Scholarly communications program: force for change

The changing landscape of scholarly publication and increasing journal costs have resulted in a need for proactive behavior in libraries. At Johns Hopkins University in Baltimore, Maryland, a group of librarians joined forces to bring these issues to the attention of faculty and to begin a dialog leading to change. This commentary describes a comprehensive program undertaken to raise faculty awareness of scholarly communications issues. In addition to raising faculty interest in the issues at hand, the endeavor also highlights an area where library liaisons can increase their communication with the units they serve

Dissemination of Medical Information: Organizational and Technological Issues in Health Sciences Libraries

published or submitted for publicatio

ASIS&T's Information Professions Project: An Update

In 2007, ASIS&T established a Task Force on Information Professionals to look at ways to recognize and promote the information professions broadly defined. Highlights of activity to date have been a commissioned study of master???s level programs in the US and Canada educating information professionals, and an initial meeting of information professional organizations to consider possible actions. Three members of the task force will discuss its work and related efforts

An elemental strategy

Non

Library and information science and biomedical informatics: converging disciplines

The disciplinary boundaries of library and information science and of biomedical informatics are remarkably similar. Both disciplines deal with data, information, and knowledge and with their storage, retrieval, and use in the service of society, yet each is rooted in its own unique sociocultural and historical context. While it is undeniable that computer technology has substantially influenced both fields, it is the fundamental principles of information and knowledge organization, storage, retrieval, and use that provide a common foundation for research and practice in the two fields. In this comparative survey, representative models and principles are provided to illustrate each field, and the methods used in the two fields are compared. Training, professional organizations, and accreditation processes in each field are described. In all of the areas reviewed here, there seems to be a convergence of the two disciplines and the likelihood of more to come