Creating connections and building belonging: Using scholarship to create more than 'just another online library class'

Motivation and Problem Statement: Online university enrolment is increasing, often appealing to non-traditional students who may be underprepared for university study. Regional universities in particular may have up to 70% of their students studying online. Universities have responded to the academic and information literacy needs of online students by providing resources such as videos and self-paced tutorials online. However, capturing the attention of this cohort can be difficult. Tertiary providers must continue to engage in scholarship to create and improve opportunities to support online learners. Approach: A literature review on the academic and information literacy needs of online students was conducted in 2018. The review indicated that many online students want a sense of connection to the institution (STONE ref). In response, a weekly online study support program was developed. This program encourages participation and discussion with librarian and learning advisor and student peers. The program has been run in Semester 1 and 2 of 2019. In 202, we will use the online engagement framework (REF) to evaluate and invigorate the program. Results to date: Attendances vary ranging from 1-11 students per week. About a third of these students attend regularly. Incidental student feedback is provided verbally and via chat throughout the sessions. This feedback indicates that students are engaged across the various domains and has helped develop further thinking on content design and delivery. Conclusions: Library and academic staff supporting skill development across the university can foster engagement with online students. This requires thoughtful and informed planning and development