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Introduction
Over the last three decades, academic library liaison programs have become an established component of library operations. While historically rooted in collection development, today's liaison programs have expanded and specialized in scope. To give some insight to what is currently being done in this area, this research project explores library liaison programs at four academic libraries. Areas examined include academic liaison subject specialization, training, communication methods, duties, and program evaluation.
Literature review
Liaison personnel specialization
In the USA, the modern library liaison began as a subject specialist in the 1940s ([13] Hay, 1990). While the role of the library liaison evolved and expanded, subject knowledge remained a component of the job. Currently, the [20] Reference and User Services Association (2010) Guidelines notes "educational backgrounds, interests, and professional experiences should reflect the interests and needs of the targeted communities" (RUSA). The relevance of subject background was important to 89 percent of faculty in a 2005 study by the University of Florida Health Science Center Library study ([6] Cataldo et al. , 2006). However, this specialization is not always viewed as essential by faculty or as the most important attribute of a liaison ([28] Yang, 2000; [26] Thull and Hansen, 2009; Kozel-Gaines and Stoddard, 2006). No consensus on liaison subject specialization seems applicable.
Liaison training
A number of studies suggest a variety of training techniques to increase liaison subject knowledge are being used. The 1997 University of Texas study indicates liaison expertise is achieved by reading subject literature, joining related library association organizations, and taking continuing education courses ([6] Cataldo et al. , 2006). James Thull and Mary Anne Hansen of Montana State University suggest taking an introductory course to the department represented, reviewing class assignments, and increasing knowledge in areas of faculty research (2009). Involvement in faculty department meetings, newsletters, web pages, related subject associations are other outlets for acquiring skills ([6] Cataldo et al. , 2006). Learn by doing through faculty and co-worker interaction is a common training method for liaisons ([22] Stoddart et al. , 2006). Lastly, in-service training and mentoring is suggested by the RUSA liaison guidelines (2010).
Communication methods
Communication methods are also varied among academic institutions. The RUSA liaison guidelines mention faculty interaction, but no specific communication avenues are given...