The changing role of subject librarians in academic libraries

Stephen Pinfield Journal of Librarianship and Information Science, 33 (1), March 2001, 32-38. Abstract Discusses the roles that subject librarians (or subject specialists pla in conte!porar "# aca$e!ic libraries. Ar%ues that subject librarians, &ho still 'or! a si%ni'icant %roupin% o' senior sta'' in !ost "# aca$e!ic libraries, continue to ha(e a si%ni'icant role to pla in the $eli(er o' librar ser(ices an$ that applies to both tra$itional an$ electronic librar ser(ices. Discusses the tra$itional role o' subject librarians an$ anal )es the &a in &hich this role is chan%in%. *hose areas &here the chan%in% responsibilities are e+tensions o' tra$itional roles into ne& areas are pinpointe$, to%ether &ith e+a!ples o' &here subject librarians are per'or!in% ne& roles an$ a$optin% ne& &a s o' &or,in%. Areas &here the chan%in% role o' subject librarians can be speci'icall i$enti'ie$ inclu$e- %reater e!phasis on liaison &ith users. a$(ocac o' the collections. a$optin% ne& roles. $ealin% &ith user en/uiries in ne& &a s. &or,in% &ith technical sta''. selectin% electronic librar !aterials. carr in% out !ore in'or!ation s,ills trainin%. ha(in% a %reater in(ol(e!ent in the i!ple!entation o' e$ucational technolo% . tea! &or,in% an$ project &or,in%. 0resents practical e+a!ples base$ on e+periences at 1ottin%ha! uni(ersit an$ other "# research libraries. *he re$esi%n an$ relaunch o' 1ottin%ha! "ni(ersit 2ibrar 3eb site is $escribe$ to illustrate !an o' these points.

INTRODUCTION
*he subject librarian (or subject specialist) s ste! is co!!on in "# aca$e!ic libraries an$ else&here. 1e(ertheless, it has al&a s ha$ its $etractors. 4ichar$ 5eseltine, 'or e+a!ple, is a &ell ,no&n sceptic o' the s ste! an$ &as /uote$ in 1667 as pre$ictin% its $isappearance89n the 'uture, 9 thin, that the $eli(er o' en$-user ser(ices &ill be !uch !ore s ste!ati)e$: it &ill in(ol(e the con(er%ence o' learnin% support ser(ices. ;or users, the $istinctions bet&een 2ibrar , <o!puter <entre, Au$io-=isual <entre, an$ so 'orth, are beco!in% less !eanin%'ul as the technolo% con(er%es an$ as the start to use a !ore $i(erse ran%e o' learnin% resources:3hat 9 thin, &ill e!er%e is an or%ani)ational structure:&hich is base$ on 'unctionall -base$ collaboratin% tea!s. 9 thin, the %eneric !o$el o' subject librarianship &ill $isappear. >o &e shall ha(e ser(ice con(er%ence roun$ broa$ 'unctional responsibilities.? (Martin, 1667, 1@A) 5eseltine %i(es pro!inence to the 'unctional, rather than the subject e+pertise o' librarians. 5e 'oresees the $e!ise o' the subject librarian as part o' the sa!e process as the con(er%ence o' learnin% support ser(ices in the uni(ersit .

5eseltines (ie&s are not uni/ue, or in$ee$ ne&. ;re$ B. 5a (1660) $iscusses the (ie&s o' Dennis Dic,inson, &ho in 16A6 8pre$icte$ the $isappearance an$ e+tinction the subject biblio%rapher? in the "nite$ >tates (the ter! subject biblio%rapher is still use$ in the ">A to $escribe the subject librarian). *ho!pson an$ <arr (168A) also $iscuss sceptics 'ro! the 16A0s. Cthers ha(e been !ore s !pathetic to subject librarianship but ha(e seen proble!s in particular areas. Dere, 2a& (1666), 'or e+a!ple, sees proble!s in the area o' collection !ana%e!ent. 8>ubject librarians ten$ to ha(e hi%hl $e(elope$ territorial instincts e+presse$ as ! 'acult or ! subject an$ a !uch less $e(elope$ (ie& o' the librar collections as a &hole.? 2a& %oes on to sa that in the electronic librar subject e+pertise is beco!in% less i!portant. 8<D-4CM net&or,in% or 5*M2 authorin% s,ills !a see! !ore rele(ant pro'essional s,ills than subject ,no&le$%e?. Cnce a%ain, it is 'unctional rather than subject s,ills &hich are seen as ,e . Despite these (ie&s, !ost aca$e!ic libraries in the "# (an$ else&here) still ha(e subject librarians an$ sho& 'e& si%ns o' chan%in% this. A 'e& 1e& "ni(ersities ('or!er pol technics) ha(e scale$-$o&n their subject librarian operations but in !ost aca$e!ic libraries the subject librarian is ali(e an$ &ell. >ubject librarians o'ten !a,e up a si%ni'icant proportion o' the senior (aca$e!ic-relate$) sta'' in the librar . 9t is surprisin% then that the role o' the subject librarian is rarel a$$resse$ in $etail in the recent literature D 5a (1660) an$ Martin (1667) are e+ceptions. *he role nee$s to be &i$el $iscusse$ i' the subject librarian is to pla as e''ecti(e role as possible in the conte!porar aca$e!ic librar . 9n particular, the /uestion o' the role o' subject sta'' in electronic librar $e(elop!ent nee$s to be consi$ere$. *his paper atte!pts to $iscuss so!e o' these issues an$ ar%ues that subject sta'' ha(e a crucial role to pla in the conte!porar aca$e!ic librar . 9n particular, it anal ses ('ro! a practitioners point o' (ie&) so!e o' the &a s in &hich their tra$itional role can be use'ull e+ten$e$ into the electronic librar en(iron!ent. 9n the h bri$ librar (&hich co!bines access to both tra$itional an$ electronic resources) their role is bein% si%ni'icantl reshape$ but is still i!portant. 9t &ill be essential, ho&e(er, as the role chan%es 'or subject sta'' to respon$ positi(el to these $e(elop!ents i' the are to continue to a$$ (alue to the ser(ice 'or users. *his paper su%%ests so!e o' the s,ills that &ill be re/uire$ to $o so. *he 'ocus is on the subject librarian in the research librar an$ e+a!ples are %i(en 'ro! e+perience at the "ni(ersit o' 1ottin%ha! an$ other <"42 librariesi. 5o&e(er, it is hope$ that these re!ar,s &ill ha(e so!e resonance 'or all aca$e!ic libraries.

THE TRADITIONAL ROLE

*he precise role o' the subject librarian has al&a s $i''ere$ 'ro! institution to institution, as Martin (1667) e+plains. *heir place &ithin the librar or%anisation an$ the e+tent to &hich subject sta'' ha(e been e+pecte$ to carr out non-subject $uties in particular has (arie$. 1e(ertheless, a nu!ber o' %eneral responsibilities are nor!all associate$ &ith the roleE 2iaison &ith users- the subject librarian is o'ten 'or!all associate$ &ith particular schools or $epart!ents. E Fn/uir &or,- o'ten inclu$in% ti!etable$ stints on en/uir $es,s.

E >election o' !aterial an$ !ana%e!ent o' !aterials bu$%ets- tra$itionall the subject librarian selects boo,s ta,in% into account reco!!en$ations 'ro! users. E <atalo%uin% an$ classi'ication- the latter in particular is co!!onl $one b subject sta''. E Mana%in% collections- inclu$in% loo,in% a'ter a subject area or subject 'loor, bin$in% a$!inistration, conspectus acti(it , rele%ation o' !aterial etc. E "ser e$ucation- particularl librar in$uction. E 0ro$uction o' %ui$es an$ publicit - inclu$in% subject %ui$es. E 3i$er responsibilities- this !a inclu$e !ajor 'unctional an$ !ana%erial responsibilities but al&a s at the (er least &ill inclu$e !e!bership o' librar -&i$e &or,in% %roups an$ project co!!ittees. *hese responsibilities o'ten re/uire so!e subject e+pertise plus, so!eti!es, technical an$ lan%ua%e s,ills. 9t is, ho&e(er, clear that subject librarians cannot be e+perts in e(er aspect o' the subject or subjects the loo, a'ter. 3hilst it has tra$itionall been seen as an a$(anta%e to e!plo subject librarians &ith 'irst or secon$ $e%rees in rele(ant subjects, !ost subject librarians &ill al&a s ha(e a &i$er subject re!it than just the subject in &hich the ha(e a /uali'ication. As #enneth 5u!phre s (167A, @0) co!!ente$ so!e ti!e a%o, it is nor!all consi$ere$ to be su''icient 'or the subject librarian to $e(elop a 'a!iliarit &ith the structure o' the literature in the rele(ant $iscipline an$ the !ajor resources associate$ &ith it in or$er to support users e''ecti(el . 9t is the e''ecti(eness o' the subject librarian s ste! in relation to users &hich is nor!all seen as crucial. *he !ost i!portant a$(anta%e o' the s ste!, as 3.2. Gutts!an (16A3) ar%ues, is that it is user-'ocuse$. *he responsibilities o' subject librarians nor!all re'lect the subject an$ 'acult structure o' the uni(ersit . *he subject librarian can act as a sin%le point o' contact bet&een the librar an$ the aca$e!ic schools. As a result, the librar can $e(elop a !ore $etaile$ a&areness o' user nee$s than !i%ht other&ise be the case an$ can tailor its ser(ices !ore closel to those nee$s. ;or e+a!ple, it can o'ten better ensure that its collections are balance$ an$ in line &ith the interests o' users. 9t !i%ht be ar%ue$ that these a$(anta%es appl as !uch in the electronic librar as it $oes in the tra$itional librar . *he subject librarian s ste! is, o' course, not &ithout its proble!s, althou%h these are not $ealt &ith in an $etail here. *he ha(e been $iscusse$ b 5a (1660), Martin (1667), an$ 2a& (1666), a!on%st others. 5o&e(er, this paper atte!pts to illustrate that the s ste!, because o' its user 'ocus, is a 'le+ible one, &hich is able to respon$ e''ecti(el to chan%in% technolo%ies, s ste!s an$ e+pectations.

THE CHAN IN

ROLE

*he role o' the subject librarian is chan%in%. >o!e o' the !ost si%ni'icant chan%es inclu$e the 'ollo&in%1. 2. 3. @. *he ol$ job...plus More e!phasis on liaison &ith users A$(ocac o' the collections 1e& roles

H. Fn/uiries D the ne& &a 7. 3or,in% &ith technical sta'' A. >election o' e-resources 8. More in'or!ation s,ills trainin% 6. Cr%anisin% the in'or!ation lan$scape 10. 9n(ol(e!ent in e$ucational technolo% an$ learnin% en(iron!ents 11. *ea! &or,in% 12. 0roject &or,in% *hese 'actors are $iscusse$ in turn. The old job...plus *he 'irst o' these re'lects the 'eelin% a!on%st !an subject librarians that the are bein% as,e$ to $o all o' the ol$ job plus a lot !ore on topI *his can so!eti!es be true, especiall in a conte+t &here total nu!bers o' sta'' in librar an$ in'or!ation ser(ices ha(e been re$uce$ an$ &hen the subject re!it o' a sin%le subject librarian !a ha(e been &i$ene$. *he &or,loa$ o' a subject librarian certainl nee$s !onitorin% an$ !ana%in% care'ull . >o!eti!es jobs nee$ to be reprioritise$ an$ i' necessar re$e'ine$. Jut there are t&o si$es to this. ;irstl , senior !ana%ers nee$ to ,eep the $e!an$s bein% !a$e on subject librarians un$er re(ie&. >econ$l , subject librarians the!sel(es nee$ to !ana%e their o&n ti!e. 9t !a so!eti!es be necessar to let %o o' certain jobs or at least to strea!line the!. *his can so!eti!es be $i''icult to $o but nee$s to be consi$ere$ on occasions. 9n recent ears, the roles o' subject librarians ha(e been reprioritise$ in !an libraries. 9n %eneral, there has been a tren$ o' !o(in% subject librarians a&a 'ro! routine tas,s to other priorities (so!e o' &hich are $iscusse$ belo&). 9n !an libraries, this has !eant a !o(e!ent a&a 'ro! so!e tra$itional collection !ana%e!ent roles, such as catalo%uin%, classi'ication an$ boo, selection. Man o' these ha(e been centralise$ in the librar or%anisation or, in the case o' selection, e(en $e(ol(e$ to aca$e!ics. 9n the librar , the relationship bet&een subject sta'' an$ central 'unctional sta'' (such as catalo%uin% an$ ac/uisitions sta'') has not been static. *he success'ul librar ser(ice is one that can o(erla the 'unctional tas,s o' the or%anisation &ith subject ser(ices in the !ost e''ecti(e &a to ensure that all the necessar jobs are carrie$ out e''icientl . More emphasis on liaison Cne o' the thin%s that has replace$ tra$itional collection !ana%e!ent roles in the subject librarians ti!e is !ore e!phasis on liaison &ith users. *here is !ore e!phasis on %ettin% out there rather than e+pectin% users to co!e to the librar . *his ne& proacti(e approach has o'ten been re'lecte$ in ne& titles 'or subject librarians- ;acult *ea! 2ibrarian, 2iaison 2ibrarian, e(en 2earnin% A$(isor. *hese titles connect the subject librarian to the user !ore closel . C' course, it $oes not !atter &hat the subject librarian is calle$. &hat !atters is that this e!phasis on connectin% &ith users is !aintaine$ an$ enhance$.

2iaison nee$s to be both 'or!al an$ in'or!al. Anec$otal e(i$ence &oul$ su%%est that !an research libraries are %oo$ at the latter but not so %oo$ at the 'or!er. *he are not so %oo$ at %ettin% places on curriculu! co!!ittees an$ school boar$s, nor in encoura%in% users to (enthusiasticall ) atten$ librar user %roups an$ a$(isor boar$s. An$ et these %roups are a (er i!portant &a o' ,eepin% in touch &ith the $e(elopin% research an$ teachin% interests o' users, an$ also in'or!in% the! about $e(elop!ents in the librar . 9n %roups such as these an$ be on$, subject librarians can o'ten per'or! the (aluable role o' e+plainin% an$ interpretin% librar policies as the $e(elop 'or users. 9n a 'ast !o(in% area this in itsel' is beco!in% an increasin%l i!portant role. As 0ar,er an$ Bac,son (1668) e+plain, liaison is particularl i!portant in a &orl$ o' resourcebase$ learnin% &here stu$ents are encoura%e$ to carr out !ore in$epen$ent &or, an$ !a,e &i$er use o' a ran%e o' learnin% resources. 9n a resource-base$ s ste!, the subject librarian has %ot to be a&are o' the interests &ithin the school in or$er to ensure that !aterials are a(ailable. 9t is essential that there is !ore co!!unication bet&een the librar an$ the school than just the school sen$in% all its rea$in% lists to the librar (althou%h all the rea$in% lists &oul$ be nice 'or a startI). 9n so!e cases, schools !a &ant the liaison arran%e!ents &ith the librar 'or!alise$ in a ser(ice le(el a%ree!ent (>2A). 9' this is the case, it is i!portant to ensure that the >2A &or,s 'or the librar b bein% 'ra!e$ in ter!s o' partnership. 0uttin% an >2A in place can o'ten be an opportunit to stren%then 'or!al liaison !echanis!s bet&een the librar an$ the school. *hese are usuall channele$ throu%h the subject librarian. Advocacy of the collections 2iaison is not just about listenin% to users, althou%h this is, o' course, i!portant. Cne other use'ul role subject librarians can ha(e is in ta,in% an acti(e role as a$(ocates o' the librar an$ its collections. *he subject librarian o'ten ,no&s the particular stren%ths o' the librar collections better than !an users. >ubject sta'' are a&are o' untappe$ special collections, un$erutilise$ !icro'or! sets or ne& electronic sources. 9n a rapi$l chan%in% in'or!ation en(iron!ent, it is increasin%l necessar to ,eep users up to $ate &ith the last o' these. Di''erent subject co!!unities are currentl contributin% to an$ !a,in% use o' electronic librar ser(ices at $i''erent rates an$ in $i''erin% &a s, subject librarians are best place$ to see ho& ele!ents o' the librar ser(ice !a best 'it &ith particular user %roups. *he can act as a$(ocates 'or ne& librar !aterials (as &ell as tra$itional ones), su%%estin% &a s in &hich the !i%ht be use$ in learnin% an$ teachin% or research acti(ities. *his can be $one b $e(elopin% case stu$ies or sa!ple !aterials 'or aca$e!ic sta'' to use an$ !a so!eti!es ta,e the subject librarian into ne& areas in the learnin% an$ teachin% process (a the!e &hich arises se(eral ti!es in this paper). New roles >ubject librarians are in$ee$ beco!in% increasin%l re/uire$ to ta,e on co!pletel ne& roles. >2As are, 'or e+a!ple, o'ten &ritten b the subject librarian. Cther ne& roles inclu$e teachin% /ualit assess!ent support an$ research assess!ent support. All o' these are (er ti!econsu!in% 'or subject librarians- e+tensi(e plannin% nee$s to ta,e place, $ocu!entation

prepare$, !eetin%s atten$e$. Jut once a%ain these $e(elop!ents are opportunities. *he can be use$ as a &a o' acti(el &or,in% in partnership &ith schools an$ o' puttin% in place !echanis!s o' co!!unication an$ consultation. Enquiries the new way As &ell as ta,in% on ne& roles, the subject librarian is o'ten a$aptin% tra$itional roles to the ne& en(iron!ent. Fn/uir &or, is an e+a!ple o' this. Man subject librarians no& spen$ little or no ti!e on en/uir $es,s (this is true, 'or instance, at the "ni(ersities o' 1ottin%ha! an$ Jir!in%ha!). *his is another &a in &hich !an subject librarians ha(e been !o(e$ a&a 'ro! !ore routine tas,s. Jut subject librarians are still in(ol(e$ in en/uir &or, b pro(i$in% specialist bac,-up 'or those on en/uir $es,s. *he also increasin%l $eal &ith en/uiries in $i''erent &a s- b personal e!ail, respon$in% to !ailin% list en/uiries, so!eti!es e(en (i$eocon'erencin%. >ubject librarians are also anticipatin% en/uiries in puttin% to%ether online 're/uentl as,e$ /uestion ser(ices. An increasin% a!ount o' interaction &ith users is beco!in% (irtual. the subject librarian has to learn to a$apt to these chan%es. !or"in# with technical staff Man o' the en/uiries the!sel(es are be%innin% to $i''er. 9ncreasin%l , 'or e+a!ple, subject librarians are re/uire$ to pro(i$e support in technical areas. *here is certainl so!e truth in Dere, 2a&s (ie& that technical s,ills are increasin%l i!portant 'or librar sta''. 3hen librar sta'' cannot ans&er the /uestions the!sel(es, the can o'ten act as inter!e$iaries bet&een users an$ technical sta''. *his $oes not just appl to en/uiries, o' course. >ubject librarians can o'ten per'or! a (aluable on%oin% role in representin% the nee$s o' the user to technical sta'' to help ensure that the ri%ht ser(ices are $eli(ere$. *his is also i!portant in $e(elopin% ne& ser(ices. >ubject librarians are o'ten best place$ to i$enti' user nee$s an$ then assist in $e(elopin% an$ testin% ne& ser(ices alon%si$e technical sta''. Selection of e resources 2iaison &ith users an$ technical collea%ues is also i!portant in the ne+t area, selection o' electronic !aterials. 9n !an cases, the subject librarian still has pri!ar responsibilit 'or selection o' !aterials an$ acts as the purchaser. 9n others, bu$%ets ha(e been $e(ol(e$ to aca$e!ic sta'' an$ the subject librarian acts as a$(isor. 9n either case, the subject librarian has an i!portant role to pla . *he subject librarian nee$s to ensure that the selection o' e-!aterials (as &ell as tra$itional !aterials) is in line &ith a %eneral collection $e(elop!ent polic (<D0). 9' necessar , the <D0 shoul$ be re(ise$ to inclu$e e-!aterials (local an$ re!ote) so that it re'lects in a coherent &a the (ariet o' in'or!ation !aterials an$ access !etho$s currentl a(ailable to aca$e!ic libraries. *he selection o' e-resources is o'ten !ore co!ple+ than tra$itional print. *his is the case in at least t&o &a s. ;irstl , the process o' selection itsel' can be !ore in(ol(e$. 0ro$ucts are o'ten !ore e+pensi(e than in$i(i$ual printe$ ite!s an$ selection re/uires !ore &or,. *he &or, can in(ol(e 'in$in% out about pro$ucts, liaisin% &ith suppliers, in(esti%atin% har$&are an$ so't&are re/uire!ents, or%anisin% trials an$ $e!onstrations, co-or$inatin% e(aluation, an$ or%anisin%

purchase. 9n or$er to $o this it is usuall necessar to consult a &i$e nu!ber o' collea%ues. F(en the last o' these sta%es (or%anisin% purchase) is in itsel' co!ple+. At the "ni(ersit o' 1ottin%ha!, a 0rotocol 'or Flectronic 0urchasin% (0F0) has been $e(elope$ to !ana%e this. *he 0F0 is a &or,'lo& s ste! (base$ on an Access $atabase) &hich ta,es a purchase or$er throu%h its (arious $i''erent sta%es an$ &hich alerts rele(ant sta'' as the nee$ to beco!e in(ol(e$. *he secon$ &a in &hich selection o' e-resources is !ore co!ple+ than print is in the criteria that ha(e to be consi$ere$ as part o' the $ecision-!a,in% process. <onsi$eration shoul$ be %i(en to a &i$e ran%e o' 'actors an$ the subject librarian has at least to be a&are o' all o' the!. >o!e o' these are $iscusse$ b 0rice (1668)E <ontent- &hat $oes the resource containK 5o& 'ar $oes it %o bac,K E ;unctionalit - &hat searches are possibleK <an results be easil $o&nloa$e$ an$ printe$K E 9nter'ace- are $i''erent inter'aces a(ailable 'ro! $i''erent suppliers (e.%. Me$line)K 3hich one is bestK E Access !etho$s- can the resource be !a$e a(ailable on a net&or,K E 2icensin%- can it be use$ o'' ca!pus as &ell as on ca!pusK <an &al,-in librar users access it or just !e!bers o' the ho!e uni(ersit K E Authentication- $oes the resource re/uire a userna!e an$ pass&or$ or is authentication base$ on 90 a$$ressK E ;or!at- <D-4CM or &ebK E *echnical re/uire!ents- $oes the resource re/uire a particular bro&ser (ersion or special so't&areK E 9nte%ration &ith e+istin% ser(ices- &ill users ha(e to %et to ,no& another inter'ace an$ %o throu%h !ore authentication hoopsK E >ubstitution possibilities- can an electronic subscription replace a print subscriptionK E <ost- &hat is itK <an it be ne%otiate$K Does it in(ol(e a co!ple+ calculationK E *rainin% an$ support re/uire!ents- to &hat e+tent &ill trainin% sessions an$ %ui$es be re/uire$K E Archi(in% an$ preser(ation arran%e!ents- &ill the supplier pro(i$e access to bac,'iles or &ill in$i(i$ual institutions ha(e to archi(e !aterialK E 5i$$en costs- ho& !uch sta'' ti!e &ill be re/uire$ to net&or, the <D-4CMK 9s there enou%h ban$&i$th or &ill it nee$ up%ra$in%K Cne i!portant area in &hich these criteria are ha(in% to be consi$ere$ b all libraries at the !o!ent is e-journal subscriptions. At 1ottin%ha!, &e are currentl tr in% to $e(elop a !etho$olo% 'or selectin% e-journal pac,a%es &hich in(ol(es care'ul e+a!ination o' all o' the abo(e /uestions. F-journals are brin%in% to a hea$ the &hole /uestion o' the relationship bet&een print an$ electronic 'ull te+t !aterials. Man research libraries ha(e not et reache$ the sta%e o' substitution (replacin% print &ith electronic journal pro(ision) but the issue is beco!in% a real one. *his issue &as &or,e$ throu%h in relation to biblio%raphical resources se(eral ears a%o. Man libraries $roppe$ har$ cop subscriptions to ne& online $atasets (ho& !an libraries still ta,e the citation in$e+es in printK) but this is onl no& be%innin% to a central /uestion in relation to 'ull te+t. A 'e& ha(e ta,en ra$ical steps. At the "ni(ersit o' 2ee$s, har$ cop subscriptions to !an en%ineerin% journals ha(e recentl been cancelle$ in 'a(our o' electronic access. 1ot !an libraries ha(e et been this bra(e. 3hether the are or not shoul$ $epen$ to a consi$erable e+tent

on subject librarians &ho as the sta'' !e!bers closest to users, shoul$ ha(e a si%ni'icant input into the $ecision-!a,in% process. *he role o' selector is not just i!portant 'or pai$-'or resources. 9ncreasin%l , subject librarians are re/uire$ to i$enti' 'ree net&or,e$ resources &hich !a be o' interest to users. Man users 'in$ the arra o' resources a(ailable on the &eb con'usin% an$ $auntin%. *he subject librarian is &ell place$ to locate an$ e(aluate /ualit resources. *his in(ol(es !aintainin% an a&areness o' ,e &eb 'in$in% ai$s an$ %ate&a s as &ell as sites &ith actual subject content. More information s"ills trainin# Jut it is not just enou%h to select an$ ac/uire the stu'', it is increasin%l necessar to %ui$e users to it an$ throu%h it. 9n'or!ation s,ills trainin% is beco!in% an increasin%l i!portant ele!ent o' the subject librarian role. *his role is e+pan$in% to inclu$e 'ar !ore than just librar in$uction but also research s,ills trainin% an$ in'or!ation literac e$ucation. *he i!portance o' subject librarians as teachers is be%innin% to be ac,no&le$%e$ on a national le(el &ith the ne& 9nstitute o' 2earnin% an$ *eachin% encoura%in% librarians to appl 'or !e!bership (Jro&n, 1666). *rainin% carrie$ out b subject librarians cannot be consi$ere$ in isolation. 9t is necessar to consi$er &hat relationship it has &ith other trainin% in the "ni(ersit (other or%anisations in the "ni(ersit also carr out 9* trainin%, 'or e+a!ple) an$ also &ith aca$e!ic teachin%. 3here possible librar -run in'or!ation s,ills trainin% shoul$ be inte%rate$ &ith both o' these so that users ,no& &here to %o 'or trainin% an$ it is a coherent e+perience. 0la in% its part &ithin the %eneral "ni(ersit teachin% an$ trainin% opportunities can help to raise the pro'ile o' the librar . *his is especiall true &hen trainin% in(ol(es inno(ati(e electronic resources. Jut there is still so!e &a to %o here. 9t is clear that the s,ills o' subject librarians in this area are still not 'ull appreciate$ &ithin the uni(ersit co!!unit . A recent stu$ 'ro! the ">A b DFsposito an$ Gar$ner (1666) e+plore$ the perceptions o' un$er%ra$uate stu$ents on the 9nternet an$ the librar . *he co!!ent8Althou%h participants ac,no&le$%e$ that the 9nternet &as a(ailable in the librar an$ that the librar 3eb pa%es &ere a(ailable on the 9nternet, the %eneral perception &as that the librar an$ the 9nternet &ere t&o separate an$ unrelate$ entities.? *he continue, 8:participants &ere not incline$ to as, a librarian 'or help &ith 'in$in% in'or!ation on the 9nternet:? Anec$otal e(i$ence &oul$ su%%est that the situation in the "# is little $i''erent. *here is clearl a job to $o here. not just in $e(elopin% e+pertise but in co!!unicatin% it. 5i%h pro'ile in'or!ation s,ills trainin% is one &a in &hich this can be $one. $r#anisin# the information landscape *here are other &a s in &hich this can be achie(e$. DFsposito an$ Gar$ner /uote an interestin% stu$ b Bohn 2ubans o' Du,e "ni(ersit &ho $iscusses other acti(ities-

82ubans:as,e$ respon$ents &hat the librar coul$ $o to 'acilitate stu$ents use o' the 3eb. J 'ar the !ost co!!on su%%estions &ere $e(elop 'in$in% ai$s (best 3eb site listin%s b subject). pro(i$e li(e lin,s to 3eb sites 'ro! the librar catalo%. rate search en%ine. an$ pro(i$e a ser(ice that re%ularl noti'ies users, (ia e!ail, o' the best ne& sites in a subject area. Cnl one thir$ o' the Du,e respon$ents &ante$ one-to-one sessions or classes:? Man subject librarians are alrea$ $oin% !an o' these acti(ities an$ their i!portance shoul$ not be un$eresti!ate$. Cne i!portant !e$iu! 'or %ui$in% users to ,e in'or!ation resources is the librar &eb site. 0la in% an acti(e part in $e(elopin% this is one &a in &hich the subject librarian can or%anise the in'or!ation lan$scape 'or users. >ubject librarians ha(e in the tra$itional librar !a$e e''orts to pro$uce subject %ui$es an$ han$lists to supple!ent 'or!al catalo%ue recor$s. De(elopin% &eb %ui$es to resources is a natural e+tension o' this. Cn the &eb, this acti(it can be e+pan$e$ to beco!e the creation o' &hole (ie&s o' resources a(ailable to users &ith acti(e lin,s. As such it is a !ajor 'or! o' (in'or!al) !eta$ata pro$uction. At the "ni(ersit o' 1ottin%ha!, &e ha(e recentl re$esi%ne$ an$ relaunche$ our &eb site (http-LL&&&.nottin%ha!.ac.u,Llibrar ). Cne o' the ,e objecti(es &as to enhance user access to resources (see http-LL&&&.nottin%ha!.ac.u,Llibrar Lresources). A nu!ber o' principles 'or!e$ the basis o' the re$esi%n o' the site as a &holeE *he &eb site shoul$ not just $escribe the librar ser(ice but be part o' the ser(ice. E *he site shoul$ be attracti(e an$ shoul$ inclu$e re%ular up$ates o' ne&s an$ in'or!ation. E 1a(i%ation aroun$ the &eb site shoul$ be enhance$ &ith /uic,lin,s an$ i!pro(e$ &here ou are in$icators. E *here shoul$ be a subject approach to resource pa%es rather than list o' resources base$ on 'or!at (<D-4CM, &eb, etc.). E 3eb-enable$ $atabases shoul$ be use$ to pro$uce resource pa%es rather than 'lat 5*M2. *his !a,es entries !uch easier to e$it an$ !aintain. E F$itin% the &eb site shoul$ be $e(ol(e$ to sta'' on the %roun$ &ho actuall pro$uce the content. F$itin% is ease$ b the use o' &eb 'or!s 'or entries in the $atabases an$ use o' a &eb e$itor (Drea! 3ea(er) 'or other pa%es. *he last o' these principles ($e(ol(e$ e$itin%) is a &a o' $ealin% &ith increasin%l lar%e an$ co!ple+ sites. *he intro$uction o' &eb e$itor so't&are si!pli'ies the e$itin% process consi$erabl an$ helps to %et lar%e nu!bers o' sta'' on boar$, encoura%in% the! to o&n sections o' the site. At 1ottin%ha!, Macro!e$ia Drea! 3ea(er is no& use$ (Jir!in%ha! has a si!ilar set up usin% Microso't ;ront 0a%e). 3hilst there is a trainin% nee$ associate$ &ith this, it has pro(e$ to be &orth&hile. >ubject librarians ha(e been enable$ to pro$uce easil a subject resources $atabase an$ other subject-base$ learnin% support pa%es. 9n this &a the are helpin% to or%anise the in'or!ation lan$scape 'or users. Cther recent e+a!ples o' the role o' subject librarians in $e(elopin% the in'or!ation lan$scape ha(e inclu$e$ so!e o' the recent e2ib 5 bri$ 2ibraries projectsii. 9n the 5 2i;e project, 'or e+a!ple, subject librarians ha(e been the sta'' &ho ha(e $e(elope$ the content 'or the (arious h bri$ librar inter'acesiii.

De(elopin% the librar s &eb presence $oes raise the /uestion o' the relationship bet&een the &eb site an$ the &eb C0A<. *o &hat e+tent shoul$ the C0A< inclu$e &eb resourcesK 9' it shoul$, &hich onesK 5o& can entries be ,ept up to $ateK 9n relation to e-journals, shoul$ all ejournals be present on the C0A< or on a list on the &eb site or bothK 5o& can these listin%s be ,ept up to $ateK All o' these /uestions nee$ approachin% in a &a &hich &ill help users. %nvolvement in educational technolo#y and learnin# environments <onsi$eration also nee$s to be %i(en to the 'act that the $e(elop!ent o' electronic librar 'acilities is part o' a &i$er $e(elop!ent o' learnin% an$ teachin% an$ research support !aterial. Man uni(ersities are, 'or e+a!ple, currentl in(estin% in the $e(elop!ent o' online Mana%e$ 2earnin% Fn(iron!ents (M2Fs). *hese 'acilities allo& sta'' an$ stu$ents to interact online an$ allo& access to a$!inistrati(e an$ teachin% in'or!ation in a transparent &a . Cne interestin% /uestion is ho& the electronic librar 'its in &ith M2Fs. *his is a /uestion &hich subject librarians shoul$ be in(ol(e$ in a$$ressin%, alon% &ith assistin% in the $e(elop!ent o' e$ucational technolo% in %eneral. Cnce a%ain, this !eans an e+tension o' the role o' the subject librarian into the learnin% an$ teachin% process itsel'. Team wor" and project wor"in# *he 'inal t&o 'actors i$enti'ie$ as part o' the chan%in% role o' subject librarians relate to &or,in% practices. 9t is 'irst o' all the nor! to 'in$ subject librarians as tea! pla ers. *he $a s o' the autono!ous subject librarian are o(er. 1u!bers o' subject librarians !a be %roupe$ in tea!s (as at the "ni(ersit o' 2ee$s), the !a pla a part in !ulti-$isciplinar tea!s (inclu$in% co!putin% an$ e$ucational technolo% collea%ues, as at the "ni(ersit o' Jir!in%ha!) or the !a be !ana%in% tea!s o' subject-base$ support sta'' (as at the "ni(ersit o' 1ottin%ha!). 9n all these cases, the subject librarian nee$s to be a&are o' tea! buil$in% an$ tea! &or,in% practices. >i!ilarl , project &or,in% is beco!in% !ore co!!on. >ubject librarians !a be in(ol(e$ in bi$$in% 'or e+ternal 'un$in% 'or projects, in &or,in% on an$ !ana%in% internall or e+ternall 'un$e$ projects. *he are e+pecte$ increasin%l to $e(elop a project !entalit an$ project-base$ &a s o' &or,in%. 3e are perhaps reachin% a sta%e &hen e(er librar shoul$ ha(e its o&n inhouse project !etho$olo% &hich it can easil i!ple!ent &hen re/uire$. 0rojects !a o'ten in(ol(e research an$ $e(elop!ent o' ne& ser(ices. *he electronic librar in particular still re/uires continual $e(elop!ent &or, an$ the subject librarian has a (aluable role to pla here. *his in(ol(e!ent in research also ali%ns the librar &ith one o' the core acti(ities o' the research-le$ "ni(ersit .

!"ILL!
All o' these ne& roles 'or the subject librarian i!pl ne& or ne&l a$apte$ s,ills. 9n a$$ition to the tra$itional pro'essional s,ills (catalo%uin%, classi'ication etc.), the subject librarian is increasin%l bein% e+pecte$ to $e(elop-

10

E E E E E E E E E E E E

>ubject e+pertise 0eople s,ills <o!!unication s,ills *echnical L 9* s,ills 0resentation an$ teachin% s,ills ;inancial !ana%e!ent s,ills Anal tical an$ e(aluati(e s,ills *ea!-&or,in% an$ tea!-buil$in% s,ills 0roject !ana%e!ent s,ills ;le+ibilit Abilit to learn /uic,l =ision

*his is a broa$er ran%e o' s,ills than e(er e+pecte$ o' subject librarians be'ore. *here are consi$erable challen%es here in both ensurin% that ne& pro'essionals $e(elop these s,ills an$ that the s,ills %ap a!on%st !an establishe$ pro'essionals is a$$resse$. >trate%ies nee$ to be put in place &hich encoura%e the pro'essional $e(elop!ent o' subject librarians in line &ith these challen%es. 2ibrar !ana%ers shoul$ be acti(e in i$enti' in% areas o' trainin% an$ $e(elop!ent re/uire$ an$ in ensurin% 'un$in% is a(ailable to carr the! out. 9n'or!ation stu$ies schools nee$ to ensure that these s,ills are speci'icall bein% a$$resse$ in their curricula, ,eepin% in touch &ith the pro'ession on the %roun$ to con'ir! that the %ra$uates the are pro$ucin% ha(e the ri%ht s,ills. *here is also a responsibilit 'or subject librarians the!sel(es to ensure that the are up$atin% their s,ills an$ the ,no&le$%e o' the 'iel$. All o' this assu!es that the subject e+pertise is there in the 'irst place. 9t is still pre'erable 'or subject librarians to ha(e so!e sort o' bac,%roun$ in the subjects 'or &hich the are responsible. 9t is ho&e(er still i!possible 'or subject librarians to ha(e e+pertise in all o' the subjects the are loo,in% a'ter. 3hat is crucial is that the subject librarian has an appreciation o' teachin% an$ research techni/ues in those subjects, in the structure o' the literature, an$ in ,e ter!inolo% an$ concepts. A 'irst $e%ree in a relate$ $iscipline is an a$(anta%e but not al&a s essential. 9t is o'ten $i''icult to appoint librarians &ith /uali'ications in areas such as !e$icine, la& an$ business stu$ies. Jut e+perience sho&s that i' the subject librarian has the s,ills abo(e (particularl 'le+ibilit an$ abilit to learn /uic,l ) he or she can nor!all carr out the role e''ecti(el .

CONCLU!ION
*he librar is 'irst an$ 'ore!ost a ser(ice. 9ts pri!ar !ission is to support the learnin% an$ teachin% an$ research acti(it o' its parent institution b pro(i$in% access to in'or!ation resources. *he subject librarian s ste! is one e''ecti(e &a in &hich these ai!s can be achie(e$ b ensurin% that the librar re!ains user-centre$. >ubject librarians pro(i$e one i!portant inter'ace bet&een the user an$ the librar . *he can help to ensure that the ser(ice is $irecte$ at e+istin% user nee$s an$ also be instru!ental in $e(elopin% an$ i!ple!entin% ne& ser(ices &hich proacti(el a$$ress chan%in% user nee$s. *his applies in the ne& electronic librar en(iron!ent

11

just as it has al&a s $one in the tra$itional librar . 9n the $e(elopin% h bri$ librar , the subject librarian has a crucial role to pla .

AC"NO#LED E$ENT!
*han,s to Job Cl$ro $, Deborah Jra%an *urner an$ <hris Mi$$leton 'or co!!ents on $ra'ts o' this article. *his paper is base$ on a con'erence presentation *he subject librarian an$ collection $e(elop!ent in the h bri$ librar %i(en at the <onsortiu! o' "ni(ersit 4esearch 2ibraries (<"42) con'erence, 1e&castle "#, April 2000.

RE%ERENCE!
Jro&n, >all (1666) Direction in learnin% an$ teachin%. Relay, 48, @-7. 5a , ;re$ B. (1660) *he subject specialist in the aca$e!ic librar - a re(ie& article. The Journal of Academic Librarianship, 16, (1), 11-1A. DFsposito, Boann F. an$ Gar$ner, 4achel M. (1666) "ni(ersit stu$ents perceptions o' the 9nternet- an e+plorator stu$ . The Journal of Academic Librarianship, 25, (7), @H7-@71. Gutts!an, 3.2. (16A3) >ubject specialisation in aca$e!ic libraries- so!e preli!inar obser(ations on role con'lict an$ or%ani)ational stress. Journal of librarianship, 5, (1), 1-8. 5u!phre s, #enneth (167A) *he subject specialist an$ national an$ uni(ersit libraries. Libri, 17, 1, 26-@1. 2a&, Dere, (1666) *he or%ani)ation o' collection !ana%e!ent in aca$e!ic libraries, in <lare Ben,ins an$ Mar Morle (e$.s) Collection management in academic libraries (2n$ e$.). Al$ershot- Go&er, 1H-3A. Martin, B.=. (1667) >ubject speciali)ation in Jritish uni(ersit libraries- a secon$ sur(e . Journal of Librarianship and Information Science, 28, (3), 1H6-176. 0ar,er, >an$ra an$ Bac,son, Maureen (1668) *he i!portance o' the subject librarian in resource base$ learnin%- so!e 'in$in%s o' the 9M0F22 project. Education libraries journal, 41, (2), 2127. 0rice, Da(i$ B. (1668) *he h bri$ librar an$ collection $e(elop!ent. The Ne Re!ie of Information and Library Research, 4, 126-136. *ho!pson, Ba!es an$ <arr, 4e% (168A) An introduction to uni!ersity library administration (@th e$.). 2on$on- <li(e Jin%le .

12

i <"42 (<onsortiu! o' "ni(ersit 4esearch 2ibraries) see http-LL&&&.curl.ac.u,. ii e2ib (the Flectronic 2ibraries pro%ra!!e) see http-LL&&&.u,oln.ac.u,Lser(icesLelibL iii 5 2i;e (the 5 bri$ 2ibrar o' the ;uture) see http-LLh li'e.unn.ac.u,L