Shaping the future of academic libraries: Authentic learning for the next generation

Schulte, J; Tiffen, B; Edwards, J; Abbott, S; Luca, E

Shaping the future of academic libraries: Authentic learning for the next generation

Schulte, J

Tiffen, B

Edwards, J

Abbott, S

Luca, E

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Publication Type:: Journal Article
Citation:: College and Research Libraries, 2018, 79 (5), pp. 685 - 696
Issue Date:: 2018-07-01

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Field	Value	Language
dc.contributor.author	Schulte, J https://orcid.org/0000-0001-8845-8099	en_US
dc.contributor.author	Tiffen, B https://orcid.org/0000-0002-3318-0883	en_US
dc.contributor.author	Edwards, J https://orcid.org/0000-0003-4223-3606	en_US
dc.contributor.author	Abbott, S https://orcid.org/0000-0002-2701-7756	en_US
dc.contributor.author	Luca, E	en_US
dc.date.issued	2018-07-01	en_US
dc.identifier.citation	College and Research Libraries, 2018, 79 (5), pp. 685 - 696	en_US
dc.identifier.issn	0010-0870	en_US
dc.identifier.uri	http://hdl.handle.net/10453/131001
dc.description.abstract	© 2018 Jurgen Schulte, Belinda Tiffen, Jackie Edwards, Scott Abbott, and Edward Luca. In the context of future of academic librarianship terms such as “blended” and “embedded” librarian have been used to describe emerging greater levels of involvement within the universities enterprise. Simultaneously new pedagogical approaches are being developed towards more authentic and engaging learning experiences. This case study documents the redevelopment of an undergraduate course supported by librarian leadership to deliver more engaging and authentic assessment tasks culminating in a library published peer-reviewed eJournal. It provides exemplars of ‘new’ librarian roles including co-teacher, publisher and communications expert, while also demonstrating the effective integration of professional graduate attributes into academic curriculum.	en_US
dc.relation.ispartof	College and Research Libraries	en_US
dc.relation.isbasedon	10.5860/crl.79.5.685	en_US
dc.subject.classification	Information & Library Sciences	en_US
dc.title	Shaping the future of academic libraries: Authentic learning for the next generation	en_US
dc.type	Journal Article
utslib.citation.volume	5	en_US
utslib.citation.volume	79	en_US
utslib.for	0807 Library and Information Studies	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/DVC (Teaching and Learning)
pubs.organisational-group	/University of Technology Sydney/Faculty of Science
pubs.organisational-group	/University of Technology Sydney/Faculty of Science/School of Mathematical and Physical Sciences
utslib.copyright.status	open_access
pubs.issue	5	en_US
pubs.publication-status	Published	en_US
pubs.volume	79	en_US

Abstract:

© 2018 Jurgen Schulte, Belinda Tiffen, Jackie Edwards, Scott Abbott, and Edward Luca. In the context of future of academic librarianship terms such as “blended” and “embedded” librarian have been used to describe emerging greater levels of involvement within the universities enterprise. Simultaneously new pedagogical approaches are being developed towards more authentic and engaging learning experiences. This case study documents the redevelopment of an undergraduate course supported by librarian leadership to deliver more engaging and authentic assessment tasks culminating in a library published peer-reviewed eJournal. It provides exemplars of ‘new’ librarian roles including co-teacher, publisher and communications expert, while also demonstrating the effective integration of professional graduate attributes into academic curriculum.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/131001