This paper reports on the effectiveness of a professional development seminar about digital technologies and associated pedagogies delivered to academic librarians at an Australian university. The five-year longitudinal study aimed to evaluate the influence of the seminar on participants' use of new technologies and new pedagogies, and their interactions with colleagues, and in particular to determine any long-term effects for individuals and the organization as a whole. The data collection comprised two surveys based on Kirkpatrick and Kirkpatrick's four-level Evaluating Training Programs model, two focus group interviews, and an observation of participants' evolving digital projects. It was found that the seminar enabled participants to consolidate and expand on existing technological skills and complement them with a deeper understanding of pedagogy, leading to individual behavioral changes alongside broader organizational changes which were maintained over time. Librarians developed new ways of talking and thinking about digital technologies, especially about how to make best pedagogical use of them, resulting in more productive interactions between librarians, faculty, and wider support staff.
This article presents a case study of Victoria University Library as a relatively young university library contributing to the development of an institution's nascent research culture. It showcases various scholarly communication projects and initiatives with an emphasis on digital repositories, digital literacies and new roles for libraries. The concerns, challenges, and successes of the Library may help inform the planning and implementation of initiatives and projects in similar academic libraries.
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