ideo killed the radio star. Video killed the radio star. In my mind and in my car. We can't rewind we've gone too far."1 When MTV first went on the air in 1981, the first video shown on the fledgling network was "Video Killed the Radio Star" by the Buggles.2 The premise of this song is that television, rather than the radio, has become the primary way that music is spread. A song about the pervasiveness of video seems a perfect choice for the beginning of MTV, a network that was originally devoted almost entirely to music videos. The actual message of the song, however, is that the supplanting of radio by video was a loss-that the surface imagery of video replaced the more satisfying depths of music.Certainly when looking at today's pop culture, one can argue that the Buggles were correct, even prophetic, about video's effect on the music world. However, recent research has shown that video does not have to overshadow music. On the contrary, video can actually increase a student's comprehension of music. When used properly, perhaps video can indeed "save the radio star." experience, video can actually enhance musical appreciation and understanding. D. Jason Smith is a doctoral assistant in music theory and composition at Ball State University in Muncie, Indiana. He may be reached at jason@hewhoisme.freeservers. com.By watching DVDs, videos, and CD-ROMs of music performances, students may be able to become more emotionally involved with and retain more information about the music performed.SEPT E M B E R 2 0 0 3 37

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University librarians serve a critical role in educating undergraduate students about information literacy, which is extensively documented in the research literature. However, faculty librarians, especially those affiliated with large research-intensive universities, also possess highly specialized training and knowledge that position them as highly effective mentors to undergraduates. Yet there is scant research documenting the contributions of faculty librarians who serve as mentors to undergraduate researchers (Harwood and McCormack 2008). This article describes an innovative program model, the Undergraduate Research Experiences Library Program (URELP), which was developed by the directors of the Office for Undergraduate Research in partnership with academic librarians at the University of South Florida. Now in its third year, the program creates additional opportunities for students in all disciplines and at all levels seeking interdisciplinary undergraduate research experiences. Another program, Creating Research Experiences and Activities Through Teaching Enhancement (CREATTE), has increased UR capacity in the context of structured courses that also frequently rely on faculty librarians.

Academic libraries have long consulted with faculty and graduate students on ways to measure the impact of their published research, which now include altmetrics. Podcasting is becoming a more viable method of publicizing academic research to a broad audience. Because individual academic departments may lack the ability to produce podcasts, the library can serve as the most appropriate academic unit to undertake podcast production on behalf of researchers. The article identifies what library staff and equipment are required, describes the process needed to produce and market the published episodes, and offers preliminary assessments of the podcast impact.