Things That Worked

1)  The Anchor Course/Program (e.g., ENG/LIT/BKS/VMX 241/341 Archeology of Text; VMC 383 Art of the Book:  get a course dedicated to enabling/requiring students to work in Special Collections/Archives, an invaluable resource to develop your collections' use and usefulness.  Build by steps: one-on-one; small interest groups (based on the "ones"); skill building (digital imaging, new research tools in print and online, contacts with colleagues with different skill sets).  Propose the course(s) when you can assure enrollment.
     a)  enrollment numbers, the coin of the institutional realm, require marketing via other students, colleagues and their courses.
     b)  such a  course needs a "protector" (department, program, major) that requires and rewards taking it.
     c)  enrollments and courses attract colleagues' opposition for many  reasons you may not expect: fear of fratricidal/sororicidal course conflicts; envy ("your students should be my students"); greed ("your funding should be my funding"); and original sin ("my scholarly activities are authentic/orthodox whereas yours are inauthentic/heretical," i.e., "nobody else does this so we shouldn't").

2)  Recruit student volunteers for training in any aspect of rare book and archival study they are interested in.  "Feed the hungry bee" (Ken Kesey and the Merry Pranksters).  Trained students multiply your force in the collection, and they become missionaries who attract others to be trained in the mystery.  If they use your materials in their other classes, that can bring faculty along, too (see below).

3)  Think creatively about disciplines/departments who might be interested in your treasures.  Historians, art historians, language teachers, biologists and chemists, political scientists, philosophers, music teachers and practicing musicians, all can be appealed to by deft use of targeted image-bearing emails, open houses, class visits, etc.  Don't expect massive success but build on every one who responds.

4)  Pay special attention to those who publish regularly and well, no matter what.  Be responsive and flexible when reacting to students, faculty, visitors who arrive unexpectedly, linger late after exhibits or talks, or stand for a long while at an exhibit case.