big deals, but they are—or they have become to me. My reading experience is linked to functionality, not just to the content. So here is this free book, free content, that is essentially useless to me—to the way I want to use it—to the way I work with information. The content is free, but it’s the container I’m willing to pay for. It’s the container that makes the content valuable.
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Access is no longer enough. I don’t just want to have the content in a digital format. I need it to live and breed and interact with my other content and with the content of my colleagues. It’s the infrastructure and tools around the content that I am willing to pay for. It’s the platform that will continue to grow and make the content more valuable to me over time. This isn’t about preference, but about performance. It’s about creating context.
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