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Page history last edited by Starr Hoffman 5 years, 5 months ago

Book Title:  Dynamic Research Support for Academic Libraries



Contracted with Facet Publishing.




This book will focus on new kinds of research support in academic libraries that go beyond the traditional reference interview. “Research support” means support not only for faculty and graduate students, but also for helping undergraduates to accomplish learning in more in-depth, hands-on ways. For instance, this might take the form of information literacy sessions in which undergraduates learn how to formulate research questions and/or analyze secondary data. Each chapter will focus on a different aspect of emerging research support and provide a case study of how it has been implemented at a specific library (see chapters listed below). These chapters will be written by practitioners (librarians and professionals), describing the type of service/support they offer and how it was developed.

The introduction will define the concept of “research support” as used throughout the book. It will also outline the secondary message that no library can or should seek to implement all of these ideas, to move against the “do more with less” message that has permeated academic libraries. To support this message, each chapter author will write a short “why” statement described below, to communicate the decision-making process of how and why their library decided that a specific service was meaningful for their library constituents.

  • Each chapter will be introduced with a short, one-to-three paragraph “why” statement about why/how the service/project was deemed appropriate for this particular institution, and how it ties into the broader theme of research support. Some questions related to this that you might consider answering, as appropriate: 
    • Why did your library (or you) choose to implement this service/project?
    • What need(s) did you see, that caused you to develop the service?
    • What was the decision-making and/or implementation process, or was this an individual on-the-fly response? 


  • The book will be divided into three parts, each of which will begin with an introduction that ties in the underlying theory of how these services are relevant.



This is an essential practice guide for librarians and professionals involved in supporting research and scholarly communication, as well as library administrators making decisions about potential services. It will be core reading for library students seeking to work in academic libraries, or in any libraries supporting research, particularly data-intensive research.




(click links for abstracts, more info)


  • Introduction (Starr Hoffman)

Framing research support: making decisions based on institutional need – fitting DH and other research support into your strategic plan... moving away from “more with less” -- Focus on research support (for faculty, grads, and undergrads) beyond the usual “reference interview” – can take many forms, but ultimately academic libraries should choose what services best fit their institutional strengths and needs. Emphasis not on “doing more with less,” but on selecting what fits best, and doing that well. -- Institutional/library mission/strategic plan as the starting place for making decisions for what kinds of services/expertise to concentrate on


Part 1: Research as a Conversation

  1. Section introduction: Research as a conversation (general outline of research support) --(potential author, CH)
  2. Enhancing discovery (discovery layer, metadata sharing, IR directories...) (Hannah Tarver & Mark Phillips)
  3. Special collections & discoverability (Making special collections discoverable/usable for research--digitization, etc.) -- From digital library to virtual museum -- Fatima Diez-Platas

Part 2: Data Services and Supporting Digital Humanities

  1. Section introduction: purpose/use of data services, data labs (potential author, JC-UK) 
  2. Data management plans & data literacy instruction (educating students/faculty); (Heather Coates, IUPUI -- related preso)
  3. Data services (Dr. Ashley Jester, Columbia) 
  4. GIS support (potential author, KM) 
  5. Supporting the digital humanities (infrastructure, lab space, research support) -- (ASM)
  6. Supporting the digital humanities -- re-skilling the profession -- (RF)

Part 3: Disseminating Research Outcomes (Utilizing Library-Faculty Relationships)

  1. Section introduction: Leveraging liaison librarian-faculty relationships to enhance research support... (potential author JG)
  2. Research Dissemination & Open Access -- Helping disseminate research broadly... (potential author, DT)
  3. Research data management services -- (potential author, SM) 
  4. Altmetrics, particularly in emerging fields, DH, etc. 
  5. Preserving research (and making it discoverable for future generations of scholars)


  1. Conclusion (Starr Hoffman):

Tying research support into your institutional mission/vision – focusing your efforts on what is most relevant, efficient, and beneficial – strategically select activities based on strengths, opportunities, institutional needs




3-5 months for chapters

will update this section as more information is available




Ideally, each chapter will focus on a case study of a specific service offered or project undertaken at an academic library, that illustrates a new, transformative, or emerging form of research support. Think about how you might describe the service/project to another librarian or administrator (that might be interested in implementing their own version), or how you might explain it to a library school student.


Each chapter should seek to 1) describe the service or project, and 2) to answer a few (not necessarily all) of these questions:


  • Why did your library (or you) choose to implement this service/project?
  • What need(s) did you see, that caused you to develop the service?
  • What was the decision-making and/or implementation process, or was this an individual on-the-fly response?
  • How was this service/project developed/implemented? What were the steps involved?
  • What lessons were learned in the process? If you did it again, what would you do differently?
  • What were the project outcomes? How was the service received?


Each chapter will also tie into its specific themed section in the book.


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