Increasingly libraries are expected to play a role in scientific data curation initiatives, i.e., "the management and preservation of digital data over the long-term." 1 This case study offers a novel approach for identifying researchers who are receptive toward library involvement in data curation. The authors interviewed researchers at the University of Colorado Boulder and, after analysis, created eight design "personas." Each persona represents an aggregation of researcher attributes and can be used to target strategic relationships for nascent or emerging data management initiatives. These personas are applicable to any academic library seeking to provide data curation support.

The University of Colorado Boulder (CU-Boulder) is known for strong programming in the sciences and a teaching faculty at the forefront of science education and reform. Librarians at CU-Boulder, in collaboration with science faculty, are challenged to improve undergraduate science education. Using rare, historic, and artistic works from Special Collections, the librarians employ active learning techniques that emphasize visual imagery to improve the quality of undergraduate learning in the sciences. This paper describes the fledgling program developed by CU-Boulder librarians to create a space for student-driven, collaborative learning using historic and visual scientific materials found in Special Collections.

Unrestricted, open access to scholarly scientific literature provides an opportunity for chemistry educators to go beyond the textbook, introducing students to the real work of scientists. Despite the best efforts of textbook authors to provide information about recent research results, textbooks are not a substitute for learning to use the primary literature. Chemical educators can use open access articles to develop research-related skills, to foster curiosity, and to cultivate the next generation of scientists. It is becoming increasingly important for chemical educators to teach undergraduates how online journals are changing the nature of chemical research. Some institutions can not afford online subscription costs, and open access journals can be an important resource to provide practical experience. Open access publications eliminate the barriers to the central work of scientists providing chemistry educators (whether at well-endowed or economically limited colleges) with the key resources for enhancing student learning through current, relevant research.

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Open access publications provide scholars with unrestricted access to the “conversation” that is the basis for the advancement of knowledge. The large number of open access journals, archives, and depositories already in existence demonstrates the technical and economic viability of providing unrestricted access to the literature that is the life-blood of scholarship. Although many of these resources are new and, therefore, are not yet as prestigious as more established publication venues, various studies suggest that as open access journals become better known they will have an impact comparable to traditional publications.