Book contents
- Frontmatter
- Contents
- The editors and contributors
- Introduction: the challenge for the academic librarian
- Part 1 Perspectives on the policy framework
- 1 The policy framework: a critical review
- 2 Pedagogy in a changing environment
- 3 Literacies and learning
- 4 Key issues in the design and delivery of technology-enhanced learning
- 5 New professional identities and practices for learner support
- Part 2 Policy into practice
- Part 3 Reflections
- Index
5 - New professional identities and practices for learner support
from Part 1 - Perspectives on the policy framework
Published online by Cambridge University Press: 08 June 2018
- Frontmatter
- Contents
- The editors and contributors
- Introduction: the challenge for the academic librarian
- Part 1 Perspectives on the policy framework
- 1 The policy framework: a critical review
- 2 Pedagogy in a changing environment
- 3 Literacies and learning
- 4 Key issues in the design and delivery of technology-enhanced learning
- 5 New professional identities and practices for learner support
- Part 2 Policy into practice
- Part 3 Reflections
- Index
Summary
This collection focuses upon one role – that of academic librarians and their involvement in the development of new learning environments. However, both this role, and the environment in which it operates, must be critically reviewed within the context of relationships with other professionals. This chapter sets changes to the role of the academic librarian in a holistic context, with key influencing factors such as convergence and professional boundary-crossings seen as pivotal to developments in professional practice. The role of the academic librarian is also represented as interconnected with the roles of learning technologist and academic. The issues are neither simplified nor sanitized; tensions, conflict and uncertainties are all explored and viewed as an integral part of this new learning environment and the climate of professional practice.
Introduction
A diverse range of learner support professionals now contributes to the development and delivery of learning and teaching in the HE environment. The very concept of learner support itself is in the process of being refined and redefined. This chapter provides a critical perspective on the development of such roles as ref lected within the literature; it focuses on the role of the academic librarian but within the context of interconnected professional relationships and practices. All too often, learner support professionals are either marginalized (in the generic HE literature) or are represented from one particular perspective (for example, the academic librarian in the library and information literature). A more holistic exploration of the range of roles, and how they work together, provides opportunities to consider synergies and the impact of such relationships on professional identity, practice and career development.
Learner support roles must be placed within the context of the learning and teaching environment as depicted by Brophy and Levy in Chapters 1 and 2. This chapter will focus upon how such a context has impacted on role development among professional groups. These groups include academic librarians (in their multiple guises), learning technologists, academics and other learner support professionals such as educational developers. It considers learner support and convergence as major influences and provides a perspective that recognizes the tensions, conflicts and contested meanings often at the heart of such developments.
- Type
- Chapter
- Information
- Developing the New Learning EnvironmentThe changing role of the academic librarian, pp. 91 - 110Publisher: FacetPrint publication year: 2005