References
- Austin, T., & Bhandol, J. (2013). The academic librarian: Buying into, playing out, and resisting the teacher role in higher education. New Review of Academic Librarianship, 19(1), 15–35. doi:https://doi.org/10.1080/13614533.2012.740438
- Beer, N. (2019, in press). Blended professionals: The problem of legitimacy for UK librarians as teachers in higher education. Library and Information Research.
- Bewick, L., & Corrall, S. (2010). Developing librarians as teachers: A study of their pedagogical knowledge. Journal of Librarianship and Information Science, 42(2), 97–110. doi:https://doi.org/10.1177/0961000610361419
- Bolton, G., & Delderfield, R. (2018). Reflective practice: Writing and professional development (5th ed.). Los Angeles, CA: SAGE.
- Buckley, C. (2015). Conceptualising plagiarism: Using Lego to construct students’ understanding of authorship and citation. Teaching in Higher Education, 20(3), 352–358. doi:https://doi.org/10.1080/13562517.2015.1016418
- CILIP Information Literacy Group. (2018). CILIP definition of information literacy. Retrieved from https://infolit.org.uk/ILdefinitionCILIP2018.pdf
- Clark, M., Vardeman, K., & Barba, S. (2014). Perceived inadequacy: A study of the imposter phenomenon among college and research librarians. College & Research Libraries, 75(3), 255–271. Retrieved from https://doi.org/https://doi.org/10.5860/crl12-423
- Clouston, T. J. (2005). Facilitating tutorials in problem based learning. In P. Hartley, A. Woods, & M. Pill (Eds.), Enhancing teaching in higher education: New approaches for improving student learning (pp. 51–60). London: Routledge.
- Coghill, E. (2018). An evaluation of how trainee nursing associates (TNAs) balance being a ‘worker’ and a ‘learner’ in clinical practice: An early experience study; Part 2/2. British Journal of Healthcare Assistants, 12(7), 356–359. doi:https://doi.org/10.12968/bjha.2018.12.7.356
- Cox, A. M., & Corrall, S. (2013). Evolving academic library specialties. Journal of the American Society for Information Science and Technology, 64(8), 1526–1542. doi:https://doi.org/10.1002/asi.22847
- Cummings, J., Bayliss-Pratt, L., Garratt, H., & May, R. (2017). Nursing associate. Retrieved from https://www.england.nhs.uk/leadingchange/staff-leadership/nursing-associate/
- Dasborough, M., Lamb, P., & Suseno, Y. (2015). Understanding emotions in higher education change management. Journal of Organizational Change Management, 28(4), 579–590. doi:https://doi.org/10.1108/JOCM-11-2013-0235
- Delaney, G., & Bates, J. (2015). Envisioning the academic library: A reflection on roles, relevancy and relationships. New Review of Academic Librarianship, 21(1), 30–51. doi:https://doi.org/10.1080/13614533.2014.911194
- Department for Business, Innovation and Skills. (2016). Success as a knowledge economy: Teaching excellence, social mobility and student choice. Retrieved from https://www.gov.uk/government/publications/higher-education-success-as-a-knowledge-economy-white-paper
- Exley, K., & Dennick, R. (2004). Small group teaching: Tutorials, seminars and beyond. London: Routledge/Falmer.
- Feucht, F. C., Lunn Brownlee, J., & Schraw, G. (2017). Moving beyond reflection: Reflexivity and epistemic cognition in teaching and teacher education. Educational Psychologist, 52(4), 234–241. Retrieved from https://doi.org/https://doi.org/10.1080/00461520.2017.1350180
- Game, A., & Metcalfe, A. (2009). Dialogue and team teaching. Higher Education Research & Development, 28(1), 45–57. doi:https://doi.org/10.1080/07294360802444354
- Gibbs, G. (1988). Learning by doing: A guide to teaching and learning. Oxford: Further Education Unit, Oxford Polytechnic.
- Gimenez, J. (2008). Beyond the academic essay: Discipline-specific writing in nursing and midwifery. Journal of English for Academic Purposes, 7(3), 151–164. doi:https://doi.org/10.1016/j.jeap.2008.03.005
- Gwyer, R. (2015). Identifying and exploring future trends impacting on academic libraries: A mixed methodology using journal content analysis, focus groups, and trend reports. New Review of Academic Librarianship, 21(3), 269–285. doi:https://doi.org/10.1080/13614533.2015.1026452
- Hall, J. (2017). Developing teaching best practice-pedagogy, preferences, and professional development. International Information & Library Review, 49(1), 59–64. doi:https://doi.org/10.1080/10572317.2017.1270692
- Health Education England. (2018). Showcase, celebrate & share progress: Trainee nursing associate test site programme 2017. Leeds, UK: NHS Health Education England. Retrieved from https://hee.nhs.uk/sites/default/files/documents/Trainee%20nursing%20associate%20conference%20
- Hounsell, D. (2008). Evaluating courses and teaching. In H. Fry, S. Ketteridge & S. Marshall (Eds.), A handbook for teaching and learning in higher education: Enhancing academic practice (3rd ed., pp. 198–212). London: Routledge.
- Houtman, E. (2010). “Trying to figure it out”: Academic librarians talk about learning to teach. Library and Information Research, 34(107), 18–40. Retrieved from https://doi.org/https://doi.org/10.29173/lirg246
- Hunt, S. E., Lethaby, B., & Sebire, L. (2016). Skill up! Supporting academic success at UWE Bristol. ALISS Quarterly, 11(4), 13–16. Retrieved from https://alissnet.files.wordpress.com/2016/08/55627-vol-11-no-4-jun-16-proof-3.pdf
- Jefferies, D., McNally, S., Roberts, K., Wallace, A., Stunden, A., D’Souza, S., & Glew, P. (2018). The importance of academic literacy for undergraduate nursing students and its relationship to future professional clinical practice: A systematic review. Nurse Education Today, 60, 84–91. doi:https://doi.org/10.1016/j.nedt.2017.09.020
- Kember, D., & McNaught, C. (2007). Enhancing university teaching: Lessons from research into award-winning teachers. London: Routledge.
- Lacey, S., & Parlette-Stewart, M. (2017). Jumping into the deep: Imposter syndrome, defining success and the new librarian. Partnership: The Canadian Journal of Library and Information Practice and Research, 12(1). Retrieved from https://doi.org/https://doi.org/10.21083/partnership.v12i1.3979
- Marcus, S., & Beck, S. (2003). A library adventure: Comparing a treasure hunt with a traditional freshman orientation tour. College & Research Libraries, 64, 23–44. Retrieved from https://doi.org/https://doi.org/10.5860/crl.64.1.23
- Miley, F., & Read, A. (2011). Using word clouds to develop proactive learners. Journal of the Scholarship of Teaching and Learning, 11(2), 91–111. Retrieved from https://scholarworks.iu.edu/journals/index.php/josotl/article/view/1820
- Miller, E. (2018, April 1). Degree apprenticeships are quietly revolutionising higher education. Times Higher Education. Retrieved from https://www.timeshighereducation.com/blog/degree-apprenticeships-are-quietly-revolutionising-higher-education
- Millwood, R. (2013). Learning theory (Version 6) [Interactive map]. HoTEL: Holistic Approach to Technology Enhanced Learning. Retrieved from https://cmapspublic3.ihmc.us/rid=1LNV3H2J9-HWSVMQ-13LH/
- Oakleaf, M. (2009). The information literacy instruction assessment cycle: A guide for increasing student learning and improving librarian instructional skills. Journal of Documentation, 65(4), 539–560. doi:https://doi.org/10.1108/00220410910970249
- Orsmond, P., Merry, S., & Reiling, K. (2010). The use of exemplars and formative feedback when using student derived marking criteria in peer and self-assessment. Assessment & Evaluation in Higher Education, 27(4), 309–323. doi:https://doi.org/10.1080/0260293022000001337
- Parry, W. (2017). To what extent have the subject support librarians at UWE, Bristol Library engaged with the academic skills workshop programme (Unpublished Master’s thesis). University of the West of England, Bristol, UK.
- Schon, D. A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.
- Shreeve, S., & Chelin, J. (2014). Value and impact of librarians’ interventions on student skills development. New Review of Academic Librarianship, 20(2), 204–232. doi:https://doi.org/10.1080/13614533.2014.906351
- Stewart, M. (2012). Understanding learning: Theories and critique. In L. Hunt & D. Chalmers (Eds.), University teaching in focus: A learning-centred approach (pp. 3–20). London: Routledge.
- Subhash, S., & Cudney, E. A. (2018). Gamified learning in higher education: A systematic review of the literature. Computers in Human Behavior, 87, 192–206. doi:https://doi.org/10.1016/j.chb.2018.05.028
- Thompson, K., Kardos, R., & Knapp, L. (2008). From tourist to treasure hunter: A self‐guided orientation programme for first‐year students. Health Information and Libraries Journal, 25, 69–73. Retrieved from https://doi.org/https://doi.org/10.1111/j.1471-1842.2007.00760.x
- UWE Bristol. (2015). UWE Bristol strategy 2020. Retrieved from https://www1.uwe.ac.uk/about/corporateinformation/strategy.aspx
- UWE Bristol Library Services. (2015). Delivering UWE strategy 2020: UWE Library Services. Retrieved from https://www1.uwe.ac.uk/library/usingthelibrary/aboutthelibrary/strategyandplans.aspx
- Walsh, A. (2018). The librarians’ book on teaching through games and play. Tallinn, Estonia: Innovative Libraries.
- Walter, S. (2006). Instructional improvement: Building capacity for the professional development of librarians as teachers. Reference & User Services Quarterly, 45(3), 213–218.
- Walter, S. (2008). Librarians as teachers: A qualitative inquiry into professional identity. College & Research Libraries, 69(1), 51–71. Retrieved from https://doi.org/https://doi.org/10.5860/crl69.1.51
- Wheeler, E., & McKinney, P. (2015). Are librarians teachers? Investigating academic librarians’ perceptions of their own teaching skills. Journal of Information Literacy, 9(2), 111–128. Retrieved from https://doi.org/https://doi.org/10.11645/9.2.1985
- Whitton, N., Jones, R., Wilson, S., & Whitton, P. (2014). Alternate reality games as learning environments for student induction. Interactive Learning Environments, 22(3), 243–252. doi:https://doi.org/10.1080/10494820.2011.641683
- Wingate, U. (2012). Using academic literacies and genre-based models for academic writing instruction: A ‘literacy’ journey. Journal of English for Academic Purposes, 11(1), 26–37. doi:https://doi.org/10.1016/j.jeap.2011.11.006
- Wise, H., Lowe, J., Hill, A., Barnett, L., & Barton, C. (2018). Escape the welcome cliché: Designing educational escape rooms to enhance students’ learning experience. Journal of Information Literacy, 12(1), 86–96. Retrieved from https://doi.org/https://doi.org/10.11645/jil.v12i1.2394
- Zai, R. (2015). Neither fish nor fowl: A role theory approach to librarians teaching. Journal of Library Administration, 55(1), 1–23. doi:https://doi.org/10.1080/01930826.2014.978680