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Many Australian universities have identified information literacy as a required graduate quality. As the scope of resources on which student learning is based expands, the definition of educator is broadening and requires the involvement of a range of non‐academic professional staff in the educational process. Information literacy‐related activities largely define the educative role of the librarian and forge faculty‐librarian partnerships. The paper is based on the premise that collaboration between librarians and other educators is the key to the integration of information literacy within the total educational process. The author draws on both personal experience and that of Australian colleagues to examine the faculty‐librarian relationship, explore the contentious territories of professional credibility and identity, and analyze changes in Australian higher education that impact on the educative role of librarians.

The purpose of this paper is to explain why and how the University of South Australia Library changed its academic outreach model. It discusses the transition from the role of specialist liaison librarian to a team approach to provide support for teaching, learning and research.

Examines the strategies used to build collaborative relationships with the university community and observes how these relationships have influenced the development of the role of the academic library services teams.

Concludes that university libraries need to adapt to pedagogic transformations and changes in scholarly communication. Regular and frequent reviews of staffing requirements and the roles of professional librarians are necessary to ensure that the library meets the strategic priorities of the University and responds to the constantly evolving information and resource landscape.

Provides strategies for building productive partnerships between the library and the university community and gives examples of collaborative endeavours.