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This article describes the expansion of Monash University Library's role to incorporate learning skills services, programs, and resources, within the context of the University's evolving learning landscape. It explains the Library's now holistic approach to students' development of information research and learning skills as interconnected skills for lifelong independent learning. The final section recounts the completion of the set-up and establishment phases of the learning skills implementation through a formal review process, and considers future directions and opportunities.
Libraries have changed from being considered material warehouses to being holistic learning environments. The focus has moved from accommodating individual research and study to providing interactive, flexible spaces and programs for a wide variety of group and individual modes of learning and research. In association with these physical changes, academic libraries are increasingly hubs not only of information literacy related learning, but more broadly of university learning and of student engagement with ffteir learning journey. The integration of learning skills into the library takes this concept of the academic library at the centre of university learning to â new point. Bringing together librarians and learning skills advisers within the library structure and service model breaks new ground in its integrated approach to holistic skills development and involvement with the student learning experience. This article describes this expansion at Monash University Library, within die context of the University's evolving learning landscape.
Prior to 2007, language and learning support services, as they were then called, at the Australian campuses of Monash University were the responsibility of the University's Centre for the Advancement of Learning and Teaching (CALT). Under this structure, learning support academic staff, some co-funded by individual faculties, were located within centres on a number of campuses as well as within individual faculties.
In reviewing its strategic directions Monash decided that the student learning experience would be enhanced by re-positioning learning services, resources and programs from a CALT provided academic service to a Library provided professional service. The Library's track record in information literacy (Bundy, 2004), where it had an established foundation of programs and services, facilitated this decision. These have been led by an Information Literacy Librarian since 1995, together with discipline-based faculty teams of librarians working in partnership with faculties and centres of the...