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Connecting the library to the curric...

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Connecting the library to the curriculumtransformative approaches that enhance skills for learning /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Connecting the library to the curriculumedited by Lynette Torres ... [et al.].
Reminder of title:	transformative approaches that enhance skills for learning /
other author:	Torres, Lynette.
Published:	Singapore :Springer Nature Singapore :2021.
Description:	xiv, 305 p. :ill. (chiefly col.), digital ;24 cm.
Contained By:	Springer Nature eBook
Subject:	Academic librariesRelations with faculty and curriculum.
Online resource:	https://doi.org/10.1007/978-981-16-3868-8
ISBN:	9789811638688$q(electronic bk.)

Connecting the library to the curriculumtransformative approaches that enhance skills for learning /
Connecting the library to the curriculumtransformative approaches that enhance skills for learning /[electronic resource] :edited by Lynette Torres ... [et al.]. - Singapore :Springer Nature Singapore :2021. - xiv, 305 p. :ill. (chiefly col.), digital ;24 cm.

1 Introduction -- 2 The models -- 3 Case Studies: Enabling collaborative partnerships -- 4 Case Studies: Curriculum design conversations -- 4 Case Studies: Motivating students and developing skills -- 6 Transforming practice -- 7 Strategies for getting started at your library -- 8 Conclusion.

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.

ISBN: 9789811638688$q(electronic bk.)

Standard No.: 10.1007/978-981-16-3868-8doiSubjects--Topical Terms:

470744
Academic libraries
--Relations with faculty and curriculum.

LC Class. No.: Z675.U5 / C66 2021

Dewey Class. No.: 027.7

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505 0 $a 1 Introduction -- 2 The models -- 3 Case Studies: Enabling collaborative partnerships -- 4 Case Studies: Curriculum design conversations -- 4 Case Studies: Motivating students and developing skills -- 6 Transforming practice -- 7 Strategies for getting started at your library -- 8 Conclusion.
520 $a 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.
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