Abstract
Distance librarians working with graduate programs often discover many of their students have specialized information needs and require additional instruction. However, it can be impossible to discover these students without first becoming deeply involved with the program. Librarians at Benedictine University have developed a method for becoming professional colleagues with graduate faculty, which begins with identifying opportunities to form relationships with them and becoming involved with new programs. The second step is orientation, involving social contact and personalizing the librarian-student relationship, allowing students to realize their librarians are part of the community of engaged experts that they can draw upon. Step three is to develop an individual counseling/coaching relationship with those students who need additional mentoring. Distance services librarians can become empowered to act as instructional partners with both faculty and students through this personalizing approach to the research process.
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