Organizing the liaison role: a concept map (Judith E. Pasek) - 0 views
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Building relationships with STEM faculty and students therefore requires an active outreach approach rather than simply waiting for individuals to contact librarians.
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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
American Historical Association releases draft guidelines for evaluating digital schola... - 0 views
Being Essential Is Not Enough, Part 2 | Peer to Peer Review - lj.libraryjournal.com - 0 views
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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.
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Listen also for areas of emphasis that you might not think of as relevant to the library.
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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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This article relates to… - chroniclevitae.com - 1 views
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"It's also not the only way to build institutional unity. What if instead of devoting time and resources to making analogies about customer service, we put learning first? What if the conversations, the trainings, the memos, and even the job descriptions emphasized this simple question: How does what I do make this a better place for students to learn and develop?"
Trends in Digital Scholarship Centers (EDUCAUSE Review) | EDUCAUSE.edu - 0 views
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"Looking back over the past 18 months, we have four observations. First, we have learned the critical importance of clearly defining the Sherman Centre's scope and purpose for the campus community. Understanding of digital scholarship's boundaries is still relatively low on all of our campuses. Work in the center falls outside traditional norms for how research is done - the norm being that research is a solitary activity, with no "bumping around" required. In terms of libraries, it is definitely outside the norm. Libraries are traditionally very transaction-based: we count the number of people who enter our doors, ask us research help questions, and attend instruction sessions. We have no mental model for tracking activity within a digital scholarship center, which is inherently more relationship-based. Second, we've learned that the relentless demand for physical space on campus creates pressure on our new center. Faculty members and graduate students are always looking for a place to run their experiments and relocate their staff. We often find ourselves having to turn people away when their work is not advancing the digital scholarship agenda. Saying no is not easy, but it must be done to protect the center's integrity. Third, we've learned of the vital need for patience - both individual and organizational. Digital scholarship centers are not created in a day or even in 18 months. Building a good center requires patience on the part of our senior university administrators, faculty, and staff. A digital scholarship program is built on relationships, as well as on the careers of its scholars. Centers evolve as junior faculty members incorporate digital scholarship into their research and then rise to become senior scholars. Finally, we've discovered the strong need for training and mentorship opportunities on our campus. Our graduate students (like any other graduate students) do not enter their programs with deep digital scholarship skills, but they are e
Digital humanities and the future of technology in higher ed. - 0 views
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I love the final paragraph "Another way of putting that is: Do not spend eight years getting a doctorate with the sole purpose of becoming digital humanist, as you would be better off just learning to code and getting a job as a software engineer. However, if you have already made the unwise choice to enroll in a humanities Ph.D. program, one way to salvage what will otherwise be your eventual entrée onto a jobless hellscape might be to "disrupt" your Eliot (George, T.S., whichever) and start using technology to analyze, distribute, or supplement your research. The worst possible outcome, after all, will be that more than three people read your work."
Talking With Faculty About Library Collections (Revisited) - SCSInsight: News... - 1 views
FLIP THE MODEL (a pre-print) - The Ubiquitous Librarian - The Chronicle of Higher Educa... - 2 views
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""Academic libraries are encountering a critical inflection point. In our case it isn't a single technology that is disrupting our established system, but a barrage of advancements in publishing, pedagogy, and user preferences. The landscape is shifting around us, and the future of scholarship requires us to develop new skills, design new environments, and deliver new service capacities. In short, we need new operating models.""