Designing  Job  Descrip.ons  for    New    Roles:    

Integra.ng  Scholarly  Communica.ons  and  Informa.on  Literacy  in  Liaison  

Posi.ons    

Webinar  2:  in  series,  From  Awareness  to  Transforma0on:  Intersec.ons  of  scholarly  communica.on  and  informa.on  literacy  in  21st  century  academic  libraries    

January  15,  2015    

Welcome  by  Joyce        Joyce  Ogburn,  Dean  of  Libraries  and  Carol  G.  Belk          Dis.nguished  Professor  of  Library  and  Informa.on          Studies,    Appalachian  State  University  -­‐  Chair  of  ACRL        Task  Force  on  Intersec.ons  of  Scholarly                              Communica.on  and  Informa.on  Literacy  

Series  of  Three  Webinars  ü  Organized  by  the  ACRL  Intersec.ons  of  Scholarly  

Communica.on  and  Informa.on  Literacy  Task  Force    ü  Focus  on  prac.cal  approaches  to  building  and  

strengthening  connec.ons  between  scholarly  communica.on  and  informa.on  literacy  in  academic  libraries  

ü  Build  on  the  work  introduced  in  the  ACRL  White  Paper:    Intersec0ons  of  Scholarly  Communica0on  and  Informa0on  Literacy:  Crea0ng  Strategic  Collabora0ons  for  a  Changing  Academic  Environment    

 hSp://www.ala.org/acrl/sites/ala.org.acrl/files/content/publica.ons/whitepapers/Intersec.ons.pdf  

Webinar  Topics  and  Dates  ü  Webinar  1:    Crea.ng  Strategic  Collabora.ons  -­‐  

Star.ng  the  conversa.ons,  making  the  connec.ons,  taking  advantage  of  opportuni.es  -­‐  December  10,  2014  

ü  Webinar  2:    Designing  Job  Descrip5ons  for  New  Roles:  Integra5ng  Scholarly  Communica5on  and  Informa5on  Literacy  into  Library  Liaison  Job  Descrip5ons  –  today  

ü  Webinar  3:    Is  Copyright  the  third  rail  in  informa.on  literacy,  or  a  common  denominator?    February  18,  Wed.,  1p.m.  -­‐  2  p.m.  CST  

Today’s  session  

•  Integra.ng  Scholarly  communica.on  and  informa.on  literacy  into  liaison  responsibili.es  

•  Three  different  ins.tu.ons  –  vary  in  size  and  mission  – Models  – Support  needed  – Challenges  – Successes  

Speakers  

Julie  Garrison,  Associate  Dean  for  Research  and  Instruc.onal  Services,  Grand  Valley  State  University;  garrisoj@gvsu.edu  

Terri  Fishel,  Library  Director,  Macalester  College;  fishel@macalester.edu  

Philip  Herold,  Research  &  Learning  Director  for  Agriculture,  Biological  and  Environmental  Sciences,  University  of  Minnesota,  Twin  Ci.es;    herol008@umn.edu  

Plan  for  Today  •  Philip:    Research  University        •  Julie:  Comprehensive  university  •  Terri:    Smaller,  undergraduate  ins.tu.on  •  Facilitated  ques.ons  and  comments      •  Wrap  up    

Send  your  comments  and  ques5ons  via  “chat”    throughout  the  webinar!    

TwiSer:  #acrlintersec.ons  

Learning  Outcomes  •  Acquire  .ps  on  how  three  ins.tu.ons  of  varying  types  and  sizes  incorporated  scholarly  communica.on    and  informa.on  literacy  responsibili.es  into  library  liaison  job  descrip.ons  

•  Hear  both  success  stories  and  challenges  in  keeping  liaisons  informed,  empowered,  and  mo.vated  to  perform  in  these  new  roles  

•  Learn  about  connec.ons  between  scholarly  communica.on,  informa.on  literacy,  and  other  librarian  roles  in  job  descrip.ons  

Large,  land-­‐grant  research  university,  with  over  52,500  students,  3,700  faculty  and  23,000  employees  

University  of  Minnesota  Libraries  

329  total  staff  

138  professional  staff  

~50  liaison  librarians  

How  we  define  expecta.ons:  Posi.on  descrip.on  framework  

Liaison  /  Campus  engagement  •  Ac.vely  engage  with  faculty,  students,  and  staff  in  assigned  areas,  

developing  strong  working  rela.onships.  •  Promote  current  services  and  collec.ons.  •  Be  knowledgeable  about  and  be  able  speak  to  a  range  of  library  

issues,  including  scholarly  communica.on,  the  emerging  digital  conservancy,  the  development  of  new  online  tools,  and  the  integra.on  of  informa.on  literacy  skills  into  the  curriculum.    

•  Assess  user  needs  to  develop  and  maintain  relevant,  high-­‐quality  services  and  collec.ons.  

•  Analyze  trends  in  departmental  teaching  and  research  programs,  stay  abreast  of  scholarship  in  the  disciplines  themselves,  and  use  this  knowledge  to  respond  to  departmental  needs.  

•  Seek  opportuni.es  to  collaborate  and  establish  partnerships  with  departments,  including  the  crea.on  of  digital  content  and  services  

Collec.on  Development  and  Management  •  Build  and  manage  library  collec.ons  in  the  subject  areas  of  Family  Social  Science,  

Social  Work,  Kinesiology  &  Sport  Studies,  and  Work  &  Human  Resource  Educa.on:  •  Systema.cally  select  material  in  all  formats  (print,  manuscripts,  digital,  data  sets,  

fixed  and  streaming  mul.media),  to  serve  the  current  and  future  research,  teaching,  and  learning  needs  of  University  of  Minnesota  clientele  

•  Build  on  collec.ons  of  dis.nc.on  that  may  also  serve  regional,  na.onal  and  interna.onal  users.  

•  Manage  collec.on  funds  efficiently,  effec.vely  and  in  a  .mely  manner.  •  Strategically  assess  and  make  decisions  regarding  the  acquisi.on,  reten.on  and  

preserva.on  of  collec.ons.  •  Work  proac.vely  with  technical  and  access  services  staff  on  appropriate  

arrangement,  descrip.on,  cataloging  and  provision  of  access  to  tradi.onal  collec.ons  and  electronic  resources.  

•  Discover  and  recruit  ins.tu.onal  scholarly  output,  research  data  and  other  content  for  inclusion  in  the  University  Libraries’  digital  ini.a.ves.  

•  Develop  and  maintain  rela.onships  with  dealers  and  donors  (of  both  in-­‐kind  and  monetary  gios).  

Teaching  and  Learning  •  Ac.vely  engage  with  faculty  and  graduate  teaching  assistants  as  partners  in  

programma.cally  integra.ng  informa.on  literacy  concepts  and  skills  into  the  curriculum  

•  Using  sound  instruc.onal  design  prac.ce,  develop  learning  materials  and  instruc.onal  sessions  in  a  variety  of  formats  that  teach  students  to:  –  recognize  informa.on  needs,  create  successful  search  strategies,  and  evaluate  

and  effec.vely  use  informa.on  resources  in  all  formats,  including  archival  and  other  primary  materials  as  well  as  secondary  sources  

–  understand  the  research  and  scholarly  communica.on  paSerns  of  their  chosen  disciplines  

–  understand  the  economic,  social,  and  legal  issues  around  the  use  of  and  access  to  informa.on  

•  Deliver  effec.ve  instruc.onal  sessions  as  appropriate.    Determine  when  it  is  more  appropriate  to  have  students  use  online  tools;  or  to  give  learning  materials  to  faculty  and  teaching  assistants  for  their  incorpora.on  into  class  sessions.    

•  Conduct  needs  assessment  as  appropriate  and  selec.vely  measure  instruc.onal  outcomes  in  order  to  ensure  effec.veness  of  instruc.onal  ini.a.ves.  

•  Maintain  an  up-­‐to-­‐date  knowledge  of  relevant  University  and  department  curriculum  ini.a.ves,  in  order  to  keep  informa.on  literacy  program  consistent  with  University  curriculum.    

Scholarly  Communica.on  •  Advocate  for  sustainable  models  of  scholarly  communica.on  •  Educate  and  inform  faculty,  graduate  students,  and  campus  

administrators  about  scholarly  communica.on  issues.    •  Work  closely  with  faculty  and  students  to  understand  their  

changing  workflows  and  paSerns  of  scholarly  communica.on;  assist  in  the  development  and  crea.on  of  tools  and  services  to  facilitate  scholarly  communica.on.  

•  Support  and  promote  the  University  Digital  Conservancy  by  –  Helping  administrators,  faculty,  and  students  understand  the  role  of  

the  UDC  in  building  and  preserving  digital  collec.ons  –  Working  with  faculty  and  departments  to  promote  the  UDC  as  a  

scholarly  communica.on  tool  –  Assis.ng  in  content  recruitment;  Iden.fying  digital  resources  that  

require  long-­‐term  preserva.on  and  merit  sustained  access  –  Helping  to  shape  the  infrastructure  in  which  digital  preserva.on  and  

access  can  successfully  evolve.  

Reference  Services  •  Ac.vely  seek  opportuni.es  to  provide  customized  reference  and  research  

services,  which  include:  –  providing  consulta.ons  that  involve  subject  or  other  specialized  areas  of  

exper.se  (e.g.,  in-­‐depth  knowledge  of  copyright  or  scholarly  communica.on  issues  or  specific  collec.ons);  

–  answering  referred  ques.ons  in  all  formats  (chat,  email,  phone,  desk/in-­‐person)  and  individual  /  group  consulta.ons;  

–  applying  knowledge  of  how  research  is  conducted  in  certain  disciplines;  –  extending  services  such  as  mobile  librarian  ac.vi.es  

•  Provide  high  quality  reference  and  research  support  on  demand  by:  –  Providing  assistance  and  one-­‐to-­‐one  instruc.on  in  finding  and  evalua.ng  

informa.on  –  Providing  assistance  in  accessing  library  resources  and  services  –  Providing  feedback  about  user  success  with  resources  and  services  –  Providing  support  in  using  informa.on  effec.vely  in  all  formats  –  Documen.ng  and  analyzing  data  on  reference  transac.ons,  both  at  service  

points  and  for  customized  reference  transac.ons  

Chronicle  of  Scholarly  Communica.ons  at  University  of  

Minnesota  •  2006  –  Launch  of  Scholarly  Communica.ons  Collabora.ve.    Conducted  in-­‐house,  immersive  program  for  all  staff,  targe.ng  liaisons  

•  2007  –  Developed  Posi.on  Descrip.on  Framework  

•  2007-­‐08  –  Environmental  Scan  •  2013  –  Revised  Posi.on  Descrip.on  Framework  •  2015  –  University  Open  Access  Policy  

Capacity,  Expecta.ons  and  Evalua.ons  

•  Structures  for  program;  training  development  •  Build  expecta.ons  into  group  and  individual  goals;  repeat  them  ooen  

•  Evalua.ve  framework:    – primary  responsibili.es;  – contribu.ons  to  Libraries,  University,  Community;  – contribu.ons  to  the  broader  profession  

•  Mul.tude  of  ways  to  meet  or  exceed  expecta.ons  

Grand  Valley  State  University  Libraries  

Our  Assump.on  

Liaisons  are  key  to  connec.ng  GVSU  faculty  and  students  with  scholarly  communica.ons  issues  

CC  by  2.0/Brenda  Clarke/hSps://www.flickr.com/photos/brenda-­‐starr/4407416750  

Our  Experience  

•  Shio  in  mind  set    •  Entrepreneurial  context  

•  Intent  to  build  capacity  

The  Language  

2007  “promote  library  and  informa.on  literacy  to  faculty,  including  such  topics  as  advanced  

research,  plagiarism,  and  scholarly  communica5ons  issues”  

The  Language  

2010  “iden.fy  and  acquire  faculty,  student,  and  

ins.tu.onal  scholarship  and  crea.ve  materials  in  assigned  liaison  areas  for  inclusion  in  our  

ins5tu5onal  repository”    and  

“keep  faculty  in  assigned  liaison  areas  informed  about  issues  surrounding  scholarly  publishing”    

2015:  New  Broader  Language  

“Promotes  informa.on  literacy  and  scholarly  communica.ons  within  liaison  areas”  

and  “Supports  faculty  and  students  with  data  

literacy,  data  reference,  informa.on  literacy,  and  scholarly  communica.ons”  

and  “Maintains  a  current  knowledge  base  of  

scholarly  communica.ons  trends  and  issues”  

Building  Capacity  

•  The  language  is  easy    •  Building  capacity  for  the  work  is  more  challenging    Time        Professional  development  

   Travel      Measure  Repeat  

Sage  2  tae4  

Travel  

Smaller  College  Perspec.ve  •  Background  –  Macalester  College,  Saint  Paul,  MN  

–  2000  students,  residen.al  4  year  liberal  arts,  170+  faculty  –  Currently  12  librarians  (includes  director  and  assoc.  and  asst.  director)  +  10  

staff  •  Six  Liaisons  –  4  divisions    •  Generalists  not  specialists  –  we  all  wear  many  hats  

–  Digital  Scholarship,  Archives/Special  Collec.ons,  Serials/Electronic  Resources  

–  Member  of  SPARC  since  incep.on  –  Annual  mee.ngs  with  Sciences  Division  regarding  journal  costs  –  Par.cipant  in  ACRL  Ins.tute  on  Scholarly  Communica.on  –  July  2006  

•  Opportunity  to  learn  how  to  beSer  engage  faculty  and  get  them  involved  as  well  as  promote  our  goals  for  increasing  par.cipa.on  in  our  IR  

–  Library  instruc.on  component  requirement  in  first  year  course  approved  in  2007    

Goals  &  lessons  from  the  ins.tute  

•  Goals    – Develop  an  outreach  plan  to  inform  faculty  of  their  rights  as  authors  and  increase  their  awareness  of  scholarly  communica.on  issues  

–  Increase  faculty  awareness  of  our  ins.tu.onal  repository  

•  Lessons  –  Increasing  understanding  among  all  library  staff  – Elevator  speech  –  how  to  talk  to  faculty  in  5  minutes  or  less  

Evolu.on  from  “hope”  to  “job  expecta.on”  

•  Shared  understanding  of  talking  points  for  scholarly  communica.on  

•  Expecta.on  that  scholarly  communica.on  topics  would  be  part  of  first  year  instruc.on  session  –  author  rights,  OA,  intellectual  property,  economic  factors  

•  Revision  of  job  descrip.on  framework  in  2011  –  u.lizing  The  Expert  Library;  Staffing,  Sustaining,  and  Advancing  the  Academic  Library  in  the  21st  Century  (ed.  ScoI  Walter  &  Karen  Williams)  

•  Discussion  of  Intersec.ons  White  Paper  in  July  2013  

Librarian  Posi.on  Descrip.on  Framework  

•  Engagement  •  Teaching  and  Learning  •  Scholarly  Communica5on  •  Collec.on  Development  •  Digital  Tools  •  Reference  and  Research  Services  •  Outreach  and  Professional  Development  

•  PDF  of  full  document  

Expecta.ons  •  Teaching  and  learning  –  design  and  implement  strategic  and  pedagogically  appropriate  instruc.on  for  library  users  through  a  variety  of  methods  –  Engage  faculty  and  other  teaching  staff  to  integrate  informa.on  fluency  concepts  and  skills  into  the  curriculum  

•  Scholarly  communica.on  –  educate  and  inform  faculty  and  students  on  issues  of  scholarly  communica.on  and  integrate  into  informa.on  fluency  curriculum  

•  Provide  expecta.ons  and  suggested  best  prac.ces  

Performance  Reviews  &  Accomplishments  

•  Annual  •  Liaison  responsibili.es  are  35%  of  job  expecta.ons    

•  Accomplishments  –  Integra.on  in  first  year  course  to  include  scholarly  communica.on  topics  

– New  student  journals  –  Physics  and  American  Studies  –  in  our  Digital  Commons  

–  Increased  faculty  awareness  and  more  inquiries  for  our  faculty  OA  funds  

–  S.ll  a  lot  more  work  to  do…  

Resources  

•  The  Expert  Library;  Staffing,  sustaining,  and  advancing  the  academic  library  in  the  21st  century.    Edited  by  ScoS  Walker  and  Karen  Williams.  Chicago,  ACRL  2010.  

•  DeWiS  Wallace  Library,  Macalester  College,  Librarian  Posi.on  Descrip.on  Framework  –  pdf  

•  Talking  Points  for  Macalester  liaisons  

Resources  (con.nued)  •  Karen  Williams.  “A  Framework  for  Ar.cula.ng  New  Library  

Roles.”  Research  Library  Issues:  A  Bimonthly  Report  from  ARL,  CNI,  and  SPARC,  no.  265  (August  2009).  hSp://www.arl.org/resources/pubs/rli/archive/rli265.shtml.  

•  Janice  Jaguszewski  and  Karen  Williams.  “New  Roles  for  New  Times:  Transforming  Liaison  Roles  in  Research  Libraries.”  Report  prepared  for  the  Associa.on  of  Research  Libraries;  Washington,  DC.  (August  2013).  hSp://www.arl.org/nrnt.  

Ques.ons/Comments?  

Wrap  Up    

Summary  of  today’s  session  Evalua.on  forms  (please  fill  out)  

ü Webinar  3:    Is  Copyright  the  third  rail  in  informa.on  literacy,  or  a  common  denominator?    February  18,  Wed.,  1p.m.  -­‐  2  p.m.  CST