Abstract
The redesign of a tertiary enabling programme at La Trobe University generated opportunities for collaboration between academics and librarians. Previously offered face to face, a shift to online delivery provided an opportunity to rethink how equity students are familiarised with the university environment, academic skills and the library. Our collaboration generated a learning community that extends the partnership described in the Library Learning and Teaching Partnership Framework. To model the benefits of a learning community, this collaborative partnership encouraged students to see library staff and resources as integral to academic success. This case study reports on the drivers and process of collaboration, known outcomes relating to resource use, student feedback, and reflects on potential for further research and resource development.
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Findlay, A., O’Dwyer, C. (2021). Enabling Community: Collaborating Through Online Learning Design. In: Torres, L., Salisbury, F., Yazbeck, B., Karasmanis, S., Pinder, J., Ondracek, C. (eds) Connecting the Library to the Curriculum. Springer, Singapore. https://doi.org/10.1007/978-981-16-3868-8_6
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