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Purpose This paper aims to provide a case study of an ORCID promotion at the University of Waterloo School of Optometry and Vision Science, providing context for the importance of education in ORCID outreach. Design/methodology/approach The three-month ORCID promotion used workshops and individual appointments to educate faculty about ORCID, identity management systems and research impact and scholarly communications. Findings A targeted and personal approach to ORCID promotion focused on education about why you might use this author disambiguation system resulted in 80% of the faculty within the School of Optometry and Vision Science signing up for, or using ORCID. Scaling an ORCID implementation to a larger group would likely benefit from a dedicated project group, and integration with existing institutional systems such as a requirement of an ORCID for internal grant applications. Originality/value Although time consuming, this small-scale ORCID promotion with one department reveals that a departmental approach to ORCID education may lead to larger conversations about scholarly communications and a stronger relationship between faculty and the library.

The University of Waterloo Library recently experimented with an opportunity to collaborate with Elsevier Inc. to promote Scopus™, an Elsevier database, through the creation of a Scopus™ Student Ambassador (SAm) program during the fall 2009 and winter 2010 terms. This program involved hiring a student each term to help raise awareness and usage of this database on campus. This article evaluates the impact of focused e-resource promotion to students, faculty, and library staff. It addresses how the program affected Scopus™ usage statistics, the opportunities it created for user outreach and learning, the effectiveness of its peer-topeer training approach, and the dynamics of working with vendors on such initiatives.