This article discusses the integration of primary sources into the teaching of undergraduate courses through the application of specific learning theories. Creative assignments and inquiry-based learning exercises illustrate how librarians and archivists can collaborate with faculty to integrate collections into the curriculum. Through several case studies from Yale University, the article examines how learning theory can provide inspiration for partnerships with faculty and new outreach approaches. T he archival community has long encouraged the use of archival and primary sources in research and teaching at colleges and universities. Archivists and librarians work with educators to integrate primary source materials into the curriculum, most often in support of in-depth original research projects. 1 In the last decade, resulting in part from the Boyer Commission Report on Undergraduate Education, universities began to teach undergraduates with primary sources and to encourage undergraduates to

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and Columbia University partnered with the Association of Research Libraries (ARL) on a library liaison institute to bring together a group of 50 liaison librarians. The goal of the institute was to explore the future of liaison work and discuss how to measure its impact. The ARL Library Liaison Institute, held at Cornell University, was a day-and-a-half program to facilitate conversations and group exercises. At the Institute we collected information about what liaisons value in their work, and how they see their jobs changing as a result of new research practices. The data shed light on liaisons' anxiety about perceived skill gaps in view of new expectations. ARL released a full report of the Institute in December 2015. 1 This column will focus on some of the needs for training and reskilling that both participants and organizers identified during the Institute, drawing attention to the increasing need to support scholarly communication and liaisons' level of engagement with this topic.

2015),"Affective relationships between users and libraries in times of economic stress", Library Management, Vol. 36 Iss 3 pp. 248-257 http://dx.If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -The purpose of this paper is to describe an assessment design for the Developing Librarian training program. The Developing Librarian training program created by and for librarians and professional staff in the Humanities and History division is a two-year training program to acquire new skills and methodologies to support the digital humanities. The program is based on the assumption that learning must happen in context; therefore the training is project based with all participants engaged in building a digital humanities research site as a team. This approach enables participants to learn about new tools in a sustained manner that parallels the way humanities researchers are likely to use them. Design/methodology/approach -In order to measure the success of achieving this goal, program designers defined three objectives: learn tools and methods that support the emerging research needs and trends in the humanities; create a more interesting and engaging work environment for librarians and professional staff; and engage effectively with the humanities research community across the University. Three methods/instruments were: Explicit Self-Reflections to assess what participants learned in each training unit; the Utrecht Work Engagement Scale to measure how participants feel about their work before and after the training program; and the Skill Set, Knowledge and Attitude Assessment to be administered at completion to measure the effectiveness of the training program as a whole. Findings -At the time of writing, the Developing Librarian Project is mid-way to completion, and implementation of the assessment plan is ongoing. Based on these self-reports, there is evidence that the training program has been effective, and participants have been successful in meeting most of the learning objectives identified in the units completed. While self-assessment of knowledge and skills may have its limitations, this technique is proving adequate and efficient for achieving the program's goals. This method encourages experimentation and estab...

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