Dans un paysage educatif de plus en plus complexe, les bibliothecaires charges de coordonner les services d'instruction dans les universites doivent assumer les responsabilites de veritables leaders instructionnels, en faisant de la culture de l'information un objectif strategique de la bibliotheque. Le role du leader en instruction est caracterise par une vision globale, la capacite de planifier, d'inspirer ses collegues, de favoriser la communication entre les bibliothecaires comme au sein du campus, ainsi que par l'aptitude a innover et a repenser l'instruction.

Purpose The purpose of this paper is to explore ways in which library value may be communicated in a university setting through more effective engagement with strategic planning and a broader array of campus partners. Design/methodology/approach This paper presents a case study of an academic library in which alignment with the university mission and strategic plan and alignment of library assessment efforts with the broader culture of assessment at the university have resulted in positive gains for the library in terms of campus engagement and recognition of library value. Findings This paper provides insights into successful strategies for improved communication of library value to senior leadership, new investment in library facilities, and enhanced opportunities for collaboration across the university on strategic initiatives including student success, innovation in teaching and scholarship, and community engagement. Originality/value This paper provides library leaders with new approaches to engagement with campus partners and senior academic leadership in promoting the library as a strategic resource worthy of investment in the twenty-first century.

Loida Garcia-Febo: I am a librarian, an advocate, and an activist.Libraries change lives for Americans in every community in our nation.Our strong value system propels us to create new ways to help children read, assist job seekers, support first-generation college students, and connect battered women and children with shelters.Thanks to our work, libraries remain the true bastion of intellectual freedom, democracy, diversity, and social responsibility in our communities.Given the threats we face to these core values, we cannot afford to stay on the sidelines.

As the editor of Education Libraries, Anne M. Galler oversaw the publication of more than fifty feature articles relevant to the study of education libraries, special libraries, and professional education in library and information science. This essay identifies the major themes that marked the pages of Education Libraries during Galler's tenure as editor and suggests avenues for future research.

138 When College & Research Libraries moved to a digital-only publishing model, one of our hopes was that we would be able to use the flexibility provided by that model to facilitate greater integration of content across the broader research and publication programs of the Association of College & Research Libraries. While there are still many opportunities to pursue in terms of integrating content across C&RL, RBM, ACRL monographs, and other Association publications, we are happy to present this special issue focused on the Assessment in Action (AiA) program as a step in the right direction. As guest editors Kara J. Malenfant, Lisa Janicke Hinchliffe, and Debra Gilchrist describe in their introductory essay, AiA represents a path-breaking approach to ACRL sponsorship of research in our member libraries. Building on the call for action found in Megan Oakleaf’s The Value of Academic Libraries: A Comprehensive Research Review and Report, the AiA program provided training, support, and a community of practice for librarians (and others) conducting research having both strategic value to the Association, as well as local value to its members.1 My own institution was part of the first cohort of the AiA program, and the research conducted by our team promoted greater collaboration between the library assessment effort and the complementary efforts of our colleagues in Academic Affairs and Student Affairs.2 Our experience mirrors those you will see described in the essays included in this collection and it is safe to say that our participation in AiA had a meaningful impact on the design and delivery of information literacy instruction in our first-year-experience program.3 In addition to their demonstration of local “value,” the seven essays included in this collection are notable for the way in which they demonstrate the impact of the Association’s investment in providing research training and support to members in a diverse array of institutions, including community colleges, liberal arts colleges, comprehensive universities, and research universities. While each experience is unique and tied to the institutional culture and concerns of each participating institution, the AiA program helps us to see the power of undertaking a shared research program across multiple institutions.4 Finally, AiA participation has encouraged members to share research results across conferences, poster sessions, and other publications, and the ACRL Value of Academic Libraries Committee has included profiles of AiA projects on its blog.5 Most recently, ACRL has created a comprehensive bibliography of AiA-related presentations and publications, and even a cursory review shows that the impact of this project on research and practice in our field is considerable (and ongoing).6 We hope that the Association will continue to learn from the experience of the Assessment in Action program, appreciate the meaningful contributions to research and practice documented in these essays, and find ways to support similar initiatives in the future as the demand for evidence-based decision making and demonstrated impact on student learning in libraries will only continue to rise. We look forward to seeing collections of work produced by those future projects featured in special issues of C&RL yet to come. Scott Walter DePaul University Assessment in Action: Introduction to the Special Issue

Learning analytics," or the use of technologies "that enable the analysis of student data in order to identify learning weaknesses so that faculty, advisers, and even librarians could intervene with corrective action," has emerged as a focus for ACRL this spring. 1Last month, Megan Oakleaf (Syracuse University) provided an overview of learning analytics initiatives in higher education and academic libraries as part of a three-part series of ACRL webinars, and Lisa Janicke Hinchliffe (University of Illinois at Urbana-Champaign) and Andrew Asher (Indiana University) focused on privacy and ethical considerations needing attention in any learning analytics program.This month, I will join colleagues from the University of Minnesota and Lewis & Clark Community College to present the final webinar focused on how to bring the library into campus-wide learning analytics initiatives. 2 Research into library contributions to learning analytics programs on campus can also be found in the May 2016 issue of College & Research Libraries, which includes a study by John K. Stemmer (Bellarmine University) and David M. Mahan (Manhattan College) of the relationship between undergraduate student use of library resources and student learning outcomes.The collaboration on this study between the library and institutional research reflects the ways in which library data can be included in broader efforts being undertaken to consider the library as a contributor to institutional recruitment, retention, and student success strategies, and complements the case studies to be explored in the learning analytics webinar also being presented this month.As with our last issue, which brought together C&RL and the Assessment in Action program, this serendipitous pairing of research being presented in the journal and practice being described in the webinar offers clear evidence of the ways in which ACRL publishing and continuing education programs can come together as an important resource for members.In addition to the Stemmer and Mahan study, and an editorial cowritten by me and Emily Drabinski (Long Island University), the May 2016

75 th anniversary of the Association of College & Research Libraries and its role in promoting research in the field of academic librarianship, the idea of selecting representative articles from its long history was daunting.How could we cover the scope of the literature and identify the articles most worth "another look" given their enduring value to our scholarship and profession?As with any complex problem, we found that bringing our colleagues into the process was the key to the solution.

What's in a name?That which we call a rose By any other name would smell as sweet.So Romeo would, were he not Romeo call'd,

Over the past six months, C&RL editorial board members have joined others in a series of programs designed to consider the future of research as a component of the work we do together as members of the Association of College & Research Libraries.In addition to inviting our readers to reflect on the enduring value of "landmark" studies from the journal's history in our 75th anniversary issue published in March, we have hosted discussions at the ACRL Conference in Portland and through the C&RL online forum series.Participants in these discussions have raised a number of critical questions relevant to the future of both ACRL research programs and ACRL publication programs, some of which complement questions raised in this column over the past year, including the need for a platform publication for academic libraries and the need to support a greater diversity in the research studies published in this journal.Other questions raised in these discussions have related to the Association's role in promoting the development of research skills among our members, and how ACRL might provide leadership at the national level for developing a continuing professional education program in research skills and evidence-based librarianship that takes a lifelong learning approach to this perennial concern.Some of those participating in these discussions through Twitter (#acrlresearchfutures) suggested that we should develop a "Research Immersion" program similar to those developed for other Association initiatives, including information literacy and scholarly communications.Others have noted the need to bring these opportunities to a broad audience through partnerships with ACRL Chapters and/or ACRL member libraries.Finally, some have noted the example of successful programs that might be sustained or scaled up through a strategic partnership with ACRL, e.g.,

In our last issue, Lorcan Dempsey and I explored the ways in which the C&RL transition to an open-access, digital-only publishing model might allow us to think differently about the place of the journal within the scholarly communications landscape in our field and to promote a vision of C&RL as a "platform publication" for libraries in higher education.Editorial board member James Elmborg joins me this month to continue this discussion of the content published in College