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Putting student learning first: Strategies for Librarian-Faculty collaboration
Society for Teaching and Learning in Higher Education (2016)
  • Kim McPhee
Canadian universities are emphasizing degree-level learning outcomes, with the goal of student lifelong learning and success. As a result, collaborating with others is increasingly important: rather than having to ‘do it all’, working together lets us have an (even more) significant impact on student learning. This workshop re-defines a common campus partnership: that of librarians and teaching faculty. Historically, faculty might invite librarians into class for a database demonstration or to discuss the dangers of plagiarism. While such sessions have their place, new opportunities place student learning at the centre of the conversation. For example, have you developed a new definition of information literacy or is media literacy embedded in your curriculum? How has the development of degree-level learning outcomes led to stronger ties between the library and academic departments? What advice do you have for those who want to spark new relationships? Through a discussion-based approach, participants will generate ideas for successful collaborations, whether in individual lessons or courses, across modules or entire degrees, as well as in our students’ co-curricular opportunities. Come to this workshop prepared to collaborate and create an artifact of exciting and potential partnerships between faculty and librarians - all with the goal of placing student success first.
Learning Outcomes
By the end of the workshop, participants will be able to:
a. Identify existing and potential partnership opportunities between librarians and teaching faculty on their campuses
b. Articulate how collaboration between librarians and classroom faculty is beneficial for our students' learning and lifelong success
Publication Date
June, 2016
London, ON
Citation Information
Kim McPhee. "Putting student learning first: Strategies for Librarian-Faculty collaboration" Society for Teaching and Learning in Higher Education (2016)
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