Extending liaison collaboration: partnering with faculty in support of a student learning community

Abstract

Purpose

The purpose of this article is to describe the successful collaboration between faculty in Eastern Kentucky University Libraries and the University's Occupational Therapy Department in supporting a graduate student learning community, and the benefits of stepping outside of typical liaison activities to play an active role in this new educational paradigm.

Design/methodology/approach

In 2006, graduate students and faculty in Occupational Therapy at Eastern Kentucky University, with a librarian and with the support of a national professional organization, facilitated the completion of a graduate thesis through the use of a topic‐based learning community. This team completed an in‐depth, evidence‐based review of occupational therapy journal articles in the context of a regional university environment. This article focuses on the collaboration between faculty and librarian as they facilitated this new learning paradigm, the enhancement of the liaison partnership, and the results of the project especially in terms of student learning outcomes.

Findings

Collaborating with faculty to support a student learning community, and supporting students in atypical ways, contribute in valuable ways to strengthening the relationship with academic departments, increasing the perceived value of library services, and promoting student success.

Practical implications

Library liaison programs benefit from innovative partnerships with faculty, and from seeking opportunities to participate in new educational models.

Originality/value

This paper addresses the benefits of participating in student learning communities.

Citation

Bennett, O. and Gilbert, K. (2009), "Extending liaison collaboration: partnering with faculty in support of a student learning community", Reference Services Review, Vol. 37 No. 2, pp. 131-142. https://doi.org/10.1108/00907320910957170