Presented at LILAC 2017

1. Troublesome Knowledge: the Library
in the Classroom
Jose Luis Pelaez Inc / Blend / Learning Pictures / Universal Images Group. Girl with hands on head looking at blackboard. Available at Encyclopædia
Britannica ImageQuest. http://quest.eb.com.arts.idm.oclc.org/search/Confused-students/1/154_2885590/Girl-with-hands-on-head-looking-at-blackboard :
Accessed 20 March 2017.
______________________________________________________________________________________________________

2. Outline
• Introduction
• Threshold Concepts
• Year 1 session: Formats
• Year 2 session: Beyond
Google
• EvidenceUAL Images LCC-141.jpg
(Students at work) , accessed 05/04/2017

3. Introduction
• Why we made the changes
• What we aimed to do
UAL Images LCC-65.jpg (Students in studio) , accessed 05/04/2017

4. Liaison & Collaboration
• Librarian Collaboration:
The Design Librarians’ collaborative work on
budgets and for back-up information skills
sessions helped towards the format of the CTS
sessions.
• Academic Liaison:
The CTS Information Skills sessions are
evidence of academic liaison in progress. A
large part of the librarian role is academic
liaison.
UAL Images LCC-115.jpg
(Students with tutor in studio), accessed 05/04/2017

5. Threshold Concepts &
Information Literacy
Information literacy as a
‘different way of seeing’
(Ray Land LILAC April 2015)

6. • Authority is constructed and
contextual
• Information creation is a process
• Information has value
• Research as inquiry
• Scholarship as conversation
• Searching as strategic explorationMartineau, L. (2014) A is for Alphabet [acrylic on card] Available at
http://www.bridgemaneducation.com.arts.idm.oclc.org/ImageView.aspx?result=45&balid
=957182
2015 ACRL Information Literacy
Framework

7. Year 1: Flat Formats
• Flatness of the online
landscape
• Differentiating
formats
• Find, evaluate, use
Stewart, D.S. (n.d.) Fields in winter [b&w
photograph]. Available at https://www-
bridgemaneducation-com.arts.idm.oclc.org/en/

8. Year 1: Distinctive Formats
• Who?
• Where?
• When?
• Why?
Sheila Terry / Science Photo Library / UIG. Portable analogue
and digital radios. Available at Encyclopædia Britannica
ImageQuest. Accessed 20March 2017.

9. Year 1: Reading Pussy Riot
•Group work
•Visualising the
differences
•Revealing the clues
kikasso (2012) Free Pussy Riot [b&w
photograph]. Available at
https://www.flickr.com/photos/kikasso/

10. Year 1: Too Much TTT?
• Too much talking?
• More interactivity?
• Librarians in the
classroom
• Moving on to year 2
UAL Images CSM-93.jpg
(Students in studio), accessed 06/04/2017

11. Year 2: Insider Knowledge
Monkee Scientists
NBC Television / Hulton Archive / Getty Images / Universal Images Group
• E-resources & the
web
• Information-
seeking habits
• CSM sessions

12. Year 2: Surface/ Deep Web

13. Today’s activity
Activity: Evaluating the formats (Pussy Riot):
1. You will be split into four groups with each
given a format
2. You will be given a worksheet to write your
group responses
3. Each group will present their findings to the
whole groupUAL Images LCC-146.jpg
(Students in studio), accessed 06/04/2017

14. Evidence: Statistics
Histogram. Photography. Encyclopædia Britannica
ImageQuest. Web. 22 Apr 2016.
http://quest.eb.com/search/132_1311245/1/132_13
11245/cite
BA Design School courses – 1st Year
Year No. of
sessions
Combined
course
sizes
No. of
attendees
%
attendance
Not embedded 2014 / 2015 24 527 242 46
Embedded 2015 / 2016 22 760 436 57
Embedded 2016 / 2017
Term 1
14 703 533 76
Embedded 2016 / 2017
Term 2
12 703 300 43

15. Future developments
UAL Images LCC-9.jpg
(College entrance), accessed 06/04/2017

16. Feedback
Student feedback:
I'd only been searching on the main search bar. Now I
know to look at e-journals, subject guides and
databases as well.
Use the library search, don't use Wikipedia, question
every article- why, where, who, when
Consider the bias of the sources more when I use
them
I will make full use of the on-line resources such as the
database list
Staff feedback:
I felt the new and added focus on authorship and 'voice'
really worked well to frame and contextualise the
introduction to different types of sources, and to a critical
and questioning approach when using sources.
I thought the library session was very useful and it’s helped
me in signposting the students to resources in subsequent
sessions
The fact that it was run more like a normal CTS class , as
opposed to being an 'add-on' session at the end of the day,
helped to make it feel more integrated into the curriculum.

17. Discussion
Discussion:
Each discussion group will look at one of the
following questions:
 Does the librarian have more impact as a
teacher?
 What liaison strategies have worked well for
you?
UAL Images London College of Communication,
Journalism, PR and Publishing group image
(Students in studio), accessed 06/04/2017

18. Any Questions?
Monica Sajeva: m.sajeva@arts.ac.uk
Ruth Collingwood:
r.collingwood@lcc.arts.ac.uk
Vicky Falconer: v.falconer@lcc.arts.ac.uk
Leo Clarey: l.clarey@lcc.arts.ac.ukEvening Standard (1975) Question mark [b&w
photograph]. Available at
http://quest.eb.com/search/question-
mark/1/115_2690058/Question-Mark

19. References
ACRL Framework for Information Literacy for Higher Education (2015)
Available at http://www.ala.org/acrl/standards/ilframework
Land, R. (2015) ‘There could be trouble ahead: Threshold Concepts, Troublesome
Knowledge and Information Literacy – a current debate’ [Keynote] Librarians’
Information Literacy Annual Conference. Newcastle University, Newcastle. 8-10 April
Meyer, J. & Land, R. (2003) Threshold Concepts and Troublesome Knowledge:
Linkages to Ways of Thinking and Practising within the Disciplines. Edinburgh:
School of Education, University of Edinburgh. Available at
http://www.etl.tla.ed.ac.uk/docs/ETLreport4.pdf
UAL Images LCC-203.jpg
(Students with tutor in studio), accessed 06/04/2017