Abstract
The University of Connecticut (UConn) Library, in collaboration with the School of Fine Arts and the UConn Humanities Institute and with support from the Andrew W Mellon Foundation, is developing Greenhouse Studios (GS). GS is a scholarly communications research laboratory dedicated to using collaborative models and design principles in the creation of scholarly works. Scholarship laboratories that function as a combination of a scientific research lab and an art studio are a useful means of advancing the methods and outcomes of scholarly communications.
We intend to examine whether flattening hierarchies through the GS model is a significant challenge for librarians who work within transactional models of interaction and are closely tied to faculty-driven service models of research support. Other participants typically thought of as supporting faculty are embedded as equal participants in the design process. We will apply qualitative methods to examine whether the GS design process facilitates development of new models of interaction among faculty, librarians, design technologists and other experts. Preliminary experience finds most participants embrace the collaborative model and are energized by the experience. Our assessment will focus on GS techniques as drivers for role and scholarly output changes, how these experiences might translate into changes in library culture or services, and on practical findings related to space, technology usage and administrative hurdles.
This paper is the result of a presentation delivered at CNI (the Coalition for Networked Information) in early 20171 and encapsulates our thinking then and now (in early 2018) as we refine our assessment tools.