Personal reflection points

• ■ Is digital learning part of my day-to-day working life? If not, why is this?

• ■ Do I feel pressure or encouragement (or both/neither) to implement digital learning approaches in my work?

• ■ What is my library or institution's policy on digital learning (if there is one)?

• ■ What are my perceptions and beliefs about the role of technology in student learning?

• ■ Do I generally have neutral, positive or negative feelings about digital learning?

• ■ What connections do I see between digital learning and information and digital literacy (and/or other literacies)? _ What impact do I think digital learning might have from socio-cultural or economic perspectives? Or other perspectives, e.g. environmental, ethical, etc.?

Introduction: the digital environment for academic teaching librarians

The purpose of this chapter on digital learning for academic teaching librarians is reflective; rather than provide step-by-step guidance on how to incorporate specific digital tools and apps into your teaching practice, it aims more broadly to support and encourage you in developing an enhanced understanding of yourself in relation to the use of technology to facilitate student learning. As in previous chapters, your personal professional landscape constitutes the backdrop for examining your role as teaching librarian. Here, the primary focus is to encourage you to first explore the current environment where you work, and the opportunities and limitations around digital learning that encourage and constrain action in your world; second, to reflectively evaluate your present state of knowledge, ability and perceived self-efficacy, as well as your assumptions and beliefs in relation to digital learning; and third, to consider how your instructional role might ultimately evolve in this context. Knowing why and when digital learning should be incorporated into your practice is just as important as knowing what and how – perhaps even more so.