Innovation in teaching and research rarely arrives fully formed. It usually begins as a small adjustment: a new way to introduce students to sources, a different approach to training lab teams, or a resource integrated into a course for the first time. What determines whether these ideas fade or take root is not novelty, but support.
Libraries play a central role in that process. Across campuses, librarians are often the first to spot emerging practices, the ones who test whether they work in real contexts, and the people who help scale them beyond a single classroom or lab.