Developing librarians’ teaching practice: a case study of learning advisors sharing their knowledge


  • Rachael Harding Auckland University of Technology, New Zealand
  • Robyn McWilliams Auckland University of Technology, New Zealand
  • Tricia Bingham Auckland University of Technology, New Zealand



information literacy, professional development, learning advisors, academic libraries, liasion librarians, teaching practice


Increasingly, tertiary librarians are required to teach as part of their role. There is recognition that ongoing professional development (PD) is required in teaching and learning as this is not generally provided as part of formal library qualifications. Using an education design-based research approach, this collaboration aimed to enhance the teaching practice of liaison librarians to enable more consistent review, planning, and design of information literacy workshops. As part of a wider PD programme for liaison librarians at Auckland University of Technology (AUT), learning advisors developed and taught three workshops. The learning advisors were chosen by the library leadership due to their teaching expertise and adaptability. They provide embedded, academic literacy support for students tailored to specific assessment guidelines and marking criteria. The aim was to share examples of learner advisor practice underpinned by relevant theory and applied directly to an information literacy context. Liaison librarians were exposed to workshop strategies to develop appropriate learning outcomes, content, and pedagogical approaches for planning ongoing teaching. They had opportunities to assess and evaluate their current knowledge and skills and consider new approaches. These sessions enabled the team to go forward with shared knowledge to guide their workshop design to create more consistent, sustainable, and measurable content. Another outcome was the co-development of workshop design principles which have been applied to the redevelopment of workshops. As this process is replicable, the value of sharing knowledge and expertise between teams such as learning advisors and liaison librarians is worth exploring further.

Author Biographies

Rachael Harding, Auckland University of Technology, New Zealand

Rachael Harding is a Learning Advisor in Te Mātāpuna Library and Learning Services at Auckland University of Technology. She has been teaching, training, and designing learning experiences in a range of educational environments for almost twenty years in New Zealand, and internationally. As a learning advisor her work focusses on identifying academic literacy needs, designing and embedding academic literacy support at paper level, and exploring teaching and learning approaches in tertiary education to facilitate learning success.

Robyn McWilliams, Auckland University of Technology, New Zealand

Robyn McWilliams is a Senior Lecturer and Learning Advisor in Te Mātāpuna Library and Learning Services at Auckland University of Technology. With a background in English language teaching, she has over 30 years’ teaching and training experience in a range of educational environments in New Zealand and overseas. Her recent research interests focus on the development and delivery of embedded academic literacies resources to facilitate learning in collaboration with faculty lecturers in both undergraduate and postgraduate programmes.

Tricia Bingham, Auckland University of Technology, New Zealand

Tricia Bingham is the Team Leader for Information Literacy in Te Mātāpuna Library and Learning Services at Auckland University of Technology. In this position, she supports her team in the development of information literacy initiatives which enhance students’ academic journey and contribute to their overall academic success. The research idea came from her interest in working with her team to develop their learning and teaching capabilities.


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How to Cite

Harding, R., McWilliams, R. and Bingham, T. (2023) “Developing librarians’ teaching practice: a case study of learning advisors sharing their knowledge”, Journal of Learning Development in Higher Education, (27). doi: 10.47408/jldhe.vi27.1007.



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