Our interest in the ILT and the National Framework is a two-fold one. We feel there is a strong correlation between the quality of these experiences and the capacity of practitioners to maximise their professional effectiveness, to be reflective in practice, and to enhance their contribution through continuing professional development. In respect of this area of interest, we welcome the systematic and challenging specification of quality for HE teaching that the National Framework represents. It is our view that they make a very substantial contribution to the quality and effectiveness of the learning and teaching provided by HEIs. It also depends on the recognition of the librarian's role in, and potential for, effective learning and teaching.
Librarians have a key role in the implementation of such strategies.
Bearing in mind the need to establish a credible, UK-wide standard for higher education teaching, the Planning Group believes that ILT Members should be able to demonstrate that they have achieved all, or most of, the 24 teaching outcomes listed above. One or two areas of evidence might cause difficulty however. These include contact with external examiners in relation to the calibration of assessment standards, receiving comments from external examiners reports, taking cognisance of emergent national subject benchmarks, and acting as a personal tutor. In the light of this, we consider that Members should be required to demonstrate most rather than all of the outcomes. The figure 20 out of 24 would seem combine sufficiency of rigour with a degree of flexibility which would open full membership to librarian-teachers, whose work is other than discipline based.