Articles in _C&RL News_ pertaining specifically to "Every Librarian A Leader"
Breivik, Patricia Senn. "Becoming beyond-library-walls librarians," 56 (7) (July/August 1995): 468-469.
Breivik addresses ACRL members as the new president of ACRL. She outlines her program idea, "Every Librarian a Leader," by presenting four agenda items: "1) To provide a wide range of opportunities for librarians to develop leadership skills. 2) To establish a procedure to capture and package the best of national and chapter ACRL programming into continuing education learning packages for regional and/or individual use. 3) To establish a procedure whereby ACRL can regularly identify and develop key issues to focus its national and state resources on to influence information policy and to partner with other higher education associations. 4) To proceed with implementing such structural changes as is deemed by the Board to facilitate the accomplishment of the ACRL vision, mission, and goals statements." Also included here are the names and e-mail addresses of the members of the ACRL President's Program Committee.
Anderson, Susan and Burkhart, Joyce. "St. Petersburg Jr. College reorganizes for the 90s," 56(8) (September 1995): 541-546.
A case study of the libraries of the St. Petersburg Jr. College during a recent restructuring. Anderson and Burkhart discuss the changing roles of all professional and support staff during this time and discuss how those changes facilitated the ability of the librarians to become leaders on their campuses.
Butcher, Karyle, Hughes, Joy, and George, Melvin R. "Thoughts on leadership: An exchange," 56(9) (October 1995): 636-638.
George, director of Oregon State University (OSU), asks other OSU affiliates, Butcher, associate university librarian for research and public services and Hughes, associate provost for information services, to respond to Breivik's article. George asked questions regarding Breivik's stance on academic librarians and their campus leadership roles. Butcher and Hughes, though varying in their definitions of the role of the academic librarian, both agree that the time is now for librarians to reach across their desks to the faculty and administration. This outreach must be in an organized manner to show the capabilities of librarians to manage the changing nature of information and information access and to demonstrate that the library can and should be the center of information service. Making this clear to faculty, students, and administration will be a benefit to all users precisely because the library supports all campus departments, programs, and activities.
Related _C&RL News_ articles published from 1994-1995.
Authors share the recommendations from the Task Force on Liaison Relationships of the Rutgers University Libraries. Recommendations are: 1) frequent contact with departments; 2) involvement of faculty in collection development process; 3) familiarity with departmental curricula, thesis topics, and research interests; 4) keeping current in one's own subject area; and 5) cooperation with other librarians and units.
Hess, Charlotte and Bernbom, Gerald. "INforum: Building strong partnerships" 55 (9) (October 1994): 560-563.
Update of a 1993 article, authors discuss the INforum program at Indiana University which focuses on professional development for librarians and technologists and the enhancement of collaboration between these two professional groups. Six programs were held during the 1993-94 academic year, each program covering a different topic. Results were a highly successful program which opened up the library and technology personnel to a greater understanding of each others needs.
Jenkins, Paul O. "Working with faculty to build collections," 56(5) (May 1995): 322.
Short article presenting five ways to get faculty interested in the collection development process: preparing bibliography of faculty publications, compiling a faculty recommended reading list, keeping faculty aware of new publications and/or acquisitions, keeping faculty aware of the acquisition of recommended materials, and meeting with faculty in their departments often.
"ACRL strategic plan: Final draft" 56(6) (June 1995): 401-403, 412.
Presents the development of the Strategic Planning Committee and review process of the plan. Includes the 1995 mission, vision, and goals statements for ACRL. [Note: _C&RL News_ vol. 56 (8): 571-572 has the text as approved by the board. The article above gives a bit of background information.
Mech, Terrence F. "Becoming a leader on campus" 56(6) (June 1995): 409-412.
Mech discusses a workshop held at the ACRL 7th National Conference in Pittsburgh. A panel of librarians who are recognized leaders on their respective campuses was convened to discuss Brevik's leadership platform. In break out groups, panelists discussed the qualities needed in a librarian to become a leader on campus including leadership, organizational, marketing, communication, and interpersonal skills as well as an awareness of the things that are happening on campus, flexibility, creativity, and the ability to deal with change and conflict.
_C&RL_, a more research oriented ACRL publication, has also published some articles around the librarian as leader theme. Due to the research nature of these articles, it may be said that they deal more with bibliographic instruction and collection development than with actual leadership roles of librarians. Nevertheless, these articles do discuss librarians moving away from the library walls and thus are included here. All articles appeared in _C&RL_ between 1994-1995.
In this guest editorial, Kirk describes the need for users to have better information literacy skills. To this end, Kirk suggests that librarians collaborate on research in other areas, such as education, to create a better curriculum of information literacy.
Ivey, Robert T. "Teaching faculty perceptions of academic librarians at Memphis State University," 55 (1) (January 1994): 69-81.
Ivey reports on past research regarding the relationship between teaching faculty and academic librarians and on a study conducted at Memphis State University exploring that relationship and perceptions of librarians by teaching faculty. Perceptions of teaching faculty revealed in this study were: that teaching faculty tend not to perceive librarians as academic equals although their service is valued, that teaching faculty should have book selection responsibilities, and that service should be the librarians' highest priority. Ivey suggests that greater visibility on campus with regards to academic achievements and classroom instruction would help librarians to be perceived as academic peers by the teaching faculty.
Millson-Martula, Christopher and Menon, Vanaja. "Customer expectations: Concepts and reality for academic library services," 56 (1) (January 1995): 33-47.
The Authors discuss ways in which academic libraries can reach out to their clientele to better meet if not exceed the customers' expectations. Included in ways to discover user expectations are surveys, liaison outreach programs, focus groups, and one-to-one interviews.
Baker, Robert K. "Working with our teaching faculty," 56 (5) (September 1995): 377-379.
In this guest editorial, Baker describes a situation on campuses where the teaching faculty support the existence of the academic library but do not really encourage library use by their students. Baker suggests that this poor relationship could and should be changed. He suggests that librarians become more involved with curriculum development and instructional methods. This can be done by conducting research based on "educational" rather than "library" questions. Such questions as those which concentrate on how teaching faculty, rather than librarians or the students themselves, expect the students to make use of information.