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July/August 2016 326 In the last several years, technologies have become ubiquitous in most academic disciplines. Collaborations between the engineers and computer scientists that create these technologies and the humanists, social scientists, scientists, and other practitioners that use and add meaning to them have grown. Despite growing collaboration, the need for an information scientist at the intersection of construction and practice is very clear. Patrons routinely visit the library for assistance navigating databases, evaluating online resources, using citation management software, and creating multimedia projects. And as these technologies evolve at a clipping rate, the mode and frequency in which librarians learn and teach the skills sought by patrons is changing. Whereas we were once able to derive skills from static workshops or webinars to provide patron assistance in standard unilateral formats, many of us now partner with peers across campus units, even external to our institutions, to remain adept with the array of tools supportive of scholarship. As librarians become increasingly interdependent on the technical knowledge and skills of one another, we are capable of playing more customizable roles for our patrons. Many of us transfer the style used when learning from peers into the classroom environment, thereby facilitating active learning with new technologies among students. Formal channels should be routinely strengthened to encourage these deep sharing networks among colleagues.

Employing field research to shape the library’s direction: The changing needs of the liaison