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Critical Sustainability Research: an example from UAL Libraries' Sustainability Toolkit - Julia Flood & Billie Coxhead

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Tropical rainforest, Thailand. Courtesy of Vyacheslav Argenberg
Critical Sustainability Research: an example
from UAL Libr...

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Welcome
oJulia Flood, Assistant Academic Support
Librarian, University of the Arts London,
Central Saint Martins.
oBillie ...

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• Part 1 : Introducing our library toolkit as a
tool for framing research into
sustainability.
• Part 2 : Workshop
• Activ...

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Critical Sustainability Research: an example from UAL Libraries' Sustainability Toolkit - Julia Flood & Billie Coxhead

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Presented at LILAC 2022

Presented at LILAC 2022

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Critical Sustainability Research: an example from UAL Libraries' Sustainability Toolkit - Julia Flood & Billie Coxhead

  1. 1. Tropical rainforest, Thailand. Courtesy of Vyacheslav Argenberg Critical Sustainability Research: an example from UAL Libraries' Sustainability Toolkit LILAC Conference 2022
  2. 2. Welcome oJulia Flood, Assistant Academic Support Librarian, University of the Arts London, Central Saint Martins. oBillie Coxhead, Materials & Products Co- ordinator, University of the Arts London, Central Saint Martins & London College of Fashion. Image by Alys Tomlinson
  3. 3. • Part 1 : Introducing our library toolkit as a tool for framing research into sustainability. • Part 2 : Workshop • Activity 1 : Material narratives journey mapping. • Activity 2 : Framing your research using the 3 Pillar framework. • Part 3 : Toolkit discussion. Session outline Untitled, Megan Morrish, BA Graphic Design at Central Saint Martins
  4. 4. Part 1 : UAL Libraries' Sustainability Toolkit University of the Arts, London • 18,000 students • 6 colleges and libraries • 2 Materials Collections UAL Climate Emergency Commitment (2019-2022): ‘Making Sustainability a Required Part of the Student Learning Experience’. Central Saint Martins, one of the six UAL colleges. Image by John Sturrock.
  5. 5. Sustainability-focused groups, centres and courses Groups UAL Climate Emergency Network Archives, Museums and Special Collections Climate Group Library and Student Services Sustainability Community of Practice UAL Knowledge Exchange Research Centres Centre for Sustainable Fashion Textile Futures research Centre Centre for Circular Design Design Against Crime Courses at Central Saint Martins MA Bio Design MA Material Futures MA Fashion Futures MA Art and Science Short-life circular material samples from the Mistra future Fashion research programme in the Centre for Circular Design materials archive.
  6. 6. Pedagogical resources • Information Literacy is essential to sustainability research. • How can this be inspired by current pedagogical approaches to sustainability research? • An aid for librarians who are new to sustainability research, especially to promote: • Object based learning as a method of enquiry. • Applying critical frameworks to sustainability research. • Learning about sustainability through experience, co- enquiry, and collaboration. • Avoiding duplication of teaching content across all six colleges. Burns Model of Sustainability Pedagogy and Learning Theories. International Journal of Teahcing and learning in Higher education. Vol.25:2 2013.
  7. 7. Part 2 : Workshop Materials from Central Saint Martins, Materials & Products Collection. Image by Bilie Coxhead. • Activity 1 : Material narratives journey mapping. • Activity 2 : Framing your research using the 3 Pillar framework.
  8. 8. Activity 1 : Material narratives journey mapping • Work as a group to discuss the object / material on your table. • Is your object / material sustainable? • Guide your discussion using the Material Journey Mapping worksheet. • Find out more information by doing a web search based on the information provided with your object. Activity 1/2 Cotton sample. Image by Billie Coxhead
  9. 9. What is it made out of? How is it made? What is it? Who made it? Where do the materials come from? Parts & Materials Manufacture & Processing Use & Consumption What is it used for? What happens after consumption? End of life Where is it made? How is it maintained? E.g. washed Can the materials be recycled/reused? Activity 1 : Material narrative journey mapping Activity 1/2
  10. 10. Activity 1 : Discussion Is your object / material sustainable? Activity 1/2 • Was your question answered? • Were you able to map the material journey / lifecycle? • What remaining questions do you have? Hands Holding Object. Image by Georgina Heaton Barlow, A. 2017. Beyond object lessons: object-based learning in the academic library. In The experiential library: Transforming academic and research libraries through the power of experiential learning.
  11. 11. Activity 2 : Framing your sustainability research Activity 2/2 Social Economic Environment 3 Pillar Framework Venn Diagram adapted from the University of Michiga nSustainability Assessment Abstract frame by Tom Coates, Show 1
  12. 12. Sustainability Frameworks 1. Materials & Products Collection Criteria 2. UN Developmental Goals 3. Centre for Sustainable Fashion Agendas 4. Material Driven Pillars 5. Three Pillars Framework 6. The Sustainable Angle, Materials EduSeries Criteria 1 3 4 6 2 5
  13. 13. Activity 2 : Example Cotton Social Inequality, inequity, latifund, slavery, poverty (textile mills and factories), single-use seeds. Economic 25% global fibre industry, monoculture, ginning, spinning, treatment cutting. Brands: Patagonia; Better Cotton Initiative; Tula. Environment 'Disease control', pesticides, Bromoxinyl, 'water depletion', 'soil health', biodiversity, 'Regenerative Organic' certification, Aral Sea. Activity 2/2 Image from FibreTrace, WGSN
  14. 14. Keywords Social Sustainability​ Environmental​ Sustainability​ Economic Sustainability​ Similar terms​​ Community People​ Values Heritage Identity Traditions Biodiversity​​ Ecological​​ Material Extraction / Land​​ Eco - conscious​​ Pollution Business Consumption Financial Trade Industry Related terms​​ Policy​ Equality​ Cheap/ inexpensive​ "Land ownership"​ "Land guardianship"​ Countries​ Cultural appropriation Material Culture Natural world​​ Energy / Power​​ Ecosystem​​ Circular Life cycle Processes of manufacture​​ Industrial agriculture farming​​ Profit Cost savings Equitable growth Sustainable ​development Narrower terms​​ Women​ Children​ Minorities​ Indigenous​ Farming​ Nationality Regenerative​​ Renewable Biodegradable​​ Compostable​​ Material impact​​ Cradle to Cradle​​​ Certification Life cycle analysis​
  15. 15. Example Questions Social Economic Environment • What initiatives exist in the production of cotton that benefit the community? (policy) • Which communities suffer from pesticides and/or mono-culture farming? (equality) • What steps are they taking to be socially and environmentally sustainable? E.g. Certification, Environmental standards • How can cotton production benefit farmers economically? (equality) • Are they able to achieve economic success AND be environmentally and sociall y sustainable? Beware of Greenwashing! • Can you trace the lifecycle of the material from cradle to cradle? • How can cotton be produced with less impact on water use? (environment) • Is it naturally grown, industrially farmed, synthetic? (material extraction / impact on land and biodiversity)
  16. 16. Activity 2/2 Social Economic Environment • Search for the material/object "Cotton" using Material District or Google Scholar. • Link your search using the 3 Pillars: "Social", "Economic", "Environment". • Use the keywords and questions to guide your search on the sustainability of Cotton - see pages 2, 3 and 4 of resource pack. Activity 2 : Framing your search using library resources
  17. 17. Material District : https://materialdistrict.com/ Materials database Search for properties Use keyword tags for sustainability Google Scholar : https://scholar.google.com/ Link your library account Read abstracts Use more complex keywords Activity 2 : Framing your search using library resources
  18. 18. Activity 2 : Discussion Is Cotton Socially, Economically and/or Environmentally sustainable? Activity 1/2 • Was your question answered? • From the results, how does Cotton interact with the 3 Pillars framework? • How do these databases compare? • What questions remain? • How do you think you will answer them? • What other resources could you use to find out more? Appleton, L. (2017). Metaliteracy in art and design education: implications for library instruction. In P. Glassman & J. Dyki, (Eds.), The handbook of Art and Design Librarianship. (2nd ed.). Student Syeda Sumeya Ahmed using the photogrammetry rig, Image by Digital Learning Lab.
  19. 19. Part 3 : Inside the Toolkit Join our Miro board: https://miro.com/app/board/uXjVOE5oIOM=/ Image: Controller of the Universe, Damian Ortega, 2007. Image by Maria Eklind.
  20. 20. Information Literacy Theory and Planning • Burns Model of Sustainability Pedagogy (Heather Burns, 2013) • Metaliteracy (Leo Appleton, 2017) • Transformative and experiential learning (Heather Burns, 2013) • Fostering criticality (Paolo Freire, 2007) • Compassion and Inclusivity (Bell hooks, 1994) • Multi-modal knowledge and Object- based Learning (Marie O'Mahony and Tom Barker 2012) UAL's Information Literacy Planning Tool
  21. 21. What is in the Toolkit? Support - Information Literacy Planning Tool - Whole session templates -Online and in-person Pick 'n Mix activity templates - Keyword building - Information seeking activities - Ice-breaker discussions - Materials journey mapping tool Reading and resources - Sustainability reading list - Object-based learning reading list - Subject Guide (subject to agreement) - Sustainability Frameworks Student themes of interest - Examples of anonymised feedback - Examples of research themes *Informed consent obtained Sustainability research examples - Greenwashing - Ethical land use - Worked examples of materials and objects Invitation to Collaborate
  22. 22. What would you add to our Toolkit?
  23. 23. References • Appleton, L. (2017). Metaliteracy in art and design education: implications for library instruction. In P. Glassman & J. Dyki, (Eds.), The handbook of Art and Design Librarianship. (2nd ed.). • Barlow, A. 2017. Beyond object lessons: object-based learning in the academic library. In The experiential library: Transforming academic and research libraries through the power of experiential learning. • Brundtland, G.H., (1987). Our common future—Call for action. Environmental Conservation, 14(4), pp.291-294. • Burns, Heather. "Meaningful Sustainability Learning: A Study of Sustainability Pedagogy in Two University Courses." International Journal of Teaching and Learning in Higher Education 25, no. 2 (2013): 166-175. https://files.eric.ed.gov/fulltext/EJ1016542.pdf. [accessed: 14/01/2022] • Freire, P., (1996). Pedagogy of the oppressed (revised). New York: Continuum. • Hooks, B. (1994) Teaching to Transgress. United Kingdom: Taylor & Francisc Group. • O'Mahony, Marie and Barker, Tom (2012) The role of the textile materials library: Providing access to multimodal knowledge in design research. Art, Design and Communication in Higher Education, 10 (2). pp. 199-215. doi:10.1386/adch.10.2.199_1 • Raynes, I., & Heiser, N. (2019). "Cartographic Literacy Through Object-Based Learning: The Value of Primary Sources in Instruction". Journal of Map & Geography Libraries, 15(2-3), 187-209. [accessed: 14/01/2022] • The Sustainable Angle's Materials EduSeries: https://arts-ac-libguides-com.arts.idm.oclc.org/sustainableangle • Times Higher Education (2021) UK Universities sign up to Climate Commitment ahead of Cop26. October 21st. URL: https://www.timeshighereducation.com/news/uk-universities-sign-climate-commitments-ahead-ofcop26. Accessed 07/04/2022. • Zanin-Yost, A. and Tapley, E. (2008) 'Learning in the art classroom: making the connection between research and art',Art Documentation: Journal of the Art Libraries Society of North America,27(2), pp. 40-45.
  24. 24. Julia Flood Assistant Academic Support Librarian University of the Arts London Email: j.flood@arts.ac.uk Telephone: 020 7514 7096 Billie Coxhead Materials and Products Co-Ordinator University of the Arts London Email: b.coxhead@arts.ac.uk Telephone: 020 7514 9316

Editor's Notes

  • 35 mins
  • 10 mins

    Julia

    1. About UAL
    2. UAL's role in combatting the Climate Crisis

  • One of our contributions: the toolkit

    1. Why create one?

    2.  Why  information literacy training in this area is important

    3. What purpose the Toolkit serves
  • Use the worksheet to help you!

    10 mins - 
  • 5 mins feedback as group 
    Add prompts to lesson plan
  • 5 minutes
  • 5 minutes
  • Distinguish between commercial and academic
  • 5 mins feedback as group 
    Add prompts
  • 15 minutes

    Printed QR Code for Miro board

  • Julia

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