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Troublesome Knowledge: the Library
in the Classroom
Jose Luis Pelaez Inc / Blend / Learning Pictures / Universal Images Gr...
Outline
• Introduction
• Threshold Concepts
• Year 1 session: Formats
• Year 2 session: Beyond
Google
• EvidenceUAL Images...
Introduction
• Why we made the changes
• What we aimed to do
UAL Images LCC-65.jpg (Students in studio) , accessed 05/04/2...
Liaison & Collaboration
• Librarian Collaboration:
The Design Librarians’ collaborative work on
budgets and for back-up in...
Threshold Concepts &
Information Literacy
Information literacy as a
‘different way of seeing’
(Ray Land LILAC April 2015)
• Authority is constructed and
contextual
• Information creation is a process
• Information has value
• Research as inquir...
Year 1: Flat Formats
• Flatness of the online
landscape
• Differentiating
formats
• Find, evaluate, use
Stewart, D.S. (n.d...
Year 1: Distinctive Formats
• Who?
• Where?
• When?
• Why?
Sheila Terry / Science Photo Library / UIG. Portable analogue
a...
Year 1: Reading Pussy Riot
•Group work
•Visualising the
differences
•Revealing the clues
kikasso (2012) Free Pussy Riot [b...
Year 1: Too Much TTT?
• Too much talking?
• More interactivity?
• Librarians in the
classroom
• Moving on to year 2
UAL Im...
Year 2: Insider Knowledge
Monkee Scientists
NBC Television / Hulton Archive / Getty Images / Universal Images Group
• E-re...
Year 2: Surface/ Deep Web
Today’s activity
Activity: Evaluating the formats (Pussy Riot):
1. You will be split into four groups with each
given a fo...
Evidence: Statistics
Histogram. Photography. Encyclopædia Britannica
ImageQuest. Web. 22 Apr 2016.
http://quest.eb.com/sea...
Future developments
UAL Images LCC-9.jpg
(College entrance), accessed 06/04/2017
Feedback
Student feedback:
I'd only been searching on the main search bar. Now I
know to look at e-journals, subject guide...
Discussion
Discussion:
Each discussion group will look at one of the
following questions:
 Does the librarian have more i...
Any Questions?
Monica Sajeva: m.sajeva@arts.ac.uk
Ruth Collingwood:
r.collingwood@lcc.arts.ac.uk
Vicky Falconer: v.falcone...
References
ACRL Framework for Information Literacy for Higher Education (2015)
Available at http://www.ala.org/acrl/standa...
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Talking their language… critical practice and its impact on academic liaison and the collaborative teaching of information literacy: a workshop case study of embedded information literacy sessions for undergraduate design students at LCC - Sajeva & Clarey

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Presented at LILAC 2017

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Talking their language… critical practice and its impact on academic liaison and the collaborative teaching of information literacy: a workshop case study of embedded information literacy sessions for undergraduate design students at LCC - Sajeva & Clarey

  1. 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. 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. 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. 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. 5. Threshold Concepts & Information Literacy Information literacy as a ‘different way of seeing’ (Ray Land LILAC April 2015)
  6. 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. 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. 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. 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. 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. 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. 12. Year 2: Surface/ Deep Web
  13. 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. 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. 15. Future developments UAL Images LCC-9.jpg (College entrance), accessed 06/04/2017
  16. 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. 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. 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. 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

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