The Special Library on Campus: A Model forLibrary Orientations Aimed at AcademicAdministration, Faculty, and Support Staffby Leslie Hurst

A broadened library and mediacenter orientation program was

developed to include thoseparts of the academic

community often neglected bytraditional programs of library

instruction. Focusing on theperceived need and political

advantages of includingadministrators and supportstaff as well as “invisible”

faculty in library instruction,library staff examined the

information seeking behaviors,the prior research on, and the

demographics of this group.The resulting model was

successfully implemented andevaluated. Future directions

and research needs arediscussed.

Leslie Hurst is Library Technician,Document Delivery/Interlibrary Loan,

Campus Library–Cascadia CommunityCollege/UW Bothell, 18225 Campus Way

NE, Bothell, Washington 98011-8245�Lhurst@bothell.washington.edu�.

Many academic libraries’ mis-sions include as one of theirmain goals service to the fac-

ulty, students, and staff of their respectiveinstitutions. However, often the needs ofthe administration and staff as library us-ers and information seekers may be ne-glected or inadvertently dismissed. Ad-ministrative and support staffs can makeup as much as 64% of an academic insti-tution’s total employee force.1 Consider-ing that on average, administration andsupport staffs make up the largest com-munities within academic organizations,it is time for academic libraries to begin toview themselves as the special librariesfor the administration and support staffsof their institutions.2 This Group is a largepart of an academic institution’s commu-nity, as they play integral roles in thefunctioning of the institution, and canbenefit greatly from the services and re-sources academic libraries have to offer.Library orientations for academic admin-istration and support staff are the perfectplace to begin to recognize and addressthis user group’s information needs andinformation seeking behaviors and also toraise awareness among the Group abouttheir library’s services and resources.

There has not been a great amount ofresearch or published examples related toadministration and support staff use ofacademic libraries, nor have their infor-mation needs and behaviors been greatlyexplored. In focused searching of journalswithin the education and library and in-formation science fields, some method-ological and research sources were found.However, they were anywhere from 5 to20 years old, demonstrating the need formore current research in this area taking

into consideration the vast increase of on-line resources.

Barbara Celone, as chair of the Biblio-graphic Instruction for Educators Com-mittee of the Education and BehavioralSciences Section (EBSS) of Associationof College and Research Libraries(ACRL), published an article in 1988 ex-tensively describing points to considerwhile planning an orientation or instruc-tion session for administrative and sup-port positions in academic settings.3 Ce-lone states this article is a “carefullyselected smorgasbord of ideas” offeringideas on what to present in a library ori-entation session aimed at academic ad-ministration, faculty, and staff.4 The com-mittee divided the presentation planninginto four sections: Instructional Strate-gies, Library Departments and Services,Access to and Retrieval of Information,and Reference Tools. Each section offersdetailed outlines of what may or may notbe potential content of an orientation ses-sion for this group. Additionally, Celoneoffers bibliographies by subject of refer-ence sources that may be helpful for par-ticular administrative offices, such asGrants and Foundations, or Higher Edu-cation Accreditation, for example.

Celone takes care to describe this usergroup’s information needs and behaviors,but does not do so in a qualitative orquantitative manner, but rather providessome anecdotal evidence of administra-tive and support staff information needs.While this article is a great source forideas on which to base an orientation ses-sion, it is outdated in that it does notaccount for the vast increase of computeruse and electronic resources in librariestoday. This factor is important, as theincrease in technology within libraries

The Journal of Academic Librarianship, Volume 29, Number 4, pages 231–236 July 2003 231

may be intimidating to some potential us-ers within this user group, and could ul-timately deter them from using the li-brary’s resources at all. Because ofincreasing amounts of resources and in-formation available to library users inelectronic formats, it is important to in-troduce these resources in library orienta-tions aimed at all user groups. Thus far,library orientation methodologies used tointroduce these technologies and re-sources to non-traditional user groups arenot apparent in library and informationscience literature.

Janie L. Hassard Wilkins’ and Gloria J.Leckie’s research focuses on the informa-tion needs and information seeking be-haviors of university professional andmanagerial staffs.5 The results indicatethe majority of information needed is inthe category of professional literature orcurrent developments in their fields, fol-lowed by the need for internal universityinformation and regulations, and the needfor technical literature and manuals. Ad-ditionally, Wilkins and Leckie found thatuniversity professional and managerialstaff members feel co-workers, profes-sional contacts, and departmental sourcesare very important in obtaining neededinformation, while the library does notfigure prominently as an informationsource for this group.

Wilkins and Leckie also report 30% ofsurvey respondents indicate they neveruse their campus library system for re-search, while only 7% consider them-selves heavy library users. Another inter-esting discovery Wilkins and Leckie pointout is how employees involved in provid-ing direct services to students considerthemselves familiar library users versusthose who do not provide direct service tostudents. This may be because they aremore in tune with current library servicesand resources as they educate studentsabout what resources and services the in-stitution has to offer.

While Wilkins’ and Leckie’s findingsare fairly recent (published in 1997), itwould be helpful to learn how this usergroup’s information seeking behaviorshave been altered with the continuingemergence of electronic resources and ac-cess. It also would be beneficial to learnhow a well-designed library orientationprogram would affect this group’s infor-mation seeking, and to see if such a pro-gram would produce more library usersamong this group.

Dorothy C. Stamps’ “Out of theWoodwork: Orienting the ‘Invisible’ Fac-

ulty” addresses the issue of “invisible”faculty in academic institutions and alsooffers methodology for offering libraryorientation opportunities for faculty.6 “In-visible” faculty members are typically ad-ministrators, such as deans or chancellors;adjuncts that are new to the institution; orother lecturers or faculty not familiar withthe library’s resources or services. Stampsnoticed in her institution that there weremany faculty members who did not knowhow to use the library, and asserts that“the underlying problem in faculty-librar-ian relations is that the ‘invisible’ facultymember doesn’t know how to use thelibrary effectively and is basically resis-tant to acknowledging and confronting hisor her ignorance.”7

Stamps feels this could become a hin-drance to students if non-library-usingfaculty continue to design courses andcourse assignments without consultingtheir library’s collection, as students mayend up not having access to resourcesessential to the completion of the courseor project. Stamps’ methodology includesa survey of library staff members to findout what specific problems they experi-ence while dealing with faculty in thelibrary. She then takes the appropriatemeasures to begin her orientation pro-gram design, keeping the library staffmembers’ input in mind.

Stamps’ work shows us the signifi-cance of a library’s outreach to the facultyand staff they serve in academic settings.While slightly outdated (published in1984), Stamps’ work still offers method-ological ideas that can be altered to to-day’s resources and technology, remind-ing us that “invisible” faculty may verywell still exist in academic institutionstoday, and that they are valuable libraryusers and supporters who need to be ap-propriately introduced to library servicesand resources to benefit themselves aswell as their students.

The following describes the methodol-ogy and considerations behind the devel-opment of an academic library orientationprogram for faculty, administration, andsupport staff.

SETTING AND CONTEXT

Before one delves into the developmentof a library orientation program for aca-demic administration, faculty, and sup-port staff, one needs to look closer atexactly who this user group is, what aca-demic environments they are a part of,and what their typical information needsand behaviors are. The population of ac-

ademic administration and support staff ata four-year, public academic institution isroughly 40% women, 60% men, andearns anywhere from $20,000 to$100,000� per year.8 This group is com-posed of professionals and non-profes-sionals. Professional positions may in-clude non-faculty instructors, executives,managers, and administrators. Non-pro-fessional positions may include technical-or para-professionals, clerks or secretar-ies, skilled laborers, or service and main-tenance workers.9 The population of aca-demic faculty at a four-year, publicacademic institution as of Fall 1997 was36% women, 64% men, and earned anaverage of $48,355 in the 1998/1999 ac-ademic year.10 Faculty positions may in-clude professors, associate and assistantprofessors, instructors, or lecturers.

Academic administration and supportstaff user needs and behaviors are quitedifferent than the research-oriented needsof faculty and students. This user groupoften seeks specific pieces of information,and often demonstrates pragmatic meansof obtaining the needed information. Forexample, faculty secretaries, administra-tive assistants, and their associates arefrequently called upon to locate orpick-up materials in the library, compilelists of reserve materials, make photo-copies, request the purchase of titles notfound in the local collection, or find theanswers to a wide variety of questions andqueries.11 One study shows academic ad-ministration and staff have specific li-brary and information seeking behaviorsuch as the following:12

● They are irregular users or non-users ofthe library;

● Their needs are usually utilitarian andpragmatic; they need information thatspecifically answers their “question,”and they tend to need an “answer”quickly;

● They are frequently searching for a spe-cific item or specific piece of informa-tion, rather than a broad concept oridea;

● They often have deadlines to meet;● They usually retrieve resources or in-

formation for supervisors such as fac-ulty or upper-level administrators; and

● They are often unsure about what theyare supposed to find, and where to go tofind it.

Faculty, on the other hand, often do notmake personal visits to the library, asresearch assistants are often available to

232 The Journal of Academic Librarianship

them or they use library resources fromremote locations.13 Information sourcesfaculty members tend to rely on most arecommunications with colleagues, refer-ences in publications, and bibliographictools, such as the catalog. Sources such aselectronic listservs or newsgroups and thefaculty member’s own collections are alsoconsulted in times of information need.14

A Spring 2001 survey of 1345 facultymembers at the University of Washington(UW) found that over 86% of facultymembers responding felt the UW Librar-ies was a very important source, whileover 50% of respondents felt their per-sonal files were very important. Nearly40% responding felt the World Wide Webwas an important source, and nearly 31%responded that colleagues were a veryimportant resource.15 Additionally, over32% of faculty respondents indicated theyvisit the library in person on a monthlybasis, typically to look for a specific bookor journal, while over 48% visit onlyquarterly to consult with library staff.

“The known informationseeking behaviors of

administration, support staff,and faculty all indicate a need

to introduce them to thephysical library and its

resources.”

The known information seeking be-haviors of administration, support staff,and faculty all indicate a need to intro-duce them to the physical library and itsresources. While faculty members mayhave more library experience than admin-istrators or support staff members, it isclear both groups can benefit from attend-ing a library orientation session such asdescribed in this article.

The academic environment administra-tion and support staff experience on thiscampus is an interesting and unique, asthe library serves two separate institu-tions, both of which are located on thesame non-residential campus. In the fallof 2000, the University of Washington,Bothell (UWB) relocated to new campusfacilities, while Cascadia CommunityCollege (CCC) opened its doors for thefirst time on the same campus. The Cam-pus Library serves the institutions’ stu-dents, staff, and faculty while remaining

part of the University of Washington Li-braries System. The Campus Library islocated at the center of the campus andsupports an FTE student population ofover 2,700 students between the two in-stitutions, many of which are young orestablished adults.16

The Campus Library offers many in-structional programs for students and fac-ulty of the two institutions, including li-brary tours, workshops on finding thingsin the library (virtually and physically),and collaborative teaching of library andinformation literacy skills with faculty.However, no library orientation or in-structional programs existed to addressthe information needs of the approxi-mately 180 campus administrators andsupport staff, and 140 faculty members ofboth institutions. The following is amodel of the Campus Library’s orienta-tion program developed for administra-tion, faculty, and support staff.

PROGRAM DESIGN

This orientation program intended topresent the library and media center’s ser-vices and resources to this user group, toencourage them to make use of their ser-vices and resources, and to offer themsome basic skills to begin to address theirinformation needs independently. Addi-tionally, library staff wanted the academicadministration, faculty, and support staffto be able to:

● Locate service points in the library;● Become familiar with the library’s

physical and virtual spaces;● Be able to search the online catalog and

databases;● Order resources from other branch li-

braries;● Feel comfortable approaching library

staff for help; and● Become aware of the ways the library

can assist them with their informationneeds.

There are several considerations tomake in designing a library orientationprogram. First, there are the logistics totake care of, such as:

● How long should the orientation sessionbe?

● What time of day should it be held?● What materials should be covered and

what can be left out?● Should pre-registration be required?● How should the library advertise the

orientation session?

● What take-home materials should beprovided?

● How will the library evaluate the effec-tiveness of the session?

Library staff decided to keep the lengthof the session to one hour with an optionallibrary tour and question/answer sessionafterwards because it is hard for attendeesto take a large part of their day to spendwith us, and library staff didn’t want tooverwhelm them by introducing too muchinformation at once. After consulting bothinstitutions’ course schedules, the librarydecided to hold the orientation in the lateafternoon, as few classes were in sessionat that time and more interested staff andfaculty would be available to attend.

The materials covered included:

● The library’s and media center’s webpages and how to find them;

● The physical layout of the library build-ing and location of various types ofresources and service points;

● Borrowing procedures and privileges;● An explanation of reference services;● An introduction to media center ser-

vices;● Searching the catalog;● Requesting books and articles;● How reserve materials work; and● Searching databases.

Covering this material would best in-troduce this group to the Campus Library,while also keeping with the time limit ofa one-hour session. The intention was togive this Group the basics they wouldneed to be able to approach their futureinformation needs independently, and tobuild awareness as to what kinds of helpthe library can offer if they aren’t findingwhat they need on their own.

Library staff also needed to decidehow to advertise and promote the libraryorientation, and if those interested shouldhave to pre-register or not. The librarychose to distribute flyers to all of thedepartments in each institution, with theintention of sending out additional emailinvitations and reminders as the date ofthe orientation session approached. Theflyer included what would be covered inthe session, the time and place, a sign-upslip they could mail back to us to register,and an email address and phone numberthey could use to register for the session.Despite the increase of campus-widecommunication via email, library staffwanted to distribute paper flyers to ensurethose employees whose jobs do not nec-essarily require frequent email use, such

July 2003 233

as custodial or maintenance staffs, werereached. Additionally, some people re-spond differently to various types ofadvertising. In distributing invitationsboth electronically and physically thelibrary hoped to get a greater number ofpeople interested in the session. Librarystaff decided to require pre-registrationso they would know what kind of Groupthey were working with and how manypeople wanted to attend the orientation.This information would help the librarymake sure they had enough materialsfor all attendees, and would also letthem know if they needed to schedulean additional session. Upon registration,the library asked interested parties toidentify which institution they workedfor, their position or department, andtheir contact information to gather somestatistics about exactly who attended thesession and showed interest in the pro-gram.

Part of planning the orientation in-cluded deciding what handouts or othermaterials the library wanted attendees totake away with them. Library staff de-cided to make folders for each participantincluding handouts and information on allof the content covered in the session, aswell as information on some things therewasn’t time to discuss within the one-hour session. Items included, among otherthings, a “getting started” checklist; fre-quently asked questions handouts; infor-mation on library terminology; maps ofthe library; and contact information forlibrarians and library staff. Providing ma-terials to take away enabled attendees tohave the presented information handy oravailable to them at all times, and to allowthem to read about the resources and ser-vices in further detail after they left theorientation session.

To evaluate the success of the orienta-tion session, the library initially decidedto hand out a very brief evaluation ques-tionnaire at the end of the session, whereattendees could complete it there and re-turn it back to us, or take it away withthem and send it back to us through cam-pus mail. After little response from thepaper questionnaire, library staff decidedto make an online questionnaire with thesame content to email to those that at-tended the orientation session. The orien-tation planners felt they would have abetter chance of receiving more feedbackif they provided the questionnaire in amore convenient manner.

PROGRAM PRESENTATION

Several library staff members were in-volved in the presentation of the orienta-tion session for administration, faculty,and support staff. Not only did this allowfor each “expert” in their area to present,it also gave the administration, faculty,and staff attending a chance to meet andbecome familiar with various staff mem-bers from the library. The orientation washeld in a library classroom with comput-ers so those attending could follow alongas the electronic resources were taught.Attendees were given a folder with all ofthe handout materials as soon as they ar-rived, and were asked to find a seat andlog in to their computers.

Library staff first gave a brief welcomegreeting, including introductions of thosewho had larger parts in presenting theorientation session. The session startedwith an introduction to the Campus Li-brary’s web page. Administrators, staffmembers, and faculty were shown impor-tant links, aspects, and resources from thelibrary’s home Web page such as the lo-cation of the catalog and databases, howto view their library records, and otheruseful resources available from the homepage. The library’s online virtual tour wasalso pointed out. The tour includes build-ing maps and shows what resources andservice points are located on each floor.Additionally, borrowing privileges andpolicies were clarified and explained tothe group, as were reference services andcollection development guidelines.

A staff member from the Campus Me-dia Center then talked briefly about theservices they offer to administrators, staff,and faculty. Included in this discussionwere borrowing procedures and policies,including reserving media equipment andstudio time and types of equipment andsoftware available in the media center.The library felt it important that this userGroup be introduced to the media centerin addition to the library, as many libraryusers seem unclear about what the mediacenter offers and how to go about obtain-ing their resources and services.

At this point, library staff introducedthe Group to searching the catalog anddatabases. This discussion included anoverall introduction to the online cata-log’s layout and functions, includingsearching by keyword and title and re-questing items from the catalog. Tips foridentifying and searching databases weredemonstrated, including instruction aboutfull-text availability of articles directly

from databases, while document deliveryand Interlibrary Loan services were intro-duced for instances where the library sys-tem did not subscribe to the sought pub-lication. To finish, library staff talkedabout the processes involved in connect-ing to restricted resources remotely usingproxy server or connectivity kit services.

The session concluded with an op-tional library tour and question and an-swer period. Additionally, an evaluationquestionnaire was distributed at this timeto obtain feedback about the orientationsession.

PROGRAM EVALUATION

To evaluate the effectiveness of the ori-entation, attendees were asked to fill out abrief questionnaire of ten questions afterthe session. Things the library wanted toknow about the attendees were:

● Had they visited the library or mediacenter before the session?

● Had they ever visited the library or me-dia center’s web sites before the ses-sion, and if so, what for?

● Had they used the catalog before?● What did they find particularly helpful

in the session?● Was there anything not covered they

would have liked to learn about?● Do they now feel more comfortable us-

ing the library and media center?● Would they be interested in advanced

training sessions?● Was the session too long or too short?● Was the session held at a convenient

time of day, if not, why? And● Any additional comments or suggestions.

“Data were collected over aone-year period and is a

compilation of responses fromfour separate but identical

orientation sessions.”

After only receiving a few evaluationforms back library staff decided to de-velop an online version of the same ques-tionnaire. Library staff felt more feedbackand comments about the session would begathered through an online evaluationquestionnaire, as it would be easier andmore expedient for the attendees to com-plete. The online questionnaire consistedof five multiple choice and five short an-swer questions, for a total of 10. Data

234 The Journal of Academic Librarianship

were collected over a one-year period andis a compilation of responses from fourseparate but identical orientation sessions.Twenty-seven percent of those asked re-sponded to the online survey, and amongthose 100% had at one time or anothervisited the library and media center phys-ically or virtually. All respondents feltmore comfortable and familiar in theirability to use the resources and servicesafter attending the orientation session. Re-spondents did find it helpful “to havesomeone go through it all” with them inthis session, acting as a sort of “guide” tothe library and media center resources andservices. One respondent felt they gained“greater knowledge and insight into howto use the various tools” the library offers,while another felt “learning about otheroptions. . .for getting important referencematerial for research and teaching” washelpful. In addition, 78% felt the sessionwas held at a convenient time for themand 63% felt the session was “just right”in length while 25% thought it was “toolong,” and 12% felt it was “too short.”Fifty percent said they would be inter-ested in advanced sessions to learn morein depth about certain skills such as data-base and catalog searching while 38%said they only might be interested.

Other ways the library evaluated theorientation were through attendance andverbal or physical cues. With an atten-dance of 16, plus others who expressedinterest but could not attend, the libraryfelt the invitation had been well received.In addition to those that did pre-register,there were a few attendees that arrivedwithout signing up beforehand. Adminis-trators, staff members, and faculty from12 different departments between the twoinstitutions attended the session. Of thoseattending 31% were coordinators of vari-ous programs; 25% were office assistants;25% were faculty; 6% were advisors; 6%were managers; and 6% were upper-leveladministrators. Those that were interestedbut could not attend included one facultymember, one coordinator, and one direc-tor. Library staff did not anticipate such asuccessful turn out, as no qualitative orquantitative surveys were performed tomeasure the potential interest in this pro-gram before its design. Instead, the libraryentered the program rather blindly, withonly anecdotal or personal experiencewith this user group to use as a tool togauge the interest the administration, fac-ulty, and staff in the library. However, thelibrary recognized a need to orient thisgroup to their resources and services, and

went ahead in designing the program tosee what would happen and how well itwould be received.

Library staff also felt the orientationsession to be successful because of verbaland physical cues from the attendees.Many at the session were attentive for theduration, while following along with theinstruction on their own computers. Someattending actively looked through theirpacket of materials throughout the ses-sion, and a few did stay after for theoptional question and answer portion, aswell as for the optional library and mediacenter tour. After the group disbanded,there were many verbal praises of thesession. Many positive comments weregiven directly to those presenting the ori-entation such as, “this was so helpful,thank you so much,” or “this was great, Ineeded this badly,” and, “it was great tohave someone go through it all with me, Iwas glad to have a guide.” Commentssuch as these demonstrated the library’ssuccess in reaching this somewhat mar-ginal user group, and had encouragedthem to make use of the library’s re-sources and services.

FUTURE CONSIDERATIONS AND

DISCUSSION

Future considerations for the Campus Li-brary’s orientation program include:

● Casually tracking administration, fac-ulty, and support staff library use;

● Providing attendees with bibliographiesof sources they might find of use intheir particular departments;

● Offering advanced, more in-depth ses-sions for those with library skills sur-passing the basic level;

● Offering subject-specific sessions, bydepartment, for example;

● Offering the session quarterly; and● Working with Human Resources de-

partments at both institutions to makethis session a standard part of new em-ployee orientations.

The library wants to encourage libraryuse by this group. Library orientations foracademic administration, faculty, andsupport staff are the perfect place to beginrecognizing and addressing this usergroup’s information needs and informa-tion seeking behaviors, as they are asmuch of an integral part of the function-ing academic environment as are the fac-ulty and students and should not be over-looked.

“. . .an orientation aimed atadministration, faculty, andsupport staff may provide

positive public relations for thelibrary. . .”

Aside from reaching out and educatingthis user group about the library’s andmedia center’s resources and services, anorientation aimed at administration, fac-ulty, and support staff may provide posi-tive public relations for the library whilealso bringing new patrons to the user pop-ulation. Bodil H. Gilliam asks, “could [alibrary] possibly expect help from the sec-retaries in public relations efforts?”17

Maybe not, but what libraries can do isreach out to this user group through in-structional programs aimed at theirunique needs, and use such programs as ameans to strike out in other directions ineffort to gain support campus-wide, ratherthan seeking support solely from facultyand students as is traditionally seen. Lau-rie Sabol asserts, “the people you reachmight be secretaries for faculty whom youhaven’t been able to win over, or theymight be assistants to administrators whoare responsible for allocating money tothe library.”18

Sabol’s idea is if libraries can convinceadministration, faculty, and support staffsthey are here to help support the institu-tion’s common cause, they will likelyspread the word and offer their support. Inaddition, through interacting with librarypersonnel during these sessions, faculty,administration, and support staff will beinfluenced, as their attitudes toward thelibrary will likely become more enthusi-astic and supportive once they know thelibrary is there to assist them, and is en-thusiastic about helping with their infor-mation needs.

Janie L. Hassard Wilkins’ and Gloria J.Leckie’s previously discussed research onthe information needs and informationseeking behaviors of university profes-sional and managerial staffs leaves uswith the question of how to reach out tothis user Group and make them aware oftheir library’s resources and services.Their findings further demonstrate theneed to reach out to this user Groupthrough library orientations such as this,as Wilkins and Leckie found this Groupnot to be frequent library users. By intro-ducing academic administrators, faculty,and support staff to the library and its

July 2003 235

resources, the Group can be made awareof resources and services availablethrough their libraries, while opening upnew information sources they previouslydid not know to be of useful to them. Notonly will they be more aware for theirown library use, they will have thatknowledge to pass on to their students andto take into consideration when planningclass assignments.

Additionally, Dorothy C. Stamps’ previ-ously mentioned work also shows us thesignificance of the library’s outreach to thefaculty and staff they serve in academicsettings. While slightly outdated (publishedin 1984), Stamps’ work still offers method-ological ideas that can be altered to today’sresources and technologies. She reminds usthat “invisible” faculty may very well stillexist in academic institutions today and em-phasizes that they are valuable library usersand supporters who need to be appropri-ately introduced to library services and re-sources to benefit themselves as well astheir students.

Lastly, Stuart Basefsky’s article, “TheOther Client,” suggests it is indeed timefor academic libraries to view themselvesas the special libraries for the administra-tion, faculty, and support personnel intheir institutions.19 These positions are alarge part of the institution’s community,as they play valuable roles in the func-tioning of the academic institution, andcan benefit greatly from the services and

resources their institution’s library has tooffer.

NOTES AND REFERENCES

1. U.S. Department of Education. NationalCenter for Education Statistics. Digest ofEducation Statistics, 2000 (NCES 2001-034, by Thomas D. Snyder. ProductionManager, Charlene M. Hoffman. Wash-ington, D.C.: 2001): Table 225.

2. Stuart Basefsky, “The other client,” Col-lege & Research Libraries News 612(2000): 100–101.

3. Barbara Celone, “Teaching Library andInformation Retrieval Skills to AcademicAdministrators and Support Staff,” Col-lege & Research Libraries News 494(1988): 217–223.

4. Celone, p. 217.5. Janie Hessard Wilkins & Gloria J. Leckie,

“University Professional and ManagerialStaff: Information Needs and Seeking,”College & Research Libraries 586 (1997):561–573.

6. Dorothy Stamps, “Out of the Woodwork:Orienting the “Invisible” Faculty,” TheGeorgia Librarian 21 (1984): 90–92.

7. Stamps, pp. 90–92.8. National Education Association, NEA Al-

manac of Higher Education (Washington,D.C.: NEA Communications Services:2000).

9. U.S. Department of Education. NationalCenter for Education Statistics. Digest ofEducation Statistics, 2000 (NCES 2001-034, by Thomas D. Snyder. ProductionManager, Charlene M. Hoffman. Wash-ington, D.C.: 2001).

10. U.S. Department of Education. NationalCenter for Education Statistics. Digest ofEducation Statistics, 2000 (NCES 2001-034, by Thomas D. Snyder. ProductionManager, Charlene M. Hoffman. Wash-ington, D.C.: 2001): Tables 230, 238.

11. Thomas H. Patterson, “Library SkillsWorkshops for Support Personnel,” RQ(Summer 1980): 351–353.

12. Celone, pp. 217–223.13. Don Spanner, “Border Crossings: Under-

standing the Cultural and InformationalDilemmas of Interdisciplinary Scholars,”The Journal of Academic Librarianship275 (2001): 352–360.

14. Spanner, pp. 352–360.15. University of Washington Libraries,

“Spring 2001 Faculty Library Use Sur-vey,” [Online]. Available: http://www.lib.washington.edu/surveys/survey2001Web-Pages/facultyresultsfinal2001.htm (accessedAugust 2002).

16. For the 2001/2002 academic year, Casca-dia Community College (CCC) had 1435FTE while University of Washington, Both-ell had 1296 FTE. Additionally, CCC had atotal head count of about 4000 students.

17. Bodil H. Gilliam, “Beyond BibliographicInstruction,” Southeastern Librarian 311(Spring 1981): 8–10.

18. Laurie Sabol, “‘Discover Untold Trea-sures’: A Practical Approach Toward In-dependent Library Use by Support Staff,”in Reaching and Teaching Diverse Li-brary User Groups, edited by Teresa B.Mensching (Ann Arbor, MI, Pierian Press,1989), 63–76.

19. Basefsky, pp. 100–101.

236 The Journal of Academic Librarianship