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dc.contributor.authorMurphy, Jo Ann
dc.date.accessioned2018-10-15T17:24:26Z
dc.date.available2018-10-15T17:24:26Z
dc.date.issued2017-08-09
dc.identifier.citationMurphy, J. (2017). A New Student Learning Focus for the Academic Library: From Geographical Proximity of the Learning Commons to Organizational Proximity within the LIbrary. Journal of Library Administration, 57(7), 742-757. https://doi.org/10.1080/01930826.2017.1360686en_US
dc.identifier.issn0193-0826 print
dc.identifier.urihttp://hdl.handle.net/10388/11441
dc.description.abstractIn 2015 student learning programs at the University of Saskatchewan moved organizationally to the university library. While these services resided physically in the library as part of the Learning Commons partnership, this recent change presents the library with a new focus and responsibility for broader student learning support and academic skill development. Highlighting examples of organizational integration of student learning support, this article uses a proximity perspective, suggesting that geographical proximity of services in the learning commons does not go far enough to achieve the deeper collaboration and integration necessary for holistic and integrated learning, and that organizational proximity is needed.en_US
dc.language.isoen_USen_US
dc.publisherRoutledge Taylor & Francis Groupen_US
dc.subjectLearning commons, integrated learning, learning services, learning skills, organizational change, geographical proximity, organizational proximity, cultural proximity, cognitive proximityen_US
dc.titleA New Student Learning Focus for the Academic Library: From Geographical Proximity of the Learning Commons to Organizational Proximity within the Libraryen_US
dc.typeArticleen_US
dc.description.versionPeer Revieweden_US


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