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sha towers

Organizing the liaison role: a concept map (Judith E. Pasek) - 0 views

  • Building relationships with STEM faculty and students therefore requires an active outreach approach rather than simply waiting for individuals to contact librarians.
  • 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.
  • Being visible means creating opportunities for communication by being present where your “customers” (i.e., faculty and students) are located
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  • variety of options for initiating interactions with potential customers
  • Being relevant requires currency and an understanding of the subject matter of interest to the customer.
  • keeping current with rapid changes in technology, research directions, curriculum offerings, and scholarly trends
  • For student engagement, it means making an effort to connect to their experiences and interests to add meaning and put learning processes into context.
  • Being useful means matching resources and information to the purpose (e.g., research, coursework) and needs of the customer
  • High-quality service also involves anticipating needs and being proactive in providing services
  • Faculty are pressed for time, so offering services that can save them time can win their respect and support.
  • Timeliness means being responsive and prompt in answering questions and scheduling consultations. It also means providing services at the point of need, timing delivery to when information and services are most needed or effective.
  • The four elements of proactive customer service—visibility, relevance, usefulness, and timeliness—are interrelated and of equal importance in the implementation of liaison services.
  • The liaison concept map is meant to be a starting point for organizing and planning activities that facilitate greater connections with academic faculty and students.
  • Becoming an effective liaison librarian in today’s environment involves moving from a role peripheral to academic research and teaching, to a more integral and integrated presence within departments and programs
  • Faculty satisfaction with library liaisons increases when they have recent and direct communication, they know the name of their assigned liaison librarian, and they receive more types of services.4
  • Engaging faculty and building long-term relationships can be enhanced by shifting focus to showing interest in their research, offering newer research services (e.g., data management and repository support), and identifying opportunities for partnership.
  • While developing relationships with individual faculty members is essential, the process of making initial contacts can be orchestrated at the departmental level.
  • Building awareness of library services is a necessary first step to engagement, as faculty tend not to view librarians as instructors or research consultants
  • Keeping up with trends and adding to the liaison librarian toolkit are essential to remaining relevant and effective
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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
sha towers

Being Essential Is Not Enough, Part 2 | Peer to Peer Review - lj.libraryjournal.com - 0 views

  • Solving a problem that already exists for your faculty (such as compliance with a mandate) is more likely to generate support for the library than trying to convince the faculty that they have a problem.
  • Listen also for areas of emphasis that you might not think of as relevant to the library.
  • Sometimes aligning your library with institutional goals and programs means creating new services, and sometimes it means adapting old ones. Since our host institutions are always changing, it always means responding quickly and nimbly to new programs and priority shifts.
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  • Instead, she worked with her leadership team to create a two-part document: the first section outlined the library’s significant achievements over the past year, and the second explained what we want to do in the coming year.
  • the message our vice president received was not “Here are all the reasons why you ought to give the library more money.” Instead, it was “Here are some of the most important ways in which the library is moving the university towards its goals, and here are ways in which we could do that even better if we had more resources to work with.”
  • Thus, the message our vice president received was not “Here are all the reasons why you ought to give the library more money.” Instead, it was “Here are some of the most important ways in which the library is moving the university towards its goals, and here are ways in which we could do that even better if we had more resources to work with.”
  • Map your library’s programs and services to the mission of the university and you will be seen as an essential strategic partner, not just another piece of costly infrastructure.
  • Takeaway lesson: Map your library’s programs and services to the mission of the university and you will be seen as an essential strategic partner, not just another piece of costly infrastructure.
  • Solving a problem that already exists for your faculty (such as compliance with a mandate) is more likely to generate support for the library than trying to convince the faculty that they have a problem.
  • offering dedicated collaboration space for use by faculty working in those clusters, reaching out to the clusters with targeted information about existing technology offerings in the libraries, and “providing dedicated subject specialists for each faculty cluster to work across the life-cycle of their research to offer guidance and connections to services
  • Sometimes aligning your library with institutional goals and programs means creating new services, and sometimes it means adapting old ones. Since our host institutions are always changing, it always means responding quickly and nimbly to new programs and priority shifts.
  • Listen also for areas of emphasis that you might not think of as relevant to the library.
  • ask yourself what the library might do differently (or what it might already be doing) that could have an impact on that goal, even if the goal doesn’t seem to be connected directly to library services.
  • ask yourself what the library might do differently (or what it might already be doing) that could have an impact on that goal
  • , even if the goal doesn’t seem to be connected directly to library services.
  • not just what your campus leaders and spokespersons say, but how often and in how many contexts they say it that will tip you off to a particularly important or emerging area of institutional focus
  • It’s not just what your campus leaders and spokespersons say, but how often and in how many contexts they say it that will tip you off to a particularly important or emerging area of institutional focus
  • If the library is doing things that don’t help further the goals and strategies laid out in them, ask yourself why—and unless the answers you come up with are unusually compelling and can be defended (with a straight face) in conversation with your provost or vice president, seriously consider discontinuing them. If your library is doing things that actively undermine those goals and strategies, stop doing those things immediately. As you consider establishing new programs or practices in your library, ask yourself from the very beginning how those new programs or practices will help further the strategic mission of your institution.
  • If the library is doing things that don’t help further the goals and strategies laid out in them, ask yourself why—and unless the answers you come up with are unusually compelling and can be defended (with a straight face) in conversation with your provost or vice president, seriously consider discontinuing them.
  • your library is doing things that actively undermine those goals and strategies, stop doing those things immediately. As you consider establishing new programs or practices in your library, ask yourself from the very beginning how those new programs or practices will help further the strategic mission of your institution.
  • no library that aligns itself to institutional priorities will end up serving all programs and all academic disciplines equally
  • our budgets and programmatic support should not be distributed equally across disciplines, but should reflect the curricular and strategic emphases of our host institutions.
  • means your monitoring of institutional communications for strategic hints will have to be sensitive to nuance
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