INTRODUCTION As the landscape of scholarly communication and open access continues to shift, it remains important for academic librarians to continue educating campus stakeholders about these issues, as well as to create faculty advocates on campus. DESCRIPTION OF PROGRAM Three librarians at Miami University created a Faculty Learning Community (FLC) on Scholarly Communication to accomplish this. The FLC, composed of faculty, graduate students, staff, and librarians, met throughout the academic year to read and discuss topics such as open access, journal economics, predatory publishing, alternative metrics (altmetrics), open data, open peer review, etc. NEXT STEPS The members of the FLC provided positive evaluations about the community and the topics about which they learned, leading the co-facilitators to run the FLC for a second year. The library's Scholarly Communication Committee is creating and implementing a scholarly communication website utilizing the structure and content identified by the 2012-2013 FLC.

Technical services departments in academic librariesA cademic libraries now provide patrons with large numbers of electronic resources. As the number of resources grows, so does the potential number of breakdowns in access. This potential for problems means communication is vital between the technical services staff who manage these resources and the public services staff who interact with patrons.The Oxford English Dictionary defined communication as the transmission or exchange of information, knowledge, or ideas by means of speech, writing, mechanical, or electronic media.1 Technical services units often seek to use their departmental documentation, which was originally intended for others within the department, to reduce communication barriers between the library staff who work on the public side of the organization and technical services. While a card catalog and a binder filled with typed procedures used to suffice, technical services staff now must document and communicate information about thousands of resources managed in dozens of different tools. The challenge for technical services units is to find successful ways to communicate pertinent information with all library staff in a rapidly changing technological environment. Examples of information needed by public services staff are how to access e-books and how to report electronic resource access issues.At Miami University Libraries, the authors of this paper (at the time of the project design and implementation, they served as the bibliographic systems librarian and the electronic resources and serials librarian) sought a new approach to the challenge of documenting and conveying important information to staff outside of the technical services department. Their solution was to choose a platform already familiar to public services staff, LibGuides

INTRODUCTION To address the soaring cost of textbooks, higher education institutions have launched a number of strategies to promote the adoption of affordable and open educational resources (AOER). Although a few models for promoting and sustaining alternative and open educational resources (AOER) at higher education institutions can be found in the professional literature, additional examples are needed to assist the wide of range of universities and colleges in meeting this critical need. DESCRIPTION OF PROGRAM In this article, the authors describe Miami University’s ongoing efforts to reduce college textbook costs for students. These initiatives were instigated in some ways by the state legislature, but were also fueled by factual evidence regarding the impact textbook costs have on the student learning experience. The authors (university librarians and associate provost) provide a description of the institutional context and the challenges they faced in implementing AOER initiatives and chronicle the steps that their university has taken to address the challenge of rising costs of course materials. NEXT STEPS Next steps for growing the programs and recommendations for other institutions looking to develop similar initiatives are also explored.

Librarians are deeply invested in the scholarly publishing lifecycle. This investment, in tandem with an evolving scholarly communication system, has encouraged librarians to become advocates for transformation in this landscape. At the same time, some faculty members have been slower to understand the complexities of the current system and its evolution. At Miami University, traditional communication methods weren't sufficient to meaningfully engage faculty in these evolving trends. As a response, several librarians designed and cofacilitated two Scholarly Communication Faculty Learning Communities (FLCs) for two academic years. These FLCs have been the most successful method of increasing faculty understanding about scholarly communication and academic publishing issues.The FLCs brought together university community members comprised of faculty, staff, and graduate students interested in learning more about scholarly communication. Each group spent two semesters doing readings, attending panel presentations, and meeting for seminar-style discussions about current issues and trends in scholarly publishing. Over the course of the year, FLC members became more aware of the nuances in the lifecycle of scholarly publication and learned which scholarly communication issues affected them most. As a result, the cofacilitators saw a rapidly growing understanding about problems inherent in the current system of scholarly publishing, a substantial increase in faculty discussions on scholarly communication, and greater faculty-led advocacy for open access publishing. Additionally, community members appreciated the crossdisciplinary nature of the FLC, which afforded them the opportunity to escape traditional disciplinary silos. This article will discuss how the facilitators used the learning community format to successfully change faculty behavior about issues in scholarly communication and how these experiences altered librarian perceptions and improved interactions with faculty.

The academic e-book market has undergone significant change in the last five years. E-book availability has greatly increased as library demand has grown, with an increasing percentage of library acquisitions preferring electronic rather than print format. E-book acquisition models like patron-driven acquisition and short-term loan have now become commonplace and available from a multitude of consortia, publishers, and aggregators. With the wide availability of these models, is there still value in buying e-books through package deals?To help answer this question, we will present the results of a usage-based analysis of Wiley e-books. Since 2012, Miami University Libraries have purchased Wiley e-book collections through a consortial OhioLINK contract. Previously purchased OhioLINK e-book collections have been accessible to patrons through both OhioLINK's Electronic Book Center platform and the publisher platform. The Wiley e-book purchase deviates from previous practice by being available to patrons only on the publisher platform and our analysis is therefore focused on COUNTER e-book usage reports from the Wiley platform. We also augment the usage data with title-level information, such as subject and book type. This preliminary study focuses on the 2012 Wiley collection and its use over a three-year period (2012)(2013)(2014) and will include data-driven findings presented in visually useful ways.