Abstract
The learner journey is here defined as the study, information, and research skills that a student brings to university with them and develops throughout the course of their degree program. Research on academics’ perceptions, expectations, and assumptions regarding the learner journey was conducted via semistructured interviews, in order to underpin a refreshed library teaching “menu” at the University of Worcester. Consistencies and differences in approaches to levels of study and a number of common themes, including student independence, transition, and technology were revealed. From the evidence base, the project yielded both tangible outputs (the teaching menu, a self-audit tool, a PGCert session) and less quantifiable ones, such as positioning Library Services as pedagogic partners and researchers.
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