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Of course, “conversations” take place in all disciplines within their scholarly journals, thus the possibility of change is not limited to scientific publications. The rate of change may vary by discipline, but change is in­ evitable. It is in these changes to electronic publishing and scholarship that we may fi nd solutions to the perceived crisis in scholarly communication. The idea that a networked environment will lead to change in scholarly publishing is not new. SPARC, which began in 1997, has used this theme on its Web site “Create Change.” However, Kantor’s article provides a starting point for a conversation that should be taking place on all campuses. If, as Kantor points out, the younger genera­ tion will drive change in scholarly communi­ cation, it is in the library’s interest to leverage the enthusiasm for new publishing methods likely to be embraced by the younger faculty to guide the tenured faculty to new ways of thinking about scholarly publishing. To fa­ cilitate this dialogue, librarians must be able to articulate the issues in a language that will resonate with all faculty members.

Learning advocacy for creating change through an immersion program: Institute on Scholarly Communication delivers essential training