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Recovery from crises enables growth and learning If resilience is defined as our ability to recover quickly from difficulty and distress, our best metrics would logically arrive after recovery is complete, and we might look back to reflect on how we did. Recovery from crises, big and small, is only possible when basic human needs are met, where safety, security, and sustenance are not a daily struggle. [Extracted from the article]

This collection of observations, insights, and strategies summarizes the findings from the Education Advisory Board's 2011 research initiative, 'Redefining the Academic Library: Managing the Migration to Digital Information Services', which was conducted on behalf of its membership of over 200 provosts and vice-presidents for academic affairs at institutions across North America. The full report is freely accessible at http://www.educationadvisoryboard.com/pdf/23634-EAB-Redefining-the-Academic-Library.pdf [ABSTRACT FROM AUTHOR]

This paper synthesizes the findings from the qualitative portions of two studies (conducted in 2005 and 2008) that assessed the activities and attitudes of faculty members in several US universities, regarding their interactions with scholarly materials, and their scholarly reading patterns. The systematic interpretation of their comments and descriptions of their own experiences and opinions offers an image of scholars who enthusiastically embrace the electronic information environment, in spite of some frustrations with its imperfections. Their use of e-journals, Internet resources, and email communication has become indispensable to their scholarly activities, and has profoundly changed the way they interact with information, create new knowledge, and relate to their university library. For these faculty members, e-journals have supplanted the print format, because of their convenience, flexibility of work location, advantages for interdisciplinary access, and ease of storage. [ABSTRACT FROM AUTHOR]

In this article the author comments on the roles of scientists, researchers, publishers, and librarians in communicating with data in light of the growth of computational data, particularly science data. The author argues that primary research data is a form of scholarly communication but that it is often much more complex than other forms of scholarly communication, such as books and research articles. Topics include the storage of data sets in libraries and the quality of scholarship.