Connecting the Library to the Curriculum (eBook)

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.

Lynette Torres is the Research and Learning Skills Lead at Monash University Library and has extensive experience designing learning approaches for students' research skill development for secondary and higher education sectors. Lyn is passionate about invigorating learning by making skill development a visible and explicit part of teaching and curriculum design. She instigated and led the library's implementation of the Models of Engaged Learning and Teaching (MELT) to catalyse library-faculty partnerships for the in-curricular development of students' research, work and digital skills. Lyn is active in the educational research community, facilitated MELT workshops nationally and internationally, published articles, presented at conferences and participated in nationally funded research. Recipient of three Monash University Excellence in Learning and Teaching awards, and the CAUL (Council of Australian University Librarians) Achievement Award.

Barbara Yazbeck has experience teaching a range of academic literacies in a higher education setting. She has an interest in critical pedagogies that develop critical, creative thinkers with strong reasoning skills, who can apply knowledge, information and research skills to complex problems in a range of contexts, and are effective oral and written communicators. She was awarded a citation for 'Excellence in developing evidence-based medicine curricula, based on world's best practice that engages students in inquiry-driven learning and practice for life'. She has been working with the MELT frameworks since 2013.

Janice Pinder was until recently a learning skills adviser in the Monash University Library, working with the Faculties of Education and Arts and with graduate research students from a variety of disciplines. She is interested in the writing development of thesis writers and has contributed to doctoral education programs. Janice has a D.Phil. in Modern Languages (French) and Bachelor of Education (TESOL). She has published single and co-authored articles and book chapters on academic skills development and also continues to research and publish in the field of medieval cultural history. 

Fiona Salisbury is the Executive Director Library and University Librarian at La Trobe University. Prior to taking up this role Fiona was Deputy Director, Learning and Engagement in the library at La Trobe. Fiona led the development and implementation of the La Trobe University Library Design for Learning program and the LLTP Framework. This model for information literacy education was awarded an Australian Citation for Outstanding Contribution to Student Learning in 2014. Fiona has published papers on information and digital literacy, collaborative practice and library management. She is also currently completing a PhD at the University of Sydney.

Sharon Karasmanis was until recently an honorary Librarian at La Trobe University Library and previously Manager of Learning and Teaching in the Library. Sharon partnered with a team on five years of research and publication, with an intentional focus on teaching and learning in evidence-based practice in Health Sciences. From this research emerged a sound pedagogical model for embedding information literacy and research skills into the curriculum in a scalable and sustainable way. Sharon collaborated with the Faculty of Health Sciences on the development of the award-winning Research and Evidence modules, designed as an introduction to evidence-based practice for first year Health Sciences students, now published as an etextbook. These collaborations received two La Trobe University Citations for Outstanding Contribution to Student Learning in 2013, and a 2014 OLT Award for Outstanding Contribution to Student Learning from the National Office of Learning and Learning.

Caroline Ondracek was until recently a senior coordinator, Curricular Services at La Trobe University Library. She has over ten years' experience in academic and special libraries as well close to ten years' experience in the public library sector.  Caroline has Bachelor of Biological Sciences (with Honors) (La Trobe University) and Graduate Diploma of Information Management (RMIT University). Caroline also holds a Certificate in English Language Teaching to Adults (CELTA ) and has two years teaching English language experience in Europe. She has an interest in developing student's research skills into the higher education curriculum and ensuring that they have an outstanding student learning experience.

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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.