Skenderija, SashaStehlík, MartinHoudek, Tomáš2025-09-242025-09-242017Chatman, S. (1980). Story and Discourse: Narrative Structure in Fiction and Film. Ithaca, NY: Cornell University Press. Chodounská, A. (2016). Za zdmi akademické knihovny: kombinovaná etnografická studie osmi studentů techniky (Master’s thesis). Retrieved from http://is.muni.cz/th/181814/ff_m/ Chodounská, A., & Krueger, S. (2016). Cooking Stone Soup: “Porous” Workforce Training at the Czech National Library of Technology as a Supplement to (Impermeable) University Education. Paper presented at the IATUL 2016 Conference, Halifax, Canada. Retrieved from http://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=2134&context=iatul Czech Technical University in Prague. (2016). Výroční zpráva o činnosti ČVUT v Praze za rok 2015. Retrieved from https://www.cvut.cz/sites/default/files/content/122dcbcf-3b4a-4188-913e-5a0dd25f3d6e/cs/20161222-vyrocni-zprava-o-cinnosti-cvut-2015.pdf Grassegger, H., & Krogerus, M. (2017). The Data that Turned the World Upside Down. Motherboard. Retrieved from https://motherboard.vice.com/en_us/article/big-data-cambridge-analytica-brexit-trump Kiš, D. (1997). The Master and the Disciple. Encyclopedia of the Dead (M.H. Heim, Trans.). Evanston, Ill.: Northwestern University Press. Krueger, S. (2014). Agile Development at the Czech National Library of Technology (NTK): A Case Study in the Launch of a Robust Online Research & Communications Tool. ITlib 4. 27-35. Retrieved from http://repozitar.techlib.cz/record/1004/files/idr-1004_1.pdf?version=1 Krueger, S. (2016). Beyond the Paywall: A Multi-Sited Ethnographic Examination of the Information-Related Behaviors of Six Scientists (doctoral dissertation). Retrieved from http://edoc.hu-berlin.de/dissertationen/krueger-stephanie-2016-07-22/PDF/krueger.pdf Manifesto for Agile Software Development. (2001). Retrieved from http://agilemanifesto.org/ NTK. (2013a). About NTK: Mission and Vision. Retrieved from https://www.techlib.cz/en/2749-about-ntk#tab_mission NTK. (2013b). About NTK: History. Retrieved from https://www.techlib.cz/en/2749-about-ntk#tab_history NTK. (2014). A ‘Professional Factory’ for Books. Retrieved from https://www.techlib.cz/en/83060-a-professional-factory-for-books NTK. (2017). Information Support for High Schools. Retrieved from https://www.techlib.cz/en/83608-high-schools Polkinghorne, D. (1988). Narrative Knowing and the Human Sciences. Albany, NY: State University of New York Press. University of Chemistry and Technology, Prague. (2016). Výroční zpráva o činnosti za rok 2015. Retrieved from http://www.vscht.cz/files/uzel/28013/Czu8tyj_SG_e4bUKVQVFhxeWJSoYGRiaAgA.pdfhttps://repository.ifla.org/handle/20.500.14598/5954Rewind the tape telling the story of reference services at the National Library of Technology (NTK) in Prague to 2009: a closed stacks specialized library with a long, complicated institutional history re-opens its arms to the public with a new “open stacks spirit” in an innovative building—an architectural jewel. Students (80% of all visitors) and the public embrace an inspiring space in the heart of a STEM campus and it rapidly fills with activities ranging from conferences to art exhibitions to concerts. But lost in this mélange are modern academic reference and information services. Despite being governed and financed directly by the Czech Ministry of Education, the narrative of value to academic stakeholders is shyly whispered. “We’re the flagship of Czech librarianship,” we gloat. Nothing, and almost no one, shouts: “We can help you succeed in your academic journey.” Fast-forward to 2017. In our paper, we will relate how we are weaving together the first fabrics of academic value narratives. Our story has not been linear; threads related to internal strategic planning, creation of intranets and reusable staff educational modules entwine with other threads (user-based online development, social media statements, “backward designed” instructional efforts) which we discuss using notable examples. Common to all narratives are themes of academic success, rigor, and individual engagement; internally in relation to ongoing staff development and externally, with intimate involvement (even bowling!) with colleagues and students. While our campus may not yet be fully ready for such approaches, we are now strongly declaring our value as essential players in the successful education of students.enAttribution 4.0 Internationalhttps://creativecommons.org/licenses/by/4.0/Articlehttp://2017.ifla.org/open accessEmbedded librarianshipagile developmentbackward instructional designservices designnarrative