Academic libraries are increasingly asked to articulate connections between the work of library staff and student success. This article discusses how a team of librarians participating in CARLI Counts, an immersive professional development program funded by a Laura Bush 21st Century Librarian Grant through the Institute of Museum and Library Services, responded to the lack of research investigating the indirect impact of the work of technical services staff on student learning. An anonymous online survey distributed to library staff of the Consortium of Academic and Research Libraries in Illinois (CARLI) member institutions explored the perceived value of enhanced cataloging in supporting student research. Survey results point to opportunities for communication and collaboration among technical services and public services librarians to improve understanding of enhanced catalog functionality and user needs.

Many librarians do not learn much about planning or assessment in their master’s program, but are expected to engage in both as part of their job despite feeling they do not have sufficient knowledge to do so with accuracy and precision. This is what the authors of this title found in a survey conducted of librarians for whom assessment is a significant part of their job. Fundamentals of Planning and Assessment for Librarians, part of the ALA Fundamentals Series, uses concerns of survey respondents to create a solid introduction for librarians interested in learning the basics of planning and assessment. The authors have a strong pedigree as they have collaborated and published on this topic for a decade as well as designed and co-taught a planning and assessment course for an information science master’s program. Using a constructivist approach, this title seeks to provide practical, applicable information for librarians with limited knowledge of planning and assessment, or for library and information science students wanting an overview of the topic.