Abstract
AbstractThis chapter describes three of the pedagogical frameworks that comprise the Models of Engaged Learning and Teaching (Willison, J. (2017). The Models of Engaged Learning and Teaching (MELT); Willison, J. (2020). The models of engaged learning and teaching: Connecting sophisticated thinking from early childhood to PhD. Springer). Monash University Library (MUL) adopted the MELT to underpin its teaching practice and guide library–faculty teaching collaborations. The MELT include the Research Skill Development (RSD) framework (Willison, J., & O'Regan, K. (2006/2018). Research skill development framework), the Work Skill Development (WSD) framework (Bandaranaike, S., & Willison, J. (2009/2018). Revised by Monash University Library, 2019. Work skill development framework; Revised by Monash University Library 2019) and the Digital Skill Development (DSD) framework (Torres, L., McLeod, A., Yazbeck, B., Rayner, G., Skrbis, M., Yates, S., Dickson, N., & Fulton, H. (2018). Digital skill development framework). The MELT have proved effective and adaptable in a range of disciplines and learning contexts by describing not only what students’ research, work and digital skills are but how they can be explicitly developed as a critical part of learning. Successful application of these models has strengthened and maximised the effectiveness of library–faculty teaching collaborations. This has enabled the library to remain responsive to contemporary skill agendas and as such, catalysed transformative change by repositioning the Library as a key contributor to student learning.
Highlights
Academic libraries have drawn on this characteristic to expand their educational role and align their information literacy (IL) skill expertise with student learning in the curriculum
As Doskatsch (2003) notes, connecting information literacy and research skill development to student learning can be challenging as ‘success in fostering faculty–librarian collaboration depends on establishing common understanding and overcoming preconceptions and perceptions of such a relationship, and the external forces that drive cross-disciplinary collaboration’ (p. 111)
The Models of Engaged Learning and Teaching (MELT) frameworks are pedagogical conceptual models that individually articulate a range of academic skills and facilitate how Graduate Attributes can be animated in the curriculum
Summary
A core function of the university library is to connect students, academic staff and researchers with requisite information resources to support study and research purposes (Bryant et al, 2020). Academic libraries have drawn on this characteristic to expand their educational role and align their information literacy (IL) skill expertise with student learning in the curriculum. Such skills and attributes are considered both fundamental and critical for students to successfully undertake further study, gain employment, participate in and contribute positively to society (Barnett, 2000; Barrie, 2004; Bundy, 2004; Head et al, 2013). This has argued well for academic libraries to seize the opportunity, promote and link their information literacy expertise to the student learning journey to strengthen and maximise the library’s contribution to student learning success
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