1. Designing Job Descriptions for New Roles: Integrating Scholarly Communications and Information Literacy in Liaison Positions Webinar 2: in series, From Awareness to Transformation: Intersections of scholarly communication and information literacy in 21 st century academic libraries January 15, 2015

2. Welcome by Joyce Joyce Ogburn, Dean of Libraries and Carol G. Belk Distinguished Professor of Library and Information Studies, Appalachian State University - Chair of ACRL Task Force on Intersections of Scholarly Communication and Information Literacy

3. Series of Three Webinars Organized by the ACRL Intersections of Scholarly Communication and Information Literacy Task Force Focus on practical approaches to building and strengthening connections between scholarly communication and information literacy in academic libraries Build on the work introduced in the ACRL White Paper: Intersections of Scholarly Communication and Information Literacy: Creating Strategic Collaborations for a Changing Academic Environment http://www.ala.org/acrl/sites/ala.org.acrl/files/content/publications/whitepapers/Intersections.pdf

4. Webinar Topics and Dates Webinar 1: Creating Strategic Collaborations - Starting the conversations, making the connections, taking advantage of opportunities - December 10, 2014 Webinar 2: Designing Job Descriptions for New Roles: Integrating Scholarly Communication and Information Literacy into Library Liaison Job Descriptions – today Webinar 3: Is Copyright the third rail in information literacy, or a common denominator? February 18, Wed., 1p.m. - 2 p.m. CST

5. Today’s session Integrating Scholarly communication and information literacy into liaison responsibilities Three different institutions – vary in size and mission – Models – Support needed – Challenges – Successes

6. Speakers Julie Garrison, Associate Dean for Research and Instructional 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 Cities; herol008@umn.edu

7. Plan for Today Philip: Research University Julie: Comprehensive university Terri: Smaller, undergraduate institution Facilitated questions and comments Wrap up Send your comments and questions via “chat” throughout the webinar! Twitter: #acrlintersections

8. Learning Outcomes Acquire tips on how three institutions of varying types and sizes incorporated scholarly communication and information literacy responsibilities into library liaison job descriptions Hear both success stories and challenges in keeping liaisons informed, empowered, and motivated to perform in these new roles Learn about connections between scholarly communication, information literacy, and other librarian roles in job descriptions

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

10. University of Minnesota Libraries 329 total staff 138 professional staff ~50 liaison librarians

11. How we define expectations: Position description framework

12. Liaison / Campus engagement Actively engage with faculty, students, and staff in assigned areas, developing strong working relationships. Promote current services and collections. Be knowledgeable about and be able speak to a range of library issues, including scholarly communication, the emerging digital conservancy, the development of new online tools, and the integration of information literacy skills into the curriculum. Assess user needs to develop and maintain relevant, high-quality services and collections. 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 opportunities to collaborate and establish partnerships with departments, including the creation of digital content and services

13. Collection Development and Management Build and manage library collections in the subject areas of Family Social Science, Social Work, Kinesiology & Sport Studies, and Work & Human Resource Education: Systematically select material in all formats (print, manuscripts, digital, data sets, fixed and streaming multimedia), to serve the current and future research, teaching, and learning needs of University of Minnesota clientele Build on collections of distinction that may also serve regional, national and international users. Manage collection funds efficiently, effectively and in a timely manner. Strategically assess and make decisions regarding the acquisition, retention and preservation of collections. Work proactively with technical and access services staff on appropriate arrangement, description, cataloging and provision of access to traditional collections and electronic resources. Discover and recruit institutional scholarly output, research data and other content for inclusion in the University Libraries’ digital initiatives. Develop and maintain relationships with dealers and donors (of both in-kind and monetary gifts).

14. Teaching and Learning Actively engage with faculty and graduate teaching assistants as partners in programmatically integrating information literacy concepts and skills into the curriculum Using sound instructional design practice, develop learning materials and instructional sessions in a variety of formats that teach students to: – recognize information needs, create successful search strategies, and evaluate and effectively use information resources in all formats, including archival and other primary materials as well as secondary sources – understand the research and scholarly communication patterns of their chosen disciplines – understand the economic, social, and legal issues around the use of and access to information Deliver effective instructional 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 incorporation into class sessions. Conduct needs assessment as appropriate and selectively measure instructional outcomes in order to ensure effectiveness of instructional initiatives. Maintain an up-to-date knowledge of relevant University and department curriculum initiatives, in order to keep information literacy program consistent with University curriculum.

15. Scholarly Communication Advocate for sustainable models of scholarly communication Educate and inform faculty, graduate students, and campus administrators about scholarly communication issues. Work closely with faculty and students to understand their changing workflows and patterns of scholarly communication; assist in the development and creation of tools and services to facilitate scholarly communication. Support and promote the University Digital Conservancy by – Helping administrators, faculty, and students understand the role of the UDC in building and preserving digital collections – Working with faculty and departments to promote the UDC as a scholarly communication tool – Assisting in content recruitment; Identifying digital resources that require long-term preservation and merit sustained access – Helping to shape the infrastructure in which digital preservation and access can successfully evolve.

16. Reference Services Actively seek opportunities to provide customized reference and research services, which include: – providing consultations that involve subject or other specialized areas of expertise (e.g., in-depth knowledge of copyright or scholarly communication issues or specific collections); – answering referred questions in all formats (chat, email, phone, desk/in- person) and individual / group consultations; – applying knowledge of how research is conducted in certain disciplines; – extending services such as mobile librarian activities Provide high quality reference and research support on demand by: – Providing assistance and one-to-one instruction in finding and evaluating information – Providing assistance in accessing library resources and services – Providing feedback about user success with resources and services – Providing support in using information effectively in all formats – Documenting and analyzing data on reference transactions, both at service points and for customized reference transactions

17. Chronicle of Scholarly Communications at University of Minnesota 2006 – Launch of Scholarly Communications Collaborative. Conducted in-house, immersive program for all staff, targeting liaisons 2007 – Developed Position Description Framework 2007-08 – Environmental Scan 2013 – Revised Position Description Framework 2015 – University Open Access Policy

18. Capacity, Expectations and Evaluations Structures for program; training development Build expectations into group and individual goals; repeat them often Evaluative framework: – primary responsibilities; – contributions to Libraries, University, Community; – contributions to the broader profession Multitude of ways to meet or exceed expectations

19. Grand Valley State University Libraries

20. Our Assumption Liaisons are key to connecting GVSU faculty and students with scholarly communications issues CC by 2.0/Brenda Clarke/https://www.flickr.com/photos/brenda-starr/4407416750

21. Our Experience Shift in mind set Entrepreneurial context Intent to build capacity

22. The Language 2007 “promote library and information literacy to faculty, including such topics as advanced research, plagiarism, and scholarly communications issues”

23. The Language 2010 “identify and acquire faculty, student, and institutional scholarship and creative materials in assigned liaison areas for inclusion in our institutional repository” and “keep faculty in assigned liaison areas informed about issues surrounding scholarly publishing”

24. 2015: New Broader Language “Promotes information literacy and scholarly communications within liaison areas” and “Supports faculty and students with data literacy, data reference, information literacy, and scholarly communications” and “Maintains a current knowledge base of scholarly communications trends and issues”

25. Building Capacity The language is easy Building capacity for the work is more challenging Time Professional development Travel Measure Repeat Sage 2tae4 Travel

26. Smaller College Perspective Background – Macalester College, Saint Paul, MN – 2000 students, residential 4 year liberal arts, 170+ faculty – Currently 12 librarians (includes director and assoc. and asst. director) + 10 staff Six Liaisons – 4 divisions Six Liaisons Generalists not specialists – we all wear many hats – Digital Scholarship, Archives/Special Collections, Serials/Electronic Resources – Member of SPARC since inception – Annual meetings with Sciences Division regarding journal costs – Participant in ACRL Institute on Scholarly Communication – July 2006 Opportunity to learn how to better engage faculty and get them involved as well as promote our goals for increasing participation in our IR – Library instruction component requirement in first year course approved in 2007

27. Goals & lessons from the institute Goals – Develop an outreach plan to inform faculty of their rights as authors and increase their awareness of scholarly communication issues – Increase faculty awareness of our institutional repository Lessons – Increasing understanding among all library staff – Elevator speech – how to talk to faculty in 5 minutes or less

29. Evolution from “hope” to “job expectation” Shared understanding of talking points for scholarly communicationtalking points Expectation that scholarly communication topics would be part of first year instruction session – author rights, OA, intellectual property, economic factors Revision of job description framework in 2011 – utilizing The Expert Library; Staffing, Sustaining, and Advancing the Academic Library in the 21 st Century (ed. Scott Walter & Karen Williams) The Expert Library; Staffing, Sustaining, and Advancing the Academic Library in the 21 st Century (ed. Scott Walter & Karen Williams) Discussion of Intersections White Paper in July 2013

30. Librarian Position Description Framework Engagement Teaching and Learning Scholarly Communication Collection Development Digital Tools Reference and Research Services Outreach and Professional Development PDF of full document

31. Expectations Teaching and learning – design and implement strategic and pedagogically appropriate instruction for library users through a variety of methods – Engage faculty and other teaching staff to integrate information fluency concepts and skills into the curriculum Scholarly communication – educate and inform faculty and students on issues of scholarly communication and integrate into information fluency curriculum Provide expectations and suggested best practices

32. Performance Reviews & Accomplishments Annual Liaison responsibilities are 35% of job expectations Accomplishments – Integration in first year course to include scholarly communication topics – New student journals – Physics and American Studies – in our Digital CommonsDigital Commons – Increased faculty awareness and more inquiries for our faculty OA funds – Still a lot more work to do…

33. Resources The Expert Library; Staffing, sustaining, and advancing the academic library in the 21 st century. Edited by Scott Walker and Karen Williams. Chicago, ACRL 2010. DeWitt Wallace Library, Macalester College, Librarian Position Description Framework – pdf DeWitt Wallace Library, Macalester College, Librarian Position Description Framework – pdf Talking Points for Macalester liaisons Talking Points

34. Resources ( continued ) Karen Williams. “A Framework for Articulating New Library Roles.” Research Library Issues: A Bimonthly Report from ARL, CNI, and SPARC, no. 265 (August 2009). http://www.arl.org/resources/pubs/rli/archive/rli265.shtml. http://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 Association of Research Libraries; Washington, DC. (August 2013). http://www.arl.org/nrnt.http://www.arl.org/nrnt

35. Questions/Comments?

36. Wrap Up Summary of today’s session Evaluation forms (please fill out) Webinar 3: Is Copyright the third rail in information literacy, or a common denominator? February 18, Wed., 1p.m. - 2 p.m. CST