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This paper examines the issue of digital capability at the research team level, specifically their ability to adapt to an uncertain digital future. Within higher education, there is a driving imperative to adapt to the new digital environment not only in areas involved in learning and teaching but also among research teams. While libraries play an important role in developing the digital literacy of researchers as individuals, little attention has been paid to the digital capability of the research team. A review of the literature was undertaken of digital transformation frameworks and models across business, government and higher education. No applicable models or frameworks were found to be suitable for a research team environment. A digital capability model was developed, drawing upon the critical elements discussed in the literature. This model enables library staff to assess the digital capability of the research team, allowing them to not only tailor their services to specific research teams but also driving changes to overall service offerings to better meet the needs of researchers across the organisation. Using this model changes the nature of library staff's conversation with research team leaders. [ABSTRACT FROM AUTHOR]

This paper reflects on a partnership between a Liaison Librarian and an Academic Developer working in a large tertiary institution. Working as outsiders to the discipline, we examine the synergies between the roles of Academic Developer and Liaison Librarian. In light of the rapidly changing nature of higher education, we examine the implications for our roles within the hierarchical nature of the academy and disciplinary tribalism. In doing so, we consider the ways our partnership enabled us to draw upon tacit knowledge to deepen our understandings of identity and how to negotiate change from the outside. We explore some of the shared issues and challenges we face as we endeavour to implement positive change in a continually evolving and complex environment. Such issues include the role of gender. We apply the concepts of ‘outsiderness’ and ‘unhomeliness’ as developed by Manathunga to critically reflect on our practice, and explore the challenges and potential of Academic Development and Library partnerships to enable continuous improvement in teaching and scholarship. Our experiences highlight the importance of collegiate conversations as enablers of critical reflection on practice. [ABSTRACT FROM AUTHOR]