This study developed a sustainable model for embedding discipline-specific literacies across degree programmes through collaboration among learning advisors, liaison librarians, and lecturers. Using mixed methods at a New Zealand university, the thesis examined staff perspectives and case studies of collaborative practice in a Bachelor of Education programme. The key outcome is the Programme-wide Collaborative Model (ProCo), comprising six processes: leading, mapping, co-designing, team-teaching, evaluating, and handing over. The model supports cohesive, assessment-focused literacies development and highlights the complexity of cross-disciplinary collaboration, with potential for adaptation and further validation in other academic contexts.
Association for Learning Development in Higher Education