UNSW Library has developed an integrated service model to support curriculum delivery and development.
This model aligns with the UNSW 2025 Strategy for Learning and Teaching, including the priorities of the DVC(A) and the UNSW Integrated Curriculum Framework.
Through this integrated approach, the Library enhances its systems, software, services, and resources to support quality-assured online and blended learning that actively engages students in their learning and skills development.
UNSW Library guiding principles and frameworks
The Library service model for curriculum support is aligned with UNSW Library’s guiding principles – normalised, scalable, sustainable, digital, personalised and individualised where appropriate.
The principles and frameworks that guide UNSW Library’s service model are:
Design generic, deliver tailored
Design generic building blocks, objects and services for delivery through partnerships with educational developers and teaching academics.
Threshold concepts
The Library's five threshold concepts - academic rules, pattern perception, time/outcome ratio, play + exploration and systemic thinking "represent a transformed way of understanding or interpreting, or viewing something without which the learner cannot progress." (Meyer and Land, 2003)
Digital dexterity framework
Digital dexterity is a critical component in the success of digital societies: it encompasses the "cognitive ability and social practice needed to leverage and employ various types of media, information technology for advantage in unique and highly innovative ways that optimise personal and business value." (Gartner 2015, p.3)
CAUL (Council of Australian University Libraries) extends this definition to include active participation in all aspects of work and life in a digital world, so that people develop the skills, knowledge and understanding to help them live, learn and work in a digital society. This framework, based on the Jisc Digital capabilities framework, outlines the skills and capabilities that students will need to succeed in the workforce of the future. It is intended for institutions to adopt and adapt as needed.
Transliteracy
Further to digital dexterity, consideration of transliteracy is part of our framework. This channel agnostic approach to moving across contexts, media and technologies is enabled through five capabilities - information and ICT capabilities, communication and collaboration, critical thinking and literacy and numeracy. This closely overlap with the four C’s of 21st century learning – communication, critical thinking, collaboration and creativity.
Universal design principles
Digital literacy resources will be created with universal design principles in mind and will be CC BY NC licensed.
Copyright
Collection resources used to create objects and or course resources lists will comply with UNSW copyright requirements and obligations.
UNSW Library's strategic objective
UNSW Library facilitates knowledge discovery, creation and transformation by UNSW students to support their development as rigorous scholars, capable of leadership and professional practice in an international community.
This is advanced through partnering with teaching academics, students and UNSW stakeholders to embed the service model and deliver leading practice in UNSW Library teaching and learning services and systems.
UNSW aspires to develop globally focussed graduates who are rigorous scholars, capable of leadership and professional practice in an international community.
The university has articulated that the Graduate Capabilities are desired learning outcomes for all UNSW students.
UNSW Library threshold concepts
To achieve a more granular understanding of the student experience, the Library applied a threshold concepts approach – a lens to provide insight into the “why” of “troublesome knowledge.” (Blackmore, 2010). These threshold concepts were originally developed in 2010 and continue to underpin innovations in service delivery.
The Library's five threshold concepts - academic rules, pattern perception, time/outcome ratio, systemic thinking and play + exploration "represent a transformed way of understanding or interpreting, or viewing something without which the learner cannot progress." (Meyer and Land, 2003)
Academic rules
Students will develop an understanding of how the pursuit of research, education and scholarship creates a unique culture that forms the foundations of the principles of academia. This includes UNSW frameworks surrounding behavioural and academic expectations, and accountability to broader external frameworks. Students experiencing culture-shock are supported by a range of services to assist them in navigating their role in the UNSW community and the wider academy.
Pattern perception
In a library context, “pattern perception” involves identifying common elements in a resource as a way of understanding larger research processes. It is a process of stepping back and reflecting, looking past the content of the resource and instead analysing broader patterns such as purpose, author/creator and resource type. Understanding these key ideas gives students the tools to critically decipher new and unfamiliar resources.
For example, by noticing common features in both a library catalogue and in databases, students can understand how those characteristics apply to the search process as a whole.
Time/outcome ratio
Students will develop an understanding that time is a resource to be strategically invested. Investing time into understanding information tools and developing effective information discovery and management strategies will result in long-term accumulated benefits. This includes easy re-use of information and how to manage newly discovered information, resources and tools. There will be a shift from inefficient information seeking behaviour to independently engaging in effective information seeking processes.
Systemic thinking
Systemic thinking enables students to understand the complexity of the interconnected information environments they interact with. Systemic thinking enhances the ability to recognise particular information needs and to choose and utilise appropriate sources. For example:
- university communities
- academic resources and structures
- scholarly research and publishing.
Play + exploration
Rather than learning one right way to engage with information, students develop information engagement skills by exploration, trial and error and by taking advantage of serendipitous occurrences.