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.