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Published online by Cambridge University Press: 05 April 2017
In reflecting upon my own transition from art librarian to academic developer, I can strongly relate to my library colleague's frustration in terms of espousing ‘what works’, with ‘earning the right to be heard’. We know we need to move beyond deficit models of learning support which are not practically, pedagogically or ethically supportable. But, we are compromised in this quest by traditional perceptions of the librarian and academic developer role, which do not always position us as equal with our academic partners or as a key partner in the student learning process.
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