Liaison Engagement Success Supplement: Stories of Liaison Engagement Success LIAISON ENGAGEMENT SUCCESS: A PRACTICAL GUIDE FOR LIBRARIANS FILGO AND TOWERS List of Contributors • Teaching Evidence Based Practice in Physical Therapy – by Karen S. S 82 Alcorn, Massachusetts College of Pharmacy and Health Sciences University • Chemistry Lotería – by Aida Almanza, Texas A&M University San S 42 Antonio • STEM Librarians in the Triple Helix Mix – by Innocent Awasom, S 50 Texas Tech University • Creating Artists’ Statements – by Andi Back, University of Kansas S 57 • Classical Virtual Reality – by Caitlin Bagley, Gonzaga University S 19 • Collaborating Across Campus to Support Interdisciplinary Field S 96 Experiences – by Jennifer Beach, Longwood University • Providing Library Outreach to Artists – by Nimisha Bhat, Smith S 52 College • Collaborating with the Office of Graduate Studies for a Graduate S 92 Research Showcase – by Roxanne Bogucka and Meryl Brodsky, University of Texas • Becoming the Bloomberg Expert – by Afra Bolefski, University of S 74 Manitoba • A Practical Story about Public Poetry – by Patricia Brown, S 20 Northwestern State University • A Librarian Makes a Zine – by Jill Chisnell, Carnegie Mellon S 59 University • Liaising Where They Live: Hosting Library Office Hours at the First- S 85 Generation Student Dorm – by Kristina Clement, University of Wyoming • Transcending “Us” and “Them” – by Ameet Doshi, Georgia Institute S 37 of Technology • Liaison Engagement through Art and Museum Visits – by Jenna S 63 Dufour, University of California, Irvine • Partnering with Peer Mentors to Engage First Year Composition S 95 Students – by Erin Durham, Zoe Hwang, and Elaine MacDougall, University of Maryland, Baltimore County • Creating a Doctoral Support Center – by Amy Dye-Reeves, Texas S 90 Tech University • Milestone Anniversaries Celebrating Authors – by Jeanne Ewert, S 22 University of Florida • Connecting Research to the Community – by Kian Flynn, University S 36 of Washington • Hand on the Net: Helping Land Job Candidates for Liaison S 18 Departments – by John Glover, Virginia Commonwealth University ROWMAN AND LITTLEFIELD S 2 LIAISON ENGAGEMENT SUCCESS: A PRACTICAL GUIDE FOR LIBRARIANS FILGO AND TOWERS • Liaisons Connecting to Community Telehealth Practitioners – by S 81 Terry Henner, University of Nevada, Reno • Embedded in the Life of a Medical School – by Marisol Hernandez, S 79 CUNY School of Medicine • Exhibiting Student Artwork in the Fine Arts Library – by Courtney S 65 Hunt, The Ohio State University • Campus Collaborations Outside of Traditional Liaison Roles – by S 100 Chad Hutchens, University of Wyoming • Special Collections Instruction Exchange – by Amy James, Baylor S 98 University • Connecting Special Collections to the Digital Humanities – by S 16 Autumn Johnson, Georgia Southern University • Health Data Stories Using Infographics – by Jesse Klein, Florida State S 28 University • The Art Library Coloring Book – by Megan Lotts, Rutgers University S 58 • Creating a Library Staff Liaison Program to Non-Academic S 88 Departments – by Derek Malone, University of North Alabama • Fellowships for Special Collections Engagement – by Joyce Martin, S 15 Arizona State University • Partnering with Knowledge Enterprise Research Support Staff – by S 48 Rachel Martinez and Matthew Harp, Arizona State University • Building Together: A Dedicated Space for Student Art Exhibits – by S 67 Courtenay McLeland & Tom Caswell, University of North Florida • World War I Events and Exhibits – by Robert S. Means, Brigham S 24 Young University • Collaborations between Research and Instruction Librarians and S 99 Instructional Technologists – by Sarah Moazeni, Wellesley College • Developing Data Skills in Political Science Using ArcGIS – by Susan S 29 E. Montgomery, Rollins College • Global Engagement: Liaison Librarianship on Campus and Beyond – S 34 by Abby Moore, University of North Carolina at Charlotte • “What Motivates You?” Liaison Work with Human Rights Seminar S 31 Students in Washington, D.C. – by Chelsea Nesvig, University of Washington Bothell • Inhabiting a Professional World – by Sarah Nicholas, Cardiff S 72 University • Latin American Indigenous Languages Collections – by Kathia S 11 Salomé Ibacache Oliva, University of Colorado Boulder • The Mobile Maker Cart: A Rolling Makerspace Concept – by Zachary S 46 W. Painter, Joseph Makokha and Michael Nack, Stanford University • Advocating for Books in Print – by Alexis Pavenick, California State S 10 University, Long Beach ROWMAN AND LITTLEFIELD S 3 LIAISON ENGAGEMENT SUCCESS: A PRACTICAL GUIDE FOR LIBRARIANS FILGO AND TOWERS • Gathering Around the Table: Promoting community and relationship S 41 building in STEM Disciplines – by Stephanie Pierce, University of Arkansas • Partnering with Publishers for STEM Database Awareness – by S 45 Kimberly Reycraft, Florida Gulf Coast University • Fragments from the Library of Babel: A Student Mural Collaboration S 69 – by Jenna Rinalducci, University of North Carolina at Charlotte • Predatory Journal Continuing Education Credit – by Michael Saar, S 77 Lamar University • Special Collections Library Liaison Engagement: The Power of “Yes S 13 and” – by Greg Schmidt, Auburn University • Engaging Education Students in Tutoring and Service-Learning – by S 76 Michelle Shea, Texas A&M University – Central Texas • Teaming up with Career Services to Serve the Local Community – by S 87 Sandra Shoufani, Sheridan College • Creative Collaboration: Research as Creative Act in the Art Studio S 53 Classroom – by Bria Sinnott, Towson University • Dramaturgy in Action: Research out to the Stage – by Scott Stone, S 55 University of California, Irvine • Makerspace partnerships – by Andrew Telep, Baylor University S 103 • The Liaison Librarian as Artist – by Sha Towers, Baylor University S 70 • Opening Doors for Engagement with Students – by Garrett Trott, S 5 Corban University • Pivoting Your Strategy when Pandemics or Other Unexpected Twists S 7 Come Your Way – by Erin Ware, Louisiana State University Health, Shreveport • Extracurricular Engagement as an Alternative to Traditional S 8 Instruction – by Jennifer L.A. Whelan, College of the Holy Cross • Outreach Events as Liaison Work – by Laura Wimberley, California S 39 State University Northridge • Embedded in Game Design – by Shelley Woods, Sheridan College S 62 ROWMAN AND LITTLEFIELD S 4 LIAISON ENGAGEMENT SUCCESS: A PRACTICAL GUIDE FOR LIBRARIANS FILGO AND TOWERS Chapter 2 – Getting to Know Students: A Liaison Engagement Story Opening Doors for Engagement with Students – by Garrett Trott, Corban University WAS AMAZED AT HOW MUCH I LEARNED through a course on Classical Hebrew. I took this course expecting to learn the language: syntax, grammar, vocabulary, etc. Because I could not help but look at it through the Ieyes of a librarian, I learned so much more through this course by intentionally looking for ways to better serve students and faculty. Many students in this course were traditional undergraduates. Subsequently, there is a bit of oddity being an individual in his mid-40’s, struggling to learn the begedkephet dynamics of the Classical Hebrew alphabet right alongside young adults. This uncomfortable feeling was something that I had to get over, both to fully participate in the course, but also to break down social barriers that are often present between differing generations and, unfortunately, manifested at times in library usage by students. The course involved several differing pedagogical styles. Once the students saw that I was eager to fully engage in a small group where I attempted to translate a passage from the Hebrew Bible (and did very poorly), or admit my ignorance regarding a question asked by the instructor (who was incredibly gracious in his response), doors opened. One door that opened was my office door. My office is located a bit off the beaten path. This is not intentional; it has to do with the configuration of the library’s space with the services needed. Subsequently, I do not get many student inquiries, unless they have been directed by individuals from our front desk. I was moved by the number of times students from Classical Hebrew came straight to my office (bypassing the front desk) and asked questions related to areas they were struggling in relation to other courses. I could tell that fellow students in Classical Hebrew had a level of comfortability with me which, unfortunately, I was not familiar with from the context of a normal reference interview. This provided a great example of how having a similar passion for learning (and displaying it) may remove barriers. Another door opened with the ability to see the library through the eyes of a student. When sitting through a course on Classical Hebrew and learning the language, I could not help but ask: “What can the library provide to aid students in learning this content?” While there is a textbook for the course, which the library had on reserve, and a handbook of exercises, another need that became apparent was space. Honestly, learning a language does not involve research in a traditional ROWMAN AND LITTLEFIELD S 5 LIAISON ENGAGEMENT SUCCESS: A PRACTICAL GUIDE FOR LIBRARIANS FILGO AND TOWERS framework, nor does it typically involve utilizing databases or indexes. But space beyond the classroom is needed to truly engage in language learning. By being involved with Hebrew grammar, I encouraged fellow students to utilize the library for the space they needed (either in small groups or by themselves). My welcome