ABSTRACT. Colleges and universities' missions are typically comprised of educating students, training professionals, engaging in scholarship and research, promoting creative activity, improving healthcare, and providing public service. Academic libraries exist to support these core functions, yet most academic libraries are organized based on library functions rather than the primary missions of their college or university. This paper describes one academic library's attempt to align library strategy and structure with its university's academic plan.

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MINES for Libraries is a web-based survey methodology that is proving to be a valid and reliable method for assessing networked electronic resources usage. The methodology has collected usage data on the libraries’ electronic resources, including electronic journals, electronic books, databases, the online catalog, and services such as interlibrary loan. It can also integrate data on non-subscription resources such as digital collections, open access journals, pre-print and post-print servers, and institutional repositories. This web survey method is more successful in libraries that have implemented a network assessment infrastructure. To illustrate its utility, an overview of the methodology, a discussion of assessment infrastructures, and recent results from MINES for Libraries surveys at more than 30 North American universities during the last 2 years are presented, including health sciences libraries, main academic libraries, and a Canadian library consortium of colleges and universities.

The approach of this paper is didactic at an institutional or regional/national level. The paper presents reflections on the research and educational content and structure of curricula of LISschools. Differences between LIS-schools understood as what could be called profession-oriented schools characterised by many subject areas with strong elements of work experience educating "the complete librarian" and academic schools with a curriculum dominated by theoretical skills based upon research are considered. The paper argues for keeping the L-word alive in LIS and that knowledge organization could be a suitable didactical core domain and form the interior coherence of content when constructing a LIS-school curriculum at an academic level. The paper focuses solely on content and the thinking behind LIS-schools curricula, and leave out any kind of reflection on educational forms as for instance problem based learning contra traditional classroom teaching.