(Listed alphabetically by last name)
Professional and Staff Positions
There are no open positions at this time.
Student Assistant Positions
There are no open positions at this time. Please check back around mid-August for Fall 2013 openings.
Internships & Fellowships
There are no internship or fellowship opportunities at this time.
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Vision Statement, Mission Statement & Strategic Plan
The Haverford College Libraries will support the educational mission of the College with an unrelenting commitment to excellence—for the institution, the students, the faculty, and the staff—through our collections, instruction, and services.
The Haverford College Libraries act as a locus of intellectual activity supporting the teaching, research and learning needs of the Haverford community. Infused with Haverford’s Quaker heritage and values, we support the mission of the College to develop academic excellence and personal growth through a liberal arts education. More broadly the libraries foster curiosity, exploration, introspection, and scholarly engagement for each individual within the Haverford community.
Academic libraries remain central to the core of the campus, both in its centrality as a space of knowledge and as a place of intellectual engagement. Views of libraries as buildings full of books alone, therefore, are increasingly outdated. Libraries are now dynamic, intellectually vital, mission-driven, and user-focused. Though Haverford began a shift towards a focus on teaching research skills and meeting users needs some time ago, we are intensifying our focus on our students and faculty by creating intellectually vital spaces and services for the campus.
The teaching role of librarians is central to our work and contributes to the core mission of the College in profound ways. In support of the faculty, librarians teach students research skills and strategies, including the very critical work of finding and interrogating texts in all formats. Librarians also facilitate rich, complex, dynamic, and dialectic engagement with these texts. We provide intensive, one-on-one support to students throughout their college career, culminating in their senior capstone projects. At all academic levels, librarians foster information literacy, critical reflection, knowledge production, understanding, and scholarship.
Successful libraries respond to the dynamic, changing needs of their users by delivering collections—digital and physical—in ways that facilitate learning and research. As such, the Haverford College Libraries, in collaboration with the faculty, will continue to build meaningful collections in all formats. Electronic resources, and the economic demands they place on our operating budget, will play increasingly significant roles in our selection and collection building. With the rise of e-resources, the role of print resources will also change, making books and other printed materials rare and important elements of the cultural record. We will select these rare materials with care as well. Our careful attention and response to the changing trends in scholarship, pedagogy, and publishing will help ensure the academic excellence that is the hallmark of Haverford College.
For millennia libraries have been early adaptors of emerging technologies—be it scrolls, manuscripts, books, or digital texts. Today’s libraries remain well positioned within that technological landscape informing and supporting scholarly endeavors and inquiry. At Haverford, the libraries leverage technologies, old and new, to support the generation of scholarship, new knowledge and the development of students’ abilities to think critically. In this regard, we are building our capacity to support and participate in new modes of inquiry, including, digital scholarship.
Technology has provided us with intensive opportunity to gather, parse, and evaluate data and information. Librarians are uniquely qualified to help researchers navigate the digital information glut, analyze, critique information, data and texts, and move through the scholarly process of inquiry to generate new knowledge and cultural understanding. Further, librarians are skilled at working with digital assets that must be managed, described, preserved, curated, and made available to users in order to further the understanding and preservation of the cultural record.
Librarians are increasingly leading open access initiatives. Our role in advocating and providing the infrastructure for such an initiative at Haverford will result in more economically responsible choices that may allow us to move away from unsustainable business models of some e-publishers. More importantly our institutional repository will preserve and make available the critical scholarship of our faculty to a wider audience.
Developing a library as both place and space that reflects the changing needs of today’s students, faculty and staff, and to the degree possible anticipates future needs, is an important priority. Quiet study spaces, collaborative spaces, social spaces—all infused with technological robustness—are integral to the generative experiences that are typical of the modern library. Feedback from more than 400 students over the past year makes it clear that Magill Library is not meeting their needs. Additional space goals include better access to subject experts; technologically robust teaching and seminar rooms; and meeting and event spaces for lectures and other programs within the library.
Radical improvements to library spaces are essential to the overall success of the College. We are embodied souls, and the spaces where we learn, think, study, and contemplate ideas matter a great deal. Further, a strong, beautiful library will protect the competitive strategic position of Haverford College in the marketplace. According to the Association of Higher Education Facilities Officers, students select schools based on the facilities that support their prospective major and after that, on the basis of the quality of the library. The Library, therefore, remains a critical factor in the decisions of students to matriculate. Haverford needs a Library in which student tour guides are not offering an apology for the physical state of the library, but instead feature it proudly as a recruitment tool. Further studies have shown the clear link between the quality of the library and the retention of underprepared students. Creating a collaborative, intellectually vibrant environment that encourages scholarly engagement of faculty, staff and students is central to the goals of the libraries.
Collaboration informs the activities of the libraries. Membership in the Tri-College Library Consortium yields both economies of scale and professional and intellectual partnerships that result in rich offerings for Haverford, Bryn Mawr, and Swarthmore and the wider network of libraries on local, regional and national scales. Continued collaboration there, and with other libraries and consortiums remain a strength. These long-standing relationships—PALCI, Oberlin Library Group, NITLE, PACSCL, and ACRL—also continue to yield worthwhile partnerships. The strength gained through these relationships will enable the Libraries to work with campus partners—departments and academic centers—to offer a rich and wide array of programs such as lectures, symposia, exhibits, and other events that support the broader academic mission of the College.
In all things, the College’s Quaker heritage and values inform the Libraries’ philosophy and activities. The Libraries—through our collaboration with faculty, the centers, and our Tri-college counterparts, and engagement with scholars throughout the world; through the expertise of our staff; through our collections; through our programming; and through our improved space—will evolve in ways that will enable Haverford students to be viable thinkers in the world, both today and tomorrow.
The priorities outlined in this plan are ambitious, and we expect to accomplish most, if not all of them within three years (by June 30, 2015). In some cases our goals are dependent on funding and additional campus planning. Where we cannot move forward as a result of larger institutional priorities, we will make progress on the appropriate planning so that we can move the goals forward in subsequent years.
Though we offer here a strategic plan, what we seek to cultivate is a strategic culture, one that consistently refers our work back to the broader institutional mandate to educate Haverford students to become critical thinkers and contributing world citizens. Furthermore it is a culture that is user-centered and builds on interactions to develop new services and improve existing programs.
Our actions will remain informed by careful stewardship and values-based decision-making.
- Situate the libraries as the physical and intellectual heart of the campus through enhanced and expanded space planning, incorporation into master planning, and engagement in capital campaign priorities
- Digital / Information Commons
- New facilities for Special Collections
- New building or significantly improved physical plant
- Create dedicated teaching, seminar and event spaces for Library purposes
- Create technologically rich spaces throughout the Library
- Repurpose space or build new space to generate a culture of vitality, access, and engagement by removing barriers between librarians, students and faculty
- Realize immediate improvements during planning stage, continuing recent efforts as seen in the upper loft of the Philips Wing, the refitting of the Hires Video Room, the second tier Collaborative study room, and the improvement to the Rufus Jones Study Room
- Judiciously evaluate collection space usage to manage the physical space to best advantage
- Address space issues for collection storage and access
- Continue to build rich, meaningful, high-quality collections in all formats. Provide access to the collections in timely, useful ways, regardless of format of delivery. Expand access to our collection to the alumni in more generous ways to support the lifelong learning of Haverford College community members
- Strengthen both the breadth and depth of our special collections and our digital collections, while continuing strong management of print resources
- Develop a more robust archival program—print, multimedia, and digital
- Develop a protocol for an institution-wide records management program that is integrated fully into the archival program—print, multimedia, and digital
- More fully develop digital collections including evaluation and expansion of patron driven acquisition program; digitize local materials and provide access to external digital collections
- Leverage Tri-Co cooperative relationships to more fully manage, build, and purchase collection materials; explore other collaborative collecting possibilities with other institutions, including a possible agreement with other institutions, such as Penn
- Create an institution-wide open access repository of faculty publications; expand and lead an institutional commitment to open access
- Optimize technology to meet faculty and student needs, including streaming media, discovery tools, course management, and other opportunities
- As part of the Tri-Co Management process, evaluate existing library online software packages for optimal access to collections and enhanced user experience
- Develop core standards across the Tri-Co for bibliographic records; add new channels of information to access tools; optimize metadata for the discovery layer
- Create subject guides to enhance exposure to special collections and generate engagement of students with rare, primary source material
- Build and preserve the collections, in all formats, for present and future needs
- Create appropriate temperature, humidity, and lighting environments while providing adequate shelving and storage furniture for the long-term preservation of the Special Collections and improved, appropriate conditions for book and bound journal circulating collections
- Fully develop an information/digital commons as part of the overall Library Program
- Partner with faculty and students in the generation of new knowledge and scholarship using robust technologies. In consort with sources, scholarship, and the questions they prompt, librarians will assist faculty and students with conceptualization, planning, project management, investigating and interrogating collections, exploiting discovery and access tools, final production and preservation as appropriate
- Participate in and contribute to the expanding world of scholarship in digital forms
- Participate in the Tri-Co Digital Humanities Steering Committee and related programming
- We will build upon and strengthen our role in developing scholarly habits of mind including the four years of a student’s experience through the capstone project
- Strengthen research support for faculty and students
- Collaborate with faculty and other campus partners to enhance library research services in support of the curriculum. Foster critical thinking skills that address issues, interpretations, and audiences of texts Provide compelling, creative, and effective instruction.
- Develop a means of regular evaluation to gather suggestions from faculty and students for improvement in content and approach to library instruction
- Develop a four-year program that identifies sets of skills and proficiencies for research and synthesis, enabling students to build from general information to advanced work in a specific discipline
- Offer workshops that will serve as learning labs targeted at enhancing and enriching research skills complementary to, yet independent of, curriculum activity
- Partner with campus departments to teach general information-seeking skills for lifelong learning
- Develop best practices for support of faculty in their research and course development
- Develop training for and implement peer-to-peer research support program
- Establish a personal librarian program to create a culture of connection to library support and the development of research skills for each student from the point of enrollment
- Create a user-friendly experience that fosters ease of access and facility in using the collections
- Investigate single point of service models to meet student and faculty needs while eliminating barriers to access and service
- Improve automated self check-out and enhanced collection tracking through use of technological solutions such as RFID
- Evaluate reserves workflow to fully optimize Moodle course management system, providing highest level of quality support for faculty and students
- Expand hours to meet student and faculty needs
- Expand technology and services to meet user needs
- Develop a regular mechanism to incorporate feedback from the Student and Faculty advisory committees
- Bring innovative thinking to questions around improving the user experience
- Significantly improve the Libraries’ web page and create a unified brand
- Employ fuller range of social media and technologies to engage our students
- Partner with academic centers and departments to bring intellectually vital and culturally rich experiences to the community through a robust series of events including lectures, workshops, and exhibits that more fully engage the Haverford and local communities
- Develop a student programming committee that creates effective peer-to-peer programming that engages students on topics of interest and direct relevance
- Effectively communicate with stakeholders about services and programs offered by the Libraries
- Create a culture of staff development
- Reinforce affinity groups’ effectiveness
- Participate in and leverage Tri-Co relationships to enhance and complement operations for each institution
- Develop assessment tools that measure efficacy of programming to most fully meet the needs of the Haverford community
- Streamline workflows that adapt to changing technologies and forms of scholarship. Review and update policies and procedures
- Work mindfully with professional policies and best practices in order to meet both our responsibilities to the world of scholarship and the needs of the individual
- Develop a means of compiling and evaluating user statistics to make informed, evidence-based decisions
Please contact Terry Snyder for information on specific action items and information in the status of those items.
Anyone may use materials housed in the Haverford Libraries. However, to borrow books you must have either a valid College I.D. from Bryn Mawr, Haverford or Swarthmore or a courtesy borrower card from Haverford.
The following persons may have courtesy borrowing privileges at Haverford, Bryn Mawr, and Swarthmore Colleges upon presentation of the appropriate documentation:
- Faculty/staff partners and children associated with any of the three colleges.
- Faculty affiliated with E-ZBorrow Libraries. Ask at your institutional Library to obtain introduction papers needed for establishing borrowing privileges.
The following persons may have courtesy borrowing privileges at Haverford Libraries (not Bryn Mawr and Swarthmore) upon presentation of the appropriate documentation. A courtesy borrower card will be issued by a full-time Circulation Services Staff member in Magill Library.
- Haverford Board of Managers and Members of the Corporation must present picture ID, e.g. a valid driver's license.
- Faculty from local area schools and colleges must present a letter of introduction from the library, provost or department chair of their institution.
- Religious leaders in the community must present a letter of introduction from the administration of their religious organization.
To learn what can be borrowed from the Libraries and for how long with courtesy borrowing privileges, please view this section.
Haverford College builds its collections of information resources in cooperation with Bryn Mawr College and Swarthmore College, as part of the Tri-College Consortium. Below are the Tri-College and Haverford-specific collection development policies:
Gifts from alumni and friends of the College which augment existing collections or create new research resources and which would be useful in enhancing the liberal arts curriculum of the College are welcome.
For more information, please contact Norm Medeiros.
Quaker & Special Collections
The Quaker Collection welcomes gifts of Quaker family papers and the archival records of Friends organizations. Such material is carefully preserved for future generations of scholars. The staff is also glad to receive books, pamphlets and other printed material related to Quaker concerns. When such gifts duplicate what is already in the collection, such material may be made available to other Friends institutions or scholars.
For more information, please contact Quaker & Special Collections.
The role of the library in the Haverford community has changed dramatically during the course of its 175-year history.
The twenty-one adolescent boys who enrolled in 1833 could visit the library for only one half hour per week. All of their reading was carefully monitored by faculty. By today's standards, their selection was small: 770 scholarly works and a handful of periodicals narrowly focused on topics related to sciences, the classics, and Quaker history and theology.
Today, Haverford libraries own more than 625,000 titles, including not only printed books but thousands of items in other formats--microfilm, photographs, diaries, letters, sound and video recordings, electronic publications, and miscellaneous ephemera. Students can browse, study, or relax in the library seven days a week. They can access a wealth of digital media 24 hours a day from their dorm rooms or while away on vacation or foreign study.
Move the slider below to discover important moments in the Libraries' history:
Detail from a plan of Founder's Hall, showing the dimensions (in feet) of Haverford's first library
1831 Beulah Sansom makes first donation, a mineral collection of 800 specimens
1832 Construction of Founder's Hall, including one room for a library
1833 First six books donated to the library by Elizabeth Pearsal
1833 Haverford School opens to 21 male students, aged 13-18
1834 Manuscript collection begun with "Letters and Papers of William Penn," gift of Henry Pemberton
1834 Loganian Society Library started
1836 First library catalog was printed
The two men who selected Haverford's first library books: John Gummere (left), first lecturer in mathematics and astronomy, and Daniel B. Smith (right), first lecturer in English literature and moral philosophy.
1845 School closes due to financial instability
1848 School reopens
Thomas Wistar, Haverford's first librarian
1853 Opening of the Strawbridge Memorial Observatory (& eventual departmental astronomy library)
1856 State Charter allows the granting of Bachelor's degrees; school renamed Haverford College
1856 Class of 1856 gives gift of library books; Alumni Association formed
1858 First librarian, Thomas Wistar, is hired
Haverford faculty in the Library, 1865
1864 Construction of Alumni Hall; Library moves there from Founders
1866 Everett Society Library started
1868 Athenaeum Society Library started
Samuel J. Gummere, son of John Gummere and President of the College from 1864-1874. Books from his personal library, such as this copy of Maltebrun's Geography, are still among Haverford's collections.
1870 First documented purchase of photography for study purposes
1876 Card catalog introduced
A hand-drawn bookplate from one of the volumes donated to the Library by the Loganian Society
1881 First assistant librarian, Walter Ferris Price (class of 1881), hired
1887 Loganian Society collection merges with main library
1888 Everett & Athenaeum Societies donate their collections
1889 Acquisition of the Gustav Baur Library (7,000 volumes in Theology, "Oriental" Languages, & German Literature)
Detail of a manuscript from the Harris Collection
1890 J. Rendel Harris "Oriental" Manuscript Collection donated
1892 A Committee of the Alumni Association publishes A History of Haverford College For the First Sixty Years of Its Existence. The numerous authors of this history were chosen from among the alumni of the college in 1892, including John G. Bullock, Howard Comfort, Francis B. Gummere, George Vaux, Jr., John C. Winston and others. Each author was responsible for a period in the college’s history or a subject.
1897 Haverford becomes a Government Depository Library 1898 South Wing of Alumni Hall built
Library interior, 1901
1900 Class of 1900 establishes fund for English fiction
1902 Charles Roberts (class of 1864) Autograph Collection donated; Roberts Hall opens with room to house the collection
1909 William H. Jenks Collection of Quaker Tracts donated
Detail from a group photo of the Haverford faculty, 1912-1913. Seated at left: President Isaac Sharpless; Seated in center: Librarian Allan Thomas; Standing, third from right: Rayner Kelsey, who would later become the first Curator of the Quaker Collection.
1911 Lyman Beecher Hall Chemistry Building (including a departmental library of chemistry) opens
1912 Northwest addition and new stacks built to accommodate the growing collection
1918 Isaac Sharpless Hall (including departmental libraries in biology, physics & eventually psychology) opens
1918 Isaac Sharpless publishes The Story of a Small College. Sharpless (1848-1920), a Quaker mathematician and astronomer, was Dean of Haverford College from 1884-1887 and then its president from 1887-1917.
A student working in the Library, c. 1926
1922 First Curator of the Quaker Collection, Rayner Kelsey, named
1924 Adoption of the Library of Congress Classification System
1926 Solicitation of funds by student group to start a library of music
1929 Samuel Hilles Memorial Laboratory (including a departmental library in engineering) opens
Detail from a map of Haverford's campus created for centennial celebrations in 1933
1930 First major collection of fine art donated (Inness, Whistler, Horner, Sargent)—later sold by the college
1933 Grant from the Carnegie Corporation establishes a record collection in Union Building
1933 Rufus M. Jones publishes Haverford College: A History and Interpretation. Jones (1863-1948) was one of the leading American Quaker philosophers of the 20th century. He taught philosophy and psychology at Haverford from 1893-1934.
"Early Autumn, White Birch" by Maxfield Parrish
1941 Rufus M. Jones Collection on Mysticism donated
1941 New stacks, catalog room & staff room built
1941 Haverford begins sharing catalog cards with Bryn Mawr
1942 Painting of St. Sebastian donated
1942 Attempt to unite the Tri-College libraries under one director is unsuccessful
1948 Alumnus Maxfield Parrish donates his oil painting, "Early Autumn, White Birch"
The Rufus Jones Study, adjacent to the Philips Memorial Wing in Magill Library
1950 Papers of Rufus M. Jones donated
1951 Rufus Jones Study (a replica of his study at 2 College Circle) built
1952 William Pyle Philips Collection of Rare Books donated; Philips Memorial Wing (formerly the North Wing) dedicated
Construction to expand the library, mid-1960s
1963 Stokes Hall (including a science library) opens
1965 Quaker Collection becomes a repository for Philadelphia Yearly Meeting records
1965 Henry S. Drinker Music Center opens (including a departmental music library)
1967 Final expansions to the library completed; named in honor of James Magill
1968 Christopher Morley collection donated; Morley Alcove dedicated
1969 C. C. Morris Cricket Library built
From the Fine Art Photography Collection: "Sea of Steps" by Frederick Henry Evans, 1903
1970 Social Sciences Bibliographer position created; Humanities & Sciences positions follow in 1972
1972 Bryn Mawr & Haverford begin joint purchasing plan
1979 Fine Art Photography Collection started
The student-built comic book collection resides in the basement of Magill Library
1983 Gregory Kannerstein publishes The Spirit and the Intellect: Haverford College, 1833-1983. Kannerstein, class of 1963, served as baseball coach (1978-1992), director of athletics (1983-2006), and Dean of the College (2006-2009).
1984 First of several gifts of fine art prints given by Hugh Chapman
1985 Music Library moved to Union Building; First music librarian hired
1985 Comic book collection started by student group called "X-Students"
1987 First Tri-College Library Staff hired
1989 Collection of Ancient Greek artifacts donated by alumnus Ernest Allen
Button promoting launch of the Tri-College online catalog, Tripod
1991 Tripod: The Tri-College Library Catalog, goes live; Card catalog removed from Magill Library
1993 Access to five online periodical indexes is offered through Tripod
1995 Tri-College subscription to the first collection of full-text journals is begun
1996 Science Fiction collection begun
The White Science Library
2002 Gilbert Fowler White Science Library opens, consolidating Sharpless and Stokes Libraries
2003 Triptych: The Tri-College Digital Library goes live
2004 Bryn Mawr, Haverford & Swarthmore pilot their first joint purchasing plans, designed to reduce the number of duplicate titles in the consortium
2005 Archiving of Quaker & College websites begun using Archive-It
2006 Tri-College instance of DSpace initiated, housing the online Senior Thesis Archive
2007 Tripix: Tri-College Digital Image Collection goes live