Teaching and Learning Operational Programme 2009-2012

The strategic direction for the University of Otago Library
Teaching and Learning Operational Programme 2009-2012


Introduction
With the massification of higher education, changes in scholarly communication, student engagement and information seeking behaviours the traditional teaching paradigm is struggling to meet students’ needs (Barone 2003, van der Meer & Scott 2008). Tertiary learning support is developing towards more collaborative, networked and self directed learning, operating through maximising information and communication technologies (Tenofsky 2005, Wing 2006, Brophy 2007).

In consideration of this, and after consultation with Faculty Librarians it is our recommendation that the Library primarily focus upon the University’s strategic direction and realign its teaching and learning programme to;
• operate in a collaborative and consultative environment,
• be equitable,
• systemic,
• and sustainable
(Dewey 2004, Johnson 2004, Lindstrom 2006, Peacock 2006).


Strategic direction
1. Goal: A collaborative and consultative information skills programme
Foster an information skills programme that maximises collaboration and is built on consultation.

• a) Actively collaborate within and across all areas of the Library.

• b) Actively collaborate with HEDC, ITS, Distance Learning and Graduate Studies to maximise students’ learning outcomes through supporting existing programmes and developing new blended initiatives.

• c) Actively collaborate with academic staff to embed information skills into students’ learning wherever there is the capacity.

• d) Actively consult with student and academic bodies.


2. Goal: An equitable information skills programme for ALL students
The delivery of information skills to be available to all students regardless of the mode of study, their location or their discipline, drawing on principles of universal design.

• a) Information skills resources to be available in a variety of formats suitable for face to face, remote and online delivery.

• b) Information skills resources to accommodate differences in disciplines and levels of development.

• c) Information skills resources to be available to all students.


3. Goal: A systemic information skills programme
Information skills resources to be evidence based, and activities to be best practice.

• a) Align information skills activities with academic programme goals and course objectives and the University’s Teaching and Learning plan.

• b) Align information skills programme with ANZIIL standards.

• c) Identify and adopt evidence based best practices.

• d) Develop an evaluative framework to meet key performance indicators and maximise learning outcomes.


4. Goal: A sustainable information skills programme
Maintain an information skills programme to maximise the University’s research programmes.

• a) Develop online information skills training across all levels, targeting academic programmes across all disciplines.

• b) Maximise generic teaching to support undergraduate orientation and course assessment.

• c) Strategically target embedding information skill development into research papers, honours and graduate studies programmes fostering a collaborative research culture.

• d) Develop and maximise the use of re-useable customized online and face to face training resources that are stored within an open learning object repository.


References

Barone, C A. (2003) The changing landscape and the new academy. EDUCAUSE Review. 38, 40-47.

Brophy, P. (2007) Communicating the library: librarians and faculty in dialogue. Library Management, 28, 515-523.

Dewey, B. I (2004) The embedded librarian: strategic campus collaborations. Resource Sharing and Information Networks, 17, 5-18.

Johnson, J. (2004) A best practice approach to flexible and inclusive teaching:
applying the universal design framework. Retrieved September 16 2008, from http://www.anu.edu/disabilities/DEAN/UDArticle.html

Lindstrom, J. (2006) Faculty-librarian collaboration to achieve integration of information literacy. Reference and User Services Quarterly. 46, 18-23.

Peacock, J. A. (2006) THINK Systemically, ACT Strategically: Sustainable development of information literacy in the broader context of students' learning. In Proceedings IATUL 2006: Embedding Libraries in Learning and Research CD only, Faculdade de Engenharia Universidade do Porto, Portugal.

Tenofsky, D. (2005) Teaching to the whole student: building best practices for collaboration between libraries and student services. Research Strategies, 20, 284-299.

Van der Meer, J. and Scott, C. (2008) Shifting the balance in first-year learning support: from staff instruction to peer learning primacy. in press.

Wang, L. (2006) Information literacy courses : a shift from teacher centred to a collaborative learning environment. Paper presented at 4th International Lifelong Learning Conference : Partners, Pathways, and Pedagogies, 13-16 June, 2006, Yeppoon, Queensland, Australia, 350-354.

Image: (Liber ethicorum des Henricus de Allemania, Einzelblatt, Szene: Henricus de Allemania vor seinen Schülern, Voltolina, Laurentius de demonstrating student engagement in the 14th Century)