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Studio Students and The Art Library: Demystifying Information seeking and Supporting Artistic Practice
 

Studio Students and The Art Library: Demystifying Information seeking and Supporting Artistic Practice

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Anna Simon presentation for the "Inside Out: Examining Studio Artists' Perceptions, Presentations, Representations, and Actual Use in the Fine Arts Library" session at VRA + ARLIS/NA 2nd Joint ...

Anna Simon presentation for the "Inside Out: Examining Studio Artists' Perceptions, Presentations, Representations, and Actual Use in the Fine Arts Library" session at VRA + ARLIS/NA 2nd Joint conference.

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    Studio Students and The Art Library: Demystifying Information seeking and Supporting Artistic Practice Studio Students and The Art Library: Demystifying Information seeking and Supporting Artistic Practice Presentation Transcript

    • Studio Students and The Art Library:Demystifying Information seeking and Supporting Artistic Practice
      Anna Simon, Indiana University, March 25, 2011
    • Information Literacy
    • Information Literacy
      • Under ACRL Information Literacy Standards, a student should be able to:
      • Articulate the need for information
      • Access it efficiently and effectively
      • Evaluate contents and sources
      • Use sources effectively and legally
    • Millennials vs. Information Literacy
    • Millennials
      • Born between 1979 and 2000
      • Need Information that’s fast, free and found first
      • Digital Natives
      • Conditioned to achieving immediate results
      • Comfortable with:
      • Collaboration
      • Learning experientially and visually
      • Multi-tasking
    • Indiana University Fine Arts Library
      • Supports Studio art and History of Art
      • 130,000 volumes and 323 periodicals, including collections of circulating slides and plates and a non-circulating collection of over 1000 artists' books
    • Methodology
      WHAT:
      Written, 20 question survey on use habits; 3 questions addressed information literacy
      WHO:
      100 level art classes; introductory, discipline-specific classes (painting, photography, etc); advanced studio seminar classes
      HOW:
      Administered in person with brief introduction, at beginning of class
      WHEN:
      Spring semester 2010, February-March
      WHERE:
      In studio classes throughout campus
    • The Numbers:
      227 students surveyed; 211 undergraduates
      By Discipline: 30 Sculpture
      17 Ceramics 19 Drawing & Painting
      9 Jewelry/Metalsmithing 25 Photography
      13 Digital Art 31 Graphic Design
      17 Printmaking 53 Fundamentals
      By Major:
      38 Freshmen, 53 Sophomores, 53 Juniors,
      64 Seniors
    • The Numbers By Level:
      10 History of Ceramics students; 7 Seminar students
      7 Intro Drawing students; 12 Painting Seminar
      9 Jewelry/Metalsmithing Seminar students
      14 Photography Intro students, 11 Seminar
      24 Sculpture Intro; 6 Seminar
      8 Digital Art Intro; 9 Seminar
      14 Graphic Design intro; 11 Seminar
      12 Printmaking Intro; 5 Seminar
      53 Fundamental students (Drawing, 2D and 3D)
    • Q. 3: How frequently do you seek consultation?
      52% Rarely seek consultation; 4% seek it frequently
      N=211
    • Q. 4.1: Who do you consult with?
      N=211
    • Work outside of class…
    • At a Glance: 211 Undergraduates
      34% have never tried to find information in the Indiana University Fine Arts Library, but—
      38% of those who do think they’re very successful at it
    • How well do students know basic resources?
      N=211
    • Info literacy: knowing where to find books
      Printmaking classes: beginning, intermediate, and advanced
    • At a Glance: what collections are being used?
      26% use the reference collection
      55% use books
      16% use periodicals….AND
      40% report not using the collection at all
      N=211
    • Finally:
      65% feel the Fine Arts Library at Indiana University is somewhat to very important for their studies; but 34% are unsure or think it is not important
    • Student Responses
      “Where to find information on what the databases are and how to access them.”
      “Why can't I check out bound periodicals?”
      “A system to help you find a book and the people at the desk not just tell you where to look but actually show you.” [sic]
      “What exactly is it?”
      “I'm sure there are things I don't know but I don't know what they are so how can I tell you.”
      “Why are employees not helpful when I ask questions?”
      “How to look up articles from old periodicals.”
      “Yes, I was never really introduced to the library…Just kind of thrown in and didn't know how to use it. Maybe that's why I don't use it so much.”
      “Database use, images files, scanning, getting answers to questions. It would be helpful to have something near the computers to introduce how to research on the computer (similar to the scanning guides).”
      If you want more studio classes in the library then ask the professor to add more research projects. It would benefit a lot of students.”
    • Conclusions…
      Students—
      Don’t become indoctrinated with the library until their final year of study, if they do
      Don’t ask librarians for help
      The Library—
      Is not on the radar of enough students, many of whom take classes in the same building without knowing it’s there
      Librarians are not very visible for reference exchanges or help
      Faculty—
      May not be imbedding the library into lessons
      May believe that the internet works just fine…
      May not require students to use library resources in their research assignments
    • …and ideas for improvement
      Target specific faculty and students to spread the word
      Strategically publicize survey results to further mission
      Use graduate students to infiltrate the ranks of studio AIs and undergraduate students
      Provide easy ways for faculty to integrate the library into assignments
      (Problem based learning)
      Make resources, and their locations, visible to appeal to the studio search method of “browsing”
      Try adapting instruction sessions to visual and physical learning sessions
    • But mostly…
      Be visible to faculty (and students).
      Attend faculty meetings, student critiques, art openings.
      If instructors insist they don’t have time for instruction, offer to pop into their class at the beginning of the semester and make a pitch for the library.
      Think about ways to make the library visually appealing and browser-friendly.
    • Anna Simon, Indiana Universityannasimo@indiana.edu
      Whitmore, Marilyn P., ed. Creative Strategies for Library Instruction in the Arts, Literature, and Music. Active Learning Series, no. 5. Pittsburgh, PA: Library Instruction Publications, 2001.  
      Bennett, Hannah. "Bringing the Studio into the Library: Addressing the Research Needs of Studio Arts and Architecture Students." Art Documentation 25, no. 1 (2006): 38-42.
      Brown, Jeanne, Jane Carlin, Thomas Caswell, Edith Crowe, Maya Gervits, Susan Lewis, Alan Michelson, Barbara Opar, and Jennifer Parker. “Information Competencies for Students in Design Disciplines.” Art Libraries Society of North America, 2007.
      Zanin-Yost, Alessia and Erin Tapley. “Learning in the Art Classroom: Making the Connection Between Research and Art.” Art Documentation 27, no. 2 (Fall 2008): 40-45.
      Halverson, Aniko L. “Confronting Information Literacy in an Academic Arts Library.” Art Documentation 27, no. 2 (2008): 34-38.
      Brown, Jeanne M., ed. Library Instruction for Students in Design Disciplines: Scenarios, Exercises, and Techniques. Occasional Papers no. 13. Kanata, Ontario, Canada: Art Libraries Society of North America, 2002.