Of overarching significance in applying a theoretical approach to the library’s teaching practice is the benefit the models provide for enabling a shared conversation for students’ skills development. The models provide a starting point for using a language in common amongst educators. The practice-based examples demonstrate that a mutually understood language is the strongest, most effective ingredient to leverage the right conditions required for establishing effective library–faculty teaching partnerships and meaningful involvement in the curriculum. Furthermore, collaboration guided by pedagogy brings learning opportunities for library staff to build teaching capabilities that in turn contribute to the collective developmental growth of the library’s teaching practice. In this chapter, we argue that the guidance given to library staff through theoretically informed models has provided the ability to converse as educators, with educators, and transition from instructional one-shot sessions that dominate the literature to achieve what library education agendas strive to achieve—an impactful, embedded, visible contribution to student learning. Therefore, the practice-based examples applying the respective pedagogical models tell us that the learnings gained are as much about teaching practice, as they are about student learning. The following sections draw out what we have learned and discovered from applying the models. We consider the interrelationship of these findings, with a particular focus on what we need to do as library professionals in terms of understanding and developing practices to successfully connect the library to the curriculum.
19.2.1 Enabling Conversation for Collaborative Partnerships
The most frequently noted advantage identified by the authors from applying the Models of Engaged Learning and Teaching (MELT; Willison, 2017) and the Library Learning and Teaching Partnership Framework (LLTP Framework; La Trobe University Library, 2019) is how the frameworks have opened library–faculty conversations about students’ skill development, leading to collaboration with academic colleagues. Having a language in common through which to discuss students’ skill development meaningfully has been integral for overcoming barriers and perceptions of how library staff can contribute to student learning. The models have provided the basis for common understanding and are part of what needs to transpire for a trusted teaching relationship to be established between library staff and academic staff. As the practice-based examples highlight, building trusted relationships with academic colleagues is critical for creating the common ground required to forge teaching partnerships. This suggests that the pedagogical models offer a ‘missing link’ and a way to address the gap in the literature, as ‘trust’ enabled through shared conversations using a mutually understood language is the single most essential ingredient for cementing the partnership. This fundamental and beneficial outcome of applying pedagogical models results in a more impactful and collaborative library teaching practice.
Skill development expertise brought to the collaboration by the library to interdisciplinary degrees illustrates this convincingly. In the Monash environment, Castillo and Ho (see Chap. 5) describe the challenges of a new multi-disciplinary context taught by a range of discipline experts with different bodies of knowledge and pedagogical perspectives. The library’s workshops introducing the Research Skill Development (RSD) framework assisted in breaking down disciplinary barriers and creating shared understandings of what research skills look like for this interdisciplinary team of educators. From the viewpoint of the academic colleague in this partnership, the RSD framework was invaluable for enabling collaboration between the library and discipline experts (Dr. S. Ho, personal communication, 21 September 2020).
The library team provided us with a common language to unearth, articulate and bridge disciplinary domains (read silos). The language derived from the RSD framework enabled a way to approach our conversations and collaborate for education design. This became our common language for the degree. If I had to put it simply, library staff, through the RSD framework removed our disciplinary ‘blinkers’ and constraints, thereby enabling true educational collaboration to occur.
Similarly, Kananatu, Santra and Yahya (see Chap. 7) also note practical beneficial outcomes from collaborative conversation guided by the RSD framework:
The library’s expertise, not only with the framework, but also with the development of research skills per se, facilitated the redesign of the assessment, the construction of the marking rubric and started the discussion on the learning outcomes of the unit (see Chap. 7 by Kananatu, Santra and Yahya.).
The benefit of enabling teaching collaboration through conversation is supported empirically by Willison (2020) in relation to the MELT, noting that
To facilitate teacher engagement, experience and emerging evidence have demonstrated that the single most helpful factor for the successful adaptation and use of MELT is conversation. Through mature, inter-professional conversation, the MELT is defrosted and animated with the warmth of human interaction. These conversations may take place between colleagues, classroom teachers and coordinating academics, tutors at university, school and home, principals, librarians, learning advisors, and parents. Engagement, based around MELT, provides common ground and fosters discussions, collegial debate, disagreement, and ways to proceed (Willison 2020, p. 62).
Willison’s promotion of inter-professional conversation to animate the MELT as a common theoretical understanding is transferable and makes sense where theory informs collaborative IL practice. In the context of the La Trobe Model and LLTP Framework, Spain (see Chap. 4) stresses that a common language and pedagogical approach has built trust amongst educators. Spain emphasises that trust needs to be at the core of the partnership to establish common goals and for conceptualising a shared responsibility for student learning. This is reiterated by O’Hanlon and Karasmanis (see Chap. 11) whose successful collaboration in a history subject relied on the trust developed between library, teaching and educational design staff. Leveraging the modes of engagement outlined in the LLTP Framework, the authors note that collaboration was the key to ensuring that students, learning, content and teachers were connected in a way that matched a blended learning environment. Discussion of modes of learning was instrumental in establishing understandings among educators from different areas of the university. The importance of conversation based on shared theoretical understanding cannot be underestimated. Conversation leads to collaboration and collaboration relies on conversation. As noted by Spain and Mackay:
The key to the success of the approach to teaching legal research skills in ‘Legal Institutions and Methods’ is our collaboration. Our regular conversations are an illustration of how librarians and academics can work together to provide constructively aligned legal research skills into a subject (see Chap. 10 by Spain and Mackay.)
Teaching partnerships that have stood the test of time also describe the benefits of having language in common to guide the partnership (see Chap. 4 by Spain; Chap. 6 by Findlay and O’Dwyer; Chap. 7 by Kananatu, Santra and Yahya; Chap. 9 by Karasmanis and Murphy; Chap. 11 by O’Hanlon and Karasmanis; Chap. 14 by Gleeson, Junor and Mayson; Chap. 16 by Ripoli, Carey, Chong and Ondracek). All of these partnerships have kept the pedagogical models front and centre in the teaching collaboration for many years. The authors clearly value these tools because they strengthen the partnerships through collaborative conversations that have enabled the unit/subject to evolve and improve over time. Importantly, this perspective is championed by our academic colleagues as described below by Dr S. Mayson, a collaborator in the Gleeson, Junor and Mayson practice example (see Chap. 14).
This long-standing collaboration is founded on a mutual professional respect and a shared understanding of pedagogy and the research and teaching skills required to scaffold student learning. I always look forward to the beginning of each semester when I get together with library colleagues to decide what and how we are going to do with the students to set them up for the learning and assessment in the coming semester (personal communication, 10 September 2020).
In practice-based examples where collaboration has endured for more than a decade within a course (see Chap. 9 by Karasmanis and Murphy), not surprisingly there have been academic and library staff changes over time. This changing of the guard demonstrates that not only does shared understanding of pedagogy underpin sustained collaboration, but it is also a critical element of long-term continuous improvement and iterative development.
Whilst information literacy has been embedded into the Health Sciences curriculum since 2009, it is important to ensure that our ongoing curriculum conversations remain current and relevant in the Health Sciences environment. Every effort ensures that learning activities, whether tutorial classes, online modules or quizzes remain engaging, current and relevant to students (see Chap. 9 by Karasmanis and Murphy.)
However, continually refreshing shared perspectives is equally important in shorter-term collaborations. Findlay and O’Dwyer (see Chap. 6) found that being able to articulate a shared intent using the LLTP Framework not only provided a ‘creative opportunity for collaboration’, but also it ultimately led to characterising their collaboration as a learning community.
The process of collaboration between academics, educational designers, learning advisors, and librarians generated an inclusive learning community for these staff. As resources were developed, we became increasingly aware that we were exemplifying precisely the type of inclusive learning community that we wanted our students to experience (see Chap. 6 by Findlay and O’Dwyer.).
Gleeson, Junor and Mayson (see Chap. 14) from Monash University Library (MUL) emphasise that the longevity of their teaching partnership applying the RSD framework has been instrumental for articulating the educational expertise of library staff in this partnership. The authors stress the benefits the RSD framework has brought for establishing a language in common to build trust, understanding and a consistent approach in their shared teaching practice in the following insight:
The RSD framework provided us, as a diverse teaching team, with a common pedagogical perspective and mutually understood language. Anchoring our teaching approach with the RSD framework supported a way to visualise, unpack and articulate the research process to in turn communicate this skill set to students using consistent terminology (see Chap. 14 by Gleeson, Junor and Mayson.).
The outcomes we have described clearly echo the principles of collaborative leadership in educational settings (Coleman, 2012; Seashore Louis, 2007) as the practice-based examples demonstrate characteristics and behaviours associated with the domains of collaborative working where mutual trust is at the centre of the partnership. Coleman stresses the importance of trust as an antecedent for improving performance, increasing competence and confidence, reducing fear of error, encouraging growth in learning, overcoming suspicion and supporting communication. Trust initiates and facilitates deeper and more effective collaborations than would otherwise be possible as within the process of mobilising collaboration are important processes that create high functioning partnerships to affect systemic organisational change (p. 85). The practice-based examples in this book demonstrate that trust was established through the ability to converse using a language in common for student skill development as such mutual goals were established in the collaboration. This outcome increases the significance and relevance of pedagogical models for facilitating trust in library–faculty teaching partnerships and systemic change.
19.2.2 Mobilising Diverse Skills Agendas
Libraries globally are directing their attention to exploring how information research skills connect and transfer to new and emerging contemporary skills such as digital literacy (Hallam et al., 2018; Johnston, 2020; McLeod & Torres, 2020; O’Sullivan et al., 2019; Salisbury et al., 2016) and skills for work-readiness (Torres et al., 2014). The ability of the models we describe to adapt to this dynamic educational landscape shows that they can effectively guide pedagogy for diverse skill foci in higher education, particularly in cases when such tools to guide educators are lacking. For example, one of the high-level components of the LLTP Framework is digital literacies and this gives librarians scope to collaborate with teaching and learning staff to embed a full range of diverse skills related to digital and information literacies drawing on either the ILM or the La Trobe Digital Literacies Framework (see Chap. 6 by Findlay and O’Dwyer). The MELT comprises a suite of frameworks that focus on emergent skill areas. The Digital Skill Development (DSD) framework, for example (Torres et al., 2018), was created at Monash University as a collaboration between academics and library staff. This collaboration opened the opportunity to pilot the DSD in a Pathways Education unit, which is the practice-based example presented in this book (see Chap. 15 by Pilz, McLeod and Yazbeck). While the benefits of using pedagogical tools are demonstrated by ongoing teaching partnerships, developing a pedagogical framework itself as a collaborative endeavour between library and academic colleagues has resulted in a shared ownership of the artefact and the ideas it espouses. Creating a pedagogical response for digital skills following the same structure and theoretical underpinnings as the MELT also makes sense. Library staff and academics already acquainted with the MELT have a familiar frame of reference to more readily adopt and apply the tool. A pedagogical response to digital skills keeps the library agile and responsive to emergent skill agendas in higher education that keep the library insight.
MUL has also envisaged the potential of the Work Skill Development (WSD) framework (Bandaranaike & Willison, 2009, 2018; Revised by Monash University Library 2019) a way to connect the library to the employability skills agenda (see Chap. 18 Todd, Khoshsabk, Torres and Peart). With permission from the authors of the WSD framework, MUL affirmed its interest by contributing to the revised version of this framework to also incorporate cultural sensitivity and digital skills (Bandaranaike, 2018). The WSD framework has enabled MUL to contribute to Work Integrated Learning programmes with several faculties over the years. Applications of the WSD framework shared in this volume include a library-hosted internship programme (see Chap. 17 by Dewi, Kim and Jackson) and a WSD workshop for students embarking on their final placement in a fourth-year Occupational Therapy unit (see Chap. 18 by Todd, Khoshsabk, Torres and Peart).
In reference to the employability skills agenda, both the WSD framework and LLTP Framework have assisted in interpreting which skills were embedded in professional standards of practice in Health Sciences (see Chap. 16 by Ripoli, Carey, Chong and Ondracek; Chap. 18 by Todd, Khoshsabk, Torres and Peart). Ripoli et al. note:
Learning outcomes in Advanced Research Library Skills (ARLS) were taken from the Information Literacy Matrix (ILM) in the Library Learning and Teaching Partnership Framework (La Trobe University Library, 2019). The ARLS program structured students’ activities around EBP key concepts…The value of adding the ARLS program and its alignment with the internship research strategy was clear to us and it has been a success. The combination of embedding the EBP skill development and the research projects themselves has allowed students to practise skills. Furthermore, this combination has enhanced students’ professional and personal development and their potential employability (see Chap. 16 by Ripoli, Carey, Chong and Ondracek.).
In the disciplinary context of Law, the LLTP Framework enhanced the ability to draw links between IL and research skills with skills for work-ready law professionals (see Chap. 10 by Spain and Mackay). In a similar vein at MUL, Brabon, Tucker, Pulungan and Lang (see Chap. 8) found the RSD framework helped to create a bridge of understanding between the skills required in a range of professional contexts. As such, these frameworks were instrumental in drawing the connection between the skills students are learning in their coursework and the skills required in professional workplace environments. This benefit is significant as making the skills students engage with in coursework explicit, relevant and transferable to the workplace creates the mechanism for our libraries to contribute as educators to graduate learning and employability outcomes.
19.2.3 Adaptability to a Range of Learning Contexts
A frequently noted advantage is the versatility the frameworks provide in adapting to context, cohort and a range of disciplinary areas. This is evident from the breadth of disciplines library staff have been able to apply the models. For example, the RSD framework has demonstrated its flexibility to adapt to and enhance understandings of what research skills entail for Art, Architecture and Design (see Chap. 13 by Manuell) where an adapted version of the RSD framework supports skill development through visual reinforcement. Castillo and Ho (see Chap. 5) also show how adaptable the RSD framework has been for a Masters interdisciplinary degree by guiding educators to identify ‘boundary-spanning’ skills required in interdisciplinary learning and connect these skills to the research process. Kananatu, Santra and Yahya (see Chap. 7) also found the RSD framework useful for aligning legal methods of analysis and criteria for legal essay writing for an interdisciplinary unit. The LLTP Framework has effectively guided librarians to support students’ skill development in Law (see Chap. 10 by Spain and Mackay) as it has for the Health Sciences (see Chap. 16 by Ripoli, Carey, Chong and Ondracek). The frameworks have been flexible to meet the needs of a range of year levels and have equally supported undergraduate units (see Chap. 8 by Brabon, Tucker, Pulungan and Lang; Chap. 9 by Karasmanis and Murphy; Chap. 11 by O’Hanlon and Karasmanis; Chap. 13 by Manuell; Chap. 14 by Gleeson, Junor and Mayson) as Masters degrees (see Chap. 4 by Spain; Chap. 5 by Castillo and Ho; Chap. 7 by Kananatu, Santra and Yahya; Chap. 12 by Turner, Young, Freeman and Zahora). The models have supported transition to university programmes (see Chap. 6 by Findlay and O’Dwyer) digital skills for Pathway students (see Chap. 15 by Pilz, McLeod and Yazbeck) and for final year workplace experiences (see Chap. 16 Ripoli, Carey, Chong and Ondracek; Chap. 17 by Dewi, Kim and Jackson; Chap. 18 by Todd, Khoshsabk, Torres and Peart). Furthermore, the adaptability of the RSD framework to transcend cultural boundaries in Business Law in an international higher education context is described by Kananatu, Santra and Yahya (see Chap. 7). Therefore, the examples evidence the ability of the pedagogical models to adapt to content knowledge and encourage sophisticated thinking skills in both traditional and interdisciplinary contexts.
19.2.4 Embedding Skills Explicitly in the Curriculum
Embedding IL and research skills in disciplines has been a strategic aim of libraries for many years (Kranich et al., 2020). Clarifying what IL and research skills encompass and how to embed them in curriculum using models underpinned by educational theory has been transformative for our libraries. However, in order to embed skills in a disciplinary context, our libraries needed to establish clarity as to what ‘embedding’ actually means as this term, in our experience, can be misunderstood. Embedded skill development is achieved when the skills the library is contributing to student learning are ‘framed in curriculum objectives, learning outcomes and assessment criteria’ (Bundy, 2004, p. 7). This can be difficult to achieve without the guidance of a pedagogical model for skills development. Karasmanis and Murphy (see Chap. 9) state that the LTUL Model has provided a way for the library to contribute directly to intended learning outcomes in a Health Sciences unit. Brabon, Tucker, Pulungan and Lang (see Chap. 8) and Kananatu, Santra and Yahya (see Chap. 7) describe how they were able to embed research skills using the RSD framework in both Law and Business Law units, respectively. These authors also describe how they created RSD informed assessment rubrics as a product of their collaboration, demonstrating that the skills library staff teach are recognised and valued by Law educators and students alike.
Developing students’ research skills explicitly and incrementally in learning activities using the RSD framework is also described by Gleeson, Junor and Mayson (see Chap. 14), Castillo and Ho (Chap. 5) and by Brabon, Tucker, Pulungan and Lang (Chap. 8). Authors applying the LLTP Framework, frequently commented on how the frameworks provided a way to align and scaffold skills coherently as part of the curriculum design (see Chap. 4 by Spain; Chap. 10 by Spain and Mackay; Chap. 11 by O’Hanlon and Karasmanis). For example, as described by Spain and Mackay:
Using the LLTP Framework, which enables such collaboration between librarians and academics, curriculum design took place through a series of lengthy conversations to develop the approach and learning outcomes that each of us, in our different roles, saw as valuable for first-year students. Constructive alignment was achieved by designing learning activities that aligned with the research ILO and assessment, in-class instruction was in the context of the class topics, and the quizzes followed on from this instruction, providing hands-on practice and reinforcement of skills. These conversations were premised on mutual recognition of the importance of teaching these skills and each other’s valuable contribution to student learning. (see Chap. 10 by Spain and Mackay.)
O’Hanlon and Karasmanis clearly state the benefits of the LLTP Framework as a holistic way to guide teaching, embed and scaffold skills in a blended learning History unit.
The LLTP Framework was instrumental in steering educational outcomes in this subject, particularly learner engagement (critical for students of history), development of constructively aligned learning resources, student support and skill development. (see Chap. 11 by O’Hanlon and Karasmanis.)
Karasmanis and Murphy (see Chap. 9) describe how the LLTP Framework was instrumental for informing skill development in curriculum design and connecting research skills to Evidence-Based Practice (EBP) in the Health Sciences. In a similar way, Turner, Young, Freeman and Zahora (see Chap. 12) describe how the RSD framework was applied to design a series of research skill development workshops for Nursing students which also incorporated exploring EBP. Therefore, both practice examples underscore and demonstrate the effectiveness of a pedagogical model and framework for aligning research and information skills with discipline-specific methodology. These practice-based examples share the same intention; to introduce students to EBP in professional health care practice to understand the role of research evidence and the skills involved in this practice.
The pedagogical models have also enabled the library to contribute to learning outcomes and rubric design that explicitly articulate the research skills students were developing as part of their learning (see Chap. 14 by Gleeson, Junor and Mayson; Chap. 8 by Brabon, Tucker, Pulungan and Lang; Chap. 5 by Castillo and Ho). The academic colleague contributing to Kananatu, Santra and Yahya (see Chap. 7) acknowledges the expertise of library colleagues in this regard.
The expertise of library staff facilitated the redesign of the assessment, the construction of the marking rubric and started the discussion on the learning outcomes of the unit. (Thaatchaayini Kananatu, Senior Lecturer, Coordinator of Business Law & Taxation)
Brabon, Tucker, Pulungan and Lang (see Chap. 8) were able to make research skills explicit in Threshold Learning Outcomes for Law using the RSD framework and Spain (see Chap. 4) was able to achieve the same outcome also in a Law unit using the LLTP Framework. These examples from both of our libraries demonstrate the effectiveness of these conceptual pedagogical models for making IL and research skills explicit in a range of curricula to facilitate how they are understood, conceived and validated by educators as fundamental for learning, further legitimising the library’s role in their development.
19.2.5 Pedagogically Informed Learning Objects and Activities
Both pedagogical models have clearly supported a way for library staff to create theoretically informed learning activities to support students’ understanding of the skills they are developing. For example, Manuell (see Chap. 13) sought to overcome the problem of students being unable to draw links between skills and processes involved with researching as skills akin to those used in the creation of artwork, developed learning objects appropriate to the visual realm that were informed by the RSD framework. Gleeson, Junor and Mayson (see Chap. 14) also created learning objects and activities using research skill terminology that were informed by the RSD framework to enhance students’ ability to engage critically with literature in the field. The authors describe that this approach overcame a challenge they faced with this particular cohort.
One of the challenges with the cohort was to build their confidence with the skills required for research so that they could engage more insightfully and critically with Management literature as they progressed through the semester. (see Chap. 14 by Gleeson, Junor and Mayson.)
Kananatu, Santra and Yahya (see Chap. 7) identify a disconnect with the theoretical frameworks available to guide educators for the Masters of Business Law, as students undertaking this programme of study area are not Law students. Discipline frameworks designed for legal reasoning in law make sense of the law but do not encourage students to develop the research-mindedness required for Business Law. The RSD framework was applied to this unit to design learning activities to make research skills explicit to students as a way to overcome this identified pedagogical gap. The authors describe the purpose of the RSD in this unit was to
…. focus on integrating research skill development into assignments and marking rubric criteria, with the intention of constructing assignment tasks and marking rubrics that align to the RSD framework. (see Chap. 7 by Kananatu, Santra and Yahya.)
At this point, it is important to note that the MELT frameworks per se are not presented to the students in their undergraduate years. The way undergraduate cohorts engage with the MELT is through products that are created and informed by the MELT frameworks such as learning objects, tasks informed by the MELT and their corresponding rubrics and the design of the class itself. Students in their postgraduate years however benefit from referring to the autonomy descriptors in these frameworks to reflect on and chart their own learning journey in relation to their skill development.
The MELT frameworks were also useful for informing the design student skill development questionnaires and to gain feedback on learnings gained through session evaluation surveys. The questionnaires and surveys provided a way to marry the intended learning outcomes to what students perceived they gained from the library classes. The instruments explicitly included research skill terminology (Turner et al., Pilz et al., Todd et al.). Authors found that the frameworks were not only useful for designing these instruments, but that the MELT frameworks also offered an important interpretive lens through which to analyse the student questionnaires. In this way the effectiveness of the sessions was determined as well as, how students understood or were aware of the skills they were developing as a result of the sessions. The questionnaire findings provided some surprising insights. The WSD student questionnaire (Torres, Bandaranaike & Yates, 2014) adapted by Todd, Khoshsabk, Torres and Peart, for example, was designed to align and draw out work skills in the Occupational Therapy Professional Standards of Practice with the WSD. Findings showed that the WSD framework was useful for evidencing students’ skill strengths gained by fourth year, and the effectiveness of the curriculum in achieving this for a professionally accredited degree.
In another example, Turner, Young, Freeman and Zahora (see Chap. 12) surveyed students to determine the effectiveness of their three-day skill development programme for Nursing Masters students. Findings indicated that students still lacked an understanding of certain critical skills for this practitioner context such as analysis and synthesis. Turner et al. note a benefit of applying the RSD as an analytical lens:
Using the RSD framework as an analytical lens to evaluate student reflections helped us identify knowledge gaps and approaches we could address in future iterations of the program. (see Chap. 12 by Turner, Young, Freeman and Zahora.)
A great benefit of conceptual pedagogical models is their ability to provide a lens through which to identify skills in knowledge content. This process facilitates the ability to create learning objects and activities that bring the skills that students need to develop to engage with learning to the fore. The LLTP Framework’s focus on blended and online learning supports library creation, adaption and reuse of online learning objects which fits into the overall picture of embedding information and digital literacies into the curriculum. Online learning objects (see Chap. 6 by Findlay and O’Dwyer; Chap. 9 by Karasmanis and Murphy; Chap. 10 by Spain and Mackay; Chap. 11 by O’Hanlon and Karasmanis; Chap. 16 by Ripoli, Carey, Chong and Ondracek) are embedded learning activities and used as a springboard to discipline research activities and assessment tasks. Online reusable learning objects are part of creating ‘a scalable learning landscape’ (Kammerlocher et al., 2011, p. 392). and are an important vehicle for reaching all students (see Chap. 9 by Karasmanis and Murphy; Chap. 16 by Ripoli Carey, Chong and Ondracek). For students online learning objects offer self-paced learning anywhere and anytime. For academics and librarians, online learning objects can be adapted and reused across a range of discipline contexts and provide a sustainable alternative to face-to-face teaching,
One of the key advantages of the learning objects described in the LTUL practice-based examples is that they give academics flexibility and control in how they are used in Level 2 collaborations (see Chap. 3 by Salisbury and Ondracek) and in Level 1 collaborations they are used in a way that is both relevant to a discipline and subject and relevant to what academics want students to learn (see Chap. 6 by Findlay and O’Dwyer; Chap. 9 by Karasmanis and Murphy; Chap. 16 by Ripoli Carey, Chong and Ondracek). Increasingly, use and reuse of learning objects is part of a shift to open educational practice, and this is not only encouraged and promoted but also the focus of collaboration with academics (see Chap. 9 by Karasmanis and Murphy).
19.2.6 Improving Teaching Practice
With the advent of the ANZIL Standards (ANZIIL 2004), the teaching role of the librarian gained prominence. Although noted by Peacock as a ‘subtle shift in emphasis from that of librarians who teach, to librarians as teachers’ or ‘learning facilitators’, what became evident was that a ‘deeper understanding of the multiple facets of education and training’ was required by librarians (Peacock, 2001, p. 30). It is interesting that to date, much of the library literature presents examples of IL instruction describing varying degrees of integration in the curriculum. However, very little of it has discussed how to prepare librarian’s pedagogical knowledge and teaching skills to become active contributors to curricular design (Moleson and Wang 2014; Osborn, 2017; Namaganda, 2020). Research undertaken by Galoozis (2019) identifies that one-shot instructional sessions do not promote the right environment to motivate librarians to move from instructional teaching practices. In such sessions, librarians generally teach on their own, consequently, opportunities for constructive feedback from peers to facilitate enhanced teaching practices are reduced. Galoozis (2019) also notes another concerning barrier to the development of librarians as teachers in that working in teaching contexts which separate librarians from the results of their labour can also reduce their motivation to adopt new teaching practices.
This places a new level of emphasis on the role of pedagogical models for building staff capabilities and skills to improve the teaching skills of librarians and the importance of formal opportunities to reflect on and share examples of practice. As evidenced in the chapters of this book, underpinning teaching practice with pedagogical models has provided the structure for supporting collaborative teaching partnerships. Through iterative engagement and application of the pedagogical models coupled with formal opportunities to reflect and learn in practice, the confidence and motivation for library staff to adopt ‘new’ teaching practices is clearly evident in our libraries. There was a strong consensus amongst authors that the pedagogical models provided the means to move in step with current pedagogies and new teaching methodologies to improve teaching practice. For example, Spain and Mackay (see Chap. 10) note the benefits that constructive alignment brought to their teaching. O’Hanlon and Karasmanis (see Chap. 11) are also aware of this growth by reflecting:
I made gradual changes each year in order to make my teaching become more student-centred and interactive. I became more of a facilitator than a teacher, encouraging students to ask questions and think critically about the subject matter. (see Chap. 11 by O’Hanlon and Karasmanis.)
Reflections from the authors on learnings gained from using pedagogical frameworks offer some surprising outcomes, some of which may not be so readily visible or discovered without the lens provided by these pedagogical tools. This is noted by the academic colleague contributing to Pilz, McLeod and Yazbeck (see Chap. 15).
Working more closely with the library has, through the MELT frameworks, given me a vocabulary that helps clarify my own understanding of skill development and changed the way I deliver my units. I am much more aware of my assumptions about student skills when designing my units and assessment tasks.
(Dr Amber McLeod, Director Pathway Programs, Faculty of Education, Monash University.)
The guidance provided by pedagogy for theorising and reflection on praxis is also strongly evident in the chapter by O’Hanlon and Karasmanis (see Chap. 11), the authors noting the importance of theorising their teaching, to become more creative, reflective and critical professionals.
…. motivating students and developing their research skills has enabled us as educators to enhance our own skills in teaching and facilitation through collaboration and continual reflection. (see Chap. 11 by O'Hanlon and Karasmanis.)
O’Hanlon and Karasmanis continue their reflection by acknowledging that
... I have become more confident in my teaching and feel I have become better at encouraging students to develop skills and think critically and ethically, and to let their questions drive the direction of the class more. (see Chap. 11 by O’Hanlon and Karasmanis.)
Similarly, Dewi, Kim and Jackson (see Chap. 17) in their application of the WSD set autonomy benchmarks for intern students in relation to work skills for a Library Internship Programme. In doing so Host Supervisors observed that autonomy was a more nuanced and fluid phenomenon than a static ‘target’. As such, the authors gained insights into students’ skill capabilities and levels of self-reliance to inform educator and workplace expectations for the future design of internship programmes.
The WSD framework was instrumental in assisting host supervisors to identify a mismatch in how much perceived guidance the interns required from supervisors on commencement of the program, as in fact, students had the ability to perform with greater self-reliance in relation to certain skills than initially expected. (see Chap. 17 by Dewi, Kim and Jackson.)
Turner, Young, Freeman and Zahora (see Chap. 12), on applying the RSD framework, became more aware of themselves as teachers, with insights gained into the relationship between teaching techniques and how students become more autonomous in their learning. By reflecting on their teaching approach guided by the RSD framework, Turner et al. concluded that if they used research-related terms more explicitly in their teaching, that student might better understand what these skills involve, including their relevance to a researcher and nursing practitioner context. As such, Turner et al. show growth in their developmental understanding of teaching practice in particular respect to learner autonomy, as they identify that in order for students to be able to transfer their skills with greater independence to other learning contexts, students need to be aware of the skill they are developing in the first instance.
…enhancing students’ conceptualisation of what the skills of analysis and synthesis, evaluation and reflection entail, might be improved by using research-related terminology more explicitly in our teaching. This is something we will look to address in future programs. (see Chap. 12 by Turner, Young, Freeman and Zahora.)
Although the ability to make research skills and processes explicit is a recognised benefit of applying the MELT (Torres, 2018; Torres & Jansen, 2016; Willison, 2018), the authors had to ‘see’ and experience this in practice for their own developmental learning as educators to take place. Gleeson, Junor and Mayson (see Chap. 14) also reflect on their learnings as educators, noting that in applying the RSD framework to their teaching collaboration and for designing learning objects and activities, it became apparent to them that they were not only guiding students to become aware of the skills required to engage with knowledge, but in doing so they were helping students ‘learn to learn’.
We recognise that long-term partnerships to connect the library to the curriculum such as these are not always possible in higher education, however the contributing authors to this book have consistently stressed the value of underpinning collaboration with pedagogical frameworks. The advantages provide colleagues with an opportunity to learn, reflect, adjust and improve on practice together. It is therefore important to note that the practice-based examples in this book demonstrate a developing growth in knowledge and understanding in applying the models. As opportunities to engage with and apply the models are presented and engagement is sustained over time, depth of knowledge and understanding increases. In this way, the examples demonstrate variances in depth and breadth of experience, knowledge and understandings of the models and associated frameworks amongst authors. As such, some chapters show the early beginnings of embarking on a learning journey and what the frameworks are revealing to the authors about teaching practice, other chapters display knowledge gained from their long-term application resulting in a more nuanced and sophisticated understanding of these models. This is important to emphasise as in presenting practice examples at varying stages of developmental understanding reflects healthy ongoing organisational growth.
The importance of these insights for library programmes is significant, and shows that the frameworks are sophisticated tools that require repeated use and application to enable a deeper understanding of their theoretical underpinnings through each iterative engagement. This highlights that they cannot be taken at face value, they need iterative application, contextualisation and reflection on practice to activate and showcase their effectiveness.