Space, Scholarship and Skills: building library strategy on new and emerging needs of the academic community

Authors

  • Michelle Blake University of York
  • Vanya Gallimore University of York
  • Kirstyn Radford University of York

DOI:

https://doi.org/10.18352/lq.10254

Keywords:

academic library, UX, ethnography, academic staff, usability, strategy

Abstract

This article follows the publication of a previous article which discussed the outcomes of the Understanding Academics research project (2016-2017) which sought to better understand academic staff at the University of York. The project centred around the use of specific ethnographic methodologies and in particular two UX techniques: cognitive mapping followed by semi-structured interviews. This article focuses on the key themes which emerged from that research and which now underpin the new Library strategy: space, scholarship and skills.

Author Biographies

Michelle Blake, University of York

Michelle Blake is the Head of Relationship Management at the University of York where she has strategic responsibility for the Academic Liaison and Teaching and Learning teams. She previously worked at LSE and Victoria University of Wellington in NZ. Her research interests are focused on UX in academic libraries, relationship management, digital literacy and leadership.

Vanya Gallimore, University of York

Vanya Gallimore is the Academic Liaison Team Manager at the University of York. She previously worked at Oxford University. Her interests centre around UX, relationship management, engagement and staff development. She is also a trainer mediator.

Kirstyn Radford, University of York

Kirstyn is the Research Support Librarian and Copyright Advisor at the University of York.

Downloads

Published

2018-11-02

How to Cite

Blake, M., Gallimore, V., & Radford, K. (2018). Space, Scholarship and Skills: building library strategy on new and emerging needs of the academic community. LIBER Quarterly: The Journal of the Association of European Research Libraries, 28(1), 1–15. https://doi.org/10.18352/lq.10254

Issue

Section

Articles
Received 2018-09-14
Published 2018-11-02