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In 2007, the Association of Research Libraries (ARL) Joint Task Force on Library Support for E-Science issued its report outlining five goals to guide research libraries' burgeoning endeavors in offering e-science services and initiatives [1]. Since 2007 and the ARL report, the library scholarly literature, including recent communications from ARL e-science task force member James Mullins and task force liaison Neil Rambo, has contained a number of discussions on roles for librarians and libraries pursuing e-science initiatives [2–,6]. The ARL report included strategies and actions for libraries to take to prepare and position themselves to support this emerging process of scholarly communication. The report's third outcome states that librarians should seek to become “knowledgeable and skilled research library professionals with the capacity to contribute to e-science and to shape new roles and models of service.”  Although the scholarly literature discussing e-science collaboration is growing [7–,10], few articles exist that have actually addressed how and where current and future health sciences and science and technology librarians should turn to develop the specific e-science capacity prescribed in the ARL report. In the summer of 2009, the Lamar Soutter Library at the University of Massachusetts Medical School applied for and was awarded funding from the National Network of Libraries of Medicine, New England Region (NN/LM NER), to begin the construction of an e-science educational web portal specifically for librarians wanting to develop this capacity. The motivation for the portal came from feedback and conversations with librarians attending a regional e-science symposium and subsequent science boot camp, jointly sponsored by the Boston Library Consortium (BLC), the University of Massachusetts Libraries, and the NN/LM NER.

Assessment of health sciences and science and technology librarian e-science educational needs to develop an e-science web portal for librarians