Connecting the Library to the Curriculum: Transformative Approaches that Enhance Skills for Learning

✍ Scribed by Lynette Torres (editor), Fiona Salisbury (editor), Barbara Yazbeck (editor), Sharon Karasmanis (editor), Janice Pinder (editor), Caroline Ondracek (editor)

• Publisher: Springer
• Year: 2021
• Tongue: English
• Leaves: 302
• Category: Library

✦ Synopsis

This book shares the experiences of the Monash University and La Trobe University libraries in Melbourne, Australia, regarding the paths taken to transform and reposition these libraries within their institutions. The book showcases the respective frameworks used to enhance library skill development programs and addresses central topics such as partnerships, pedagogy, curriculum, emerging skill agendas and student success. It offers a theoretical and practical approach to overcoming persistent challenges and discusses several pertinent areas, e.g., establishing library-faculty partnerships, explicitly and coherently developing students’ research skills with discipline-specific content and transforming perceptions of academic libraries’ educative role.

The book highlights the current issue of enhancing students’ research skills, which is forcing many academic libraries to reassess their established practices and adopt pedagogical approaches that will more readily resonate with faculty.

Chapters 3 and 19 are available open access under a Creative Commons Attribution 4.0 International License via link.springer.com.

✦ Table of Contents

Foreword
Acknowledgements
Contents
Contributors
1 Introduction—Revisiting Old Mantras: Transforming the Educative Role of the Library in the Curriculum
1.1 About this Book
1.2 Rationale
1.3 Who Owns the Curriculum?
1.4 Our Journey
1.4.1 MUL—The Models of Engaged Learning and Teaching
1.4.2 LTUL—Library Learning and Teaching Partnership Framework
1.4.3 Collaboration and Shared Responsibility for IL in the Curriculum
1.5 What Sparked This Book
1.6 How to Use This Book
1.7 Terminology in This Book
1.8 Themes in This Book
1.8.1 Theme 1 (Part II): Enabling Collaborative Partnerships
1.8.2 Theme 2 (Part III): Facilitating Curriculum Design Conversations
1.8.3 Theme 3 (Part IV): Motivating Students and Developing Skills
1.8.4 Theme 4 (Part V): Contemporary Skill Agendas
1.9 In Conclusion
References
Part I The Pedagogical Frameworks
2 The Pedagogical Frameworks Adopted by Monash University Library
2.1 Background
2.2 Positioning the Library in the Educational Space
2.3 Re-envisioning the Library’s Educative Potential
2.3.1 Opening a New Conversation for Students’ Skill Development
2.4 The Theoretical Underpinnings of the MELT
2.5 Unpacking the Parameters of the MELT
2.5.1 The Vertical Axis: Skill Facets and the Concept of the Affective Domain
2.5.2 The Concept of the Affective Domain
2.5.3 The Horizontal Axis: Scope for Student Autonomy
2.6 The Research Skill Development (RSD) Framework
2.7 The Work Skill Development (WSD) Framework
2.8 The Digital Skill Development (DSD) Framework
2.9 Summarising the Characteristics of the MELT
References
3 The Pedagogical Model Adopted by La Trobe University Library—Constructive Alignment and Information Literacy
3.1 Introduction
3.2 The La Trobe University Library Model
3.2.1 LTUL Model Rationale—Educational Theory
3.2.2 LTUL Model Rationale—Embedded Information Literacy
3.2.3 LTUL Model Rationale—Collaboration
3.3 The LLTP Framework
3.3.1 Using the LLTP Framework to Connect the Library to the Curriculum
3.4 Conclusion
References
Part II Case Studies Theme 1—Enabling Collaborative Partnerships
4 Five Pillars to Bridging the Legal Research Skills Gap in Law
4.1 Introduction
4.2 Laying the Foundations
4.3 The Five Pillars of the Legal Research Skills Bridge
4.3.1 The First Pillar—Coffee and Connection for Collaboration
4.3.2 The Second Pillar—Engaging Students Whilst Teaching the Skills
4.3.3 The Third Pillar—Conversation, Collaboration and More Coffee
4.3.4 The Fourth Pillar—Scaffolding the Bridge
4.3.5 The Fifth Pillar—Crossing the Bridge to Legal Research Skills Competency
4.4 Bridging the Skills Gap—Reflections
References
5 Mastering Environment and Sustainability: How the Research Skills Development Framework Brought Harmony to an Interdisciplinary Program
5.1 Interdisciplinary Learning and Overview of the Masters of Environment and Sustainability
5.2 Reframing Thinking for a New Interconnectedness
5.3 Unique Challenges of Co-designing an Interdisciplinary Curriculum
5.4 Identifying Criteria for a Suitable Pedagogical Tool
5.5 Engaging the Expertise of Library Staff
5.6 Theoretical Underpinnings and Empirical Validation of the RSD Framework
5.7 Learning About the RSD Framework: The Workshops
5.8 RSD Workshop Outcomes for Informing Curriculum Design
5.8.1 Applying the RSD Framework: Revealing Skills for Interdisciplinary Study
5.8.2 Applying the RSD Framework: Revealing Unconscious Assumptions About Learner Autonomy
5.9 Reflection on the Initiative
References
6 Enabling Community: Collaborating Through Online Learning Design
6.1 Introduction
6.2 Framework
6.3 Methods
6.3.1 Embedding Librarian Videos in Subject Content
6.3.2 Assessment Help Guides
6.3.3 Resource Curation
6.4 Reflections
6.4.1 Anna
6.4.2 Carolyn
6.5 Next Steps
References
7 Riding on the RSD: A Library–Faculty Partnership in a Cross-Cultural Context
7.1 Setting the Stage
7.2 The Partnership
7.2.1 The Faculty–Library Partnership in Action
7.3 Concluding Remarks: Moving Forward
References
Part III Case Studies Theme 2—Facilitating Curriculum Design Conversations
8 Talking About Torts: Building Skills in Law Students
8.1 Introduction
8.2 Linking Relevant Frameworks
8.3 From Informal Conversations to Structured Learning
8.4 New Conversations, New Initiatives
8.4.1 Applying the Frameworks
8.5 Continuing the Conversation
References
9 Sustaining Curriculum Design Conversations Transform the Teaching of Evidence-Based Practice in Health Sciences
9.1 Introduction
9.2 Rationale
9.3 Approach
9.3.1 ‘Introduction to Professional Practice’—Year 1, Semester 1
9.3.2 ‘Research and Evidence in Practice’—Year 1, Semester 2
9.3.3 ‘Integrating Evidence into Practice’—Year 2, Semester 1
9.4 Outcomes
9.5 Conclusion
References
10 Co-designing Quizzes to Convince Quizzical Law Students
10.1 Introduction
10.2 ‘Legal Institutions and Methods’ (LIM)
10.3 Collaboration—Development of the Current Approach to Teaching Legal Research
10.4 First Prong: Embedded In-Class Instruction
10.4.1 First Illustration: Secondary Research
10.4.2 Second Illustration: Primary Research
10.4.3 Feedback
10.5 Second Prong: Quizzes as a Learning Activity
10.5.1 Feedback
10.6 Final Reflections on Constructive Alignment in LIM
References
Part IV Case Studies Theme 3—Motivating Students and Developing Skills
11 Curiosity, Collaboration and Critical Reflection: Developing Primary Source Literacies in an Undergraduate History Subject
11.1 Introduction
11.2 Rationale
11.3 Our Approach: The Student Learning Journey
11.3.1 Learner-Content Interaction
11.3.2 Learner–Learner Interaction
11.3.3 Learner–Teacher Interaction
11.4 Outcomes
11.5 Clare’s Reflection
11.6 Conclusion
References
12 Framing the Big Picture: Developing Research Confidence in Nursing Students
12.1 Introduction
12.2 Rationale
12.3 Method
12.3.1 Logistical Considerations
12.3.2 Introducing Research Skills Authentically
12.3.3 Program Planning and Outline
12.3.4 Assessing the Program
12.4 Outcomes
12.5 The RSD as a Pedagogical Tool
Appendix
On a Scale of 1 (Poor) to 5 (Excellent), What is Your Assessment of the Orientation Program as a Whole?
On a Scale of 1 (Unclear) to 5 (Very Clear), What is Your Assessment of the Clarity of Presentations?
What Aspect of the Orientation Did You Find Most Useful? (Open Text)
What Aspect of the Orientation Did You Find Least Useful? (Open Text)
Did the Orientation Improve Your Confidence in Engaging with Research?
Did the Orientation Improve Your Knowledge of Available Research Tools and Resources?
Name at Least One New Thing You Learned During the Orientation. (Open Text)
Do You Know Where to Find the Nursing & Midwifery Library Guide?
Are You Confident in Your Ability to Identify Keywords from Your Research Topic and Develop a Search Strategy Using AND/OR/NOT?
Do You Understand the Difference Between the Kinds of Information Found in Google and the Library Databases?
Do You Know What Peer Review Means?
What is the Difference Between Author-Prominent and Content-Prominent In-Text Referencing? (Open Text)
Which of the Following Statements Contains an Element of Evaluation?
Any Additional Comments, Suggestions, or Observations? (Open Text)
References
13 The Conceptual as Visual: Using Visual Reinforcement to Make Research Processes Explicit
13.1 Introduction
13.2 Rationale
13.2.1 Visual Reinforcement for Motivation and Understanding
13.2.2 Visual Reinforcement for Language Acquisition
13.2.3 Visual Reinforcement of the Integration of Research and Practice
13.3 Visually Branding Research Skills Teaching
13.3.1 Creating Visually Branded Videos
13.3.2 Integrating Research into Creative Practice
13.3.3 Reinforcing the Visual Elements in Face-To-Face Classes
13.3.4 Lesson Planning with the RSD Framework
13.4 Outcomes
13.4.1 The Creation of the Online Repository
13.4.2 Strengthening Relationships Between MADA Faculty and the Library
13.4.3 Making Research Skills Visible to Students
13.5 Ideas for Future Research
13.6 Reflections on the Initiative
13.6.1 Adapting the RSD Framework for Visual Learners
13.6.2 Integrating Research and Practice
13.6.3 The RSD as a Tool to Guide Collaboration
References
14 Learning to Learn: Developing Students’ Research Skills in a Long-Term Collaboration Between Library and Faculty Damian Gleeson, Andrew Junor and Susan Mayson
14.1 Introduction
14.2 Rationale
14.3 How the RSD Was Applied
14.3.1 Targeting Skills Gaps and Increasing Student Autonomy
14.3.2 Applying the RSD Framework for Curriculum and Assessment Design
14.3.3 Creating Marking Rubrics Informed by the RSD Framework
14.3.4 Applying the RSD Framework to Our Teaching Partnership
14.4 Outcomes
14.5 Reflection on the Initiative
Appendix
References
Part V Case Studies Theme 4—Contemporary Skill Agendas
15 Transforming Practice Through Digital Skills Development
15.1 Introduction
15.2 Collaborative Partnerships
15.3 The Digital Skill Development (DSD) Framework
15.4 Piloting the Digital Skill Development Framework
15.5 Designing the Workshop
15.6 Outcomes
15.6.1 Student Awareness of Digital Skill Development
15.7 Reflection
15.8 Conclusion
Appendix
References
16 Reinventing Placement Experience: Research Skills for Work-Integrated Learning in Public Health and Rehabilitation Counselling
16.1 Introduction and Background
16.2 Rationale
16.3 Approach
16.4 Outcome
16.5 Rosanna’s Reflection
16.6 Conclusion
Appendix: Examples of Student WIL Internship Projects by Topic Area
References
17 Broadening Students’ Employability Horizons: A Korean Studies Library Internship Program
17.1 Introduction
17.2 The Application of the WSD Framework to the Internship Program
17.3 Planning, Designing and Implementing the Internship
17.4 Outcomes
17.5 Academic Convenors and Host Supervisors’ Reflection on the Initiative
Appendix 1
Appendix 2
References
18 From Placement to Workplace: Developing Work-Ready Students
18.1 Background and Context
18.2 The Work Skill Development (WSD) Framework
18.3 Establishing Collaboration and Workshop Aims
18.4 The WSD Framework: Providing Pedagogical Guidance
18.5 Creating the Work Skills Self-Assessment Questionnaire
18.6 Facilitating the WSD Workshop
18.7 WSD Workshop: Part A
18.8 WSD Workshop: Part B
18.9 Post-workshop Assessment
18.9.1 Analysis of the Student Self-Assessment Questionnaire
18.9.2 Limitations
18.9.3 Concluding Reflections
Appendix A: Pre/Post-Self-Assessment Questionnaire Informed by the Work Skill (WSD) Development Framework. Adapted from Torres et al. 2014.
References
Part VI Conclusion
19 Transforming Practice for Educational Impact
19.1 Chapter Overview
19.2 Advantages of Adopting Pedagogical Models
19.2.1 Enabling Conversation for Collaborative Partnerships
19.2.2 Mobilising Diverse Skills Agendas
19.2.3 Adaptability to a Range of Learning Contexts
19.2.4 Embedding Skills Explicitly in the Curriculum
19.2.5 Pedagogically Informed Learning Objects and Activities
19.2.6 Improving Teaching Practice
19.3 Getting Started
19.3.1 From the Ground up: Adoption and Implementation at Monash University
19.3.2 From the Top Down: Adoption and Implementation at La Trobe University
19.3.3 Igniting Interest and Gaining Momentum
19.4 Conclusion
References