Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.
Getting creative withresearch: a case studyapproach to InformationLiteracy teaching atUCAKristy WiddicombeLearning & Resea...
…a creative place to study‘To excel as a university for the arts which fosters creativitythrough local connections and glo...
…bridging the the gap  ‘most of the training provided by library staff focuses  on demonstrating specific information sour...
Constructing relevantlearning experiences……that are linked to thediscipline and contextspecific.But, what about skills    ...
…field trips and visits
…a step in the right direction‘Positioning ourselvesmore clearly in thecontext of learning &teaching at UCA’-LRS Action Pl...
…the case study approach
…Case study research‘A linear but iterativeprocess’                               Prepare             Plan         Design ...
…definitions ‘student-centred activities based on topics that demonstrate theoretical concepts in an applied setting.’ (Da...
…modelling the research process   Tim Mara, Lightbulb and Book, 1995-6 www.vads.ac.uk
…making it relevant                        Model                      DiscussionTOMs shoes for        ReflectionMarketing ...
…information literacy scaffolds‘most students need informationliteracy scaffolds if they are tomove on from their establis...
Mapping the researchterritory…
‘Creative work is a delicate balancebetween generating ideas and siftingand refining them.’- Ken Robinson (2010)
…investigating contextHendrix forMusicJournalismstudents
…investigating contextA Kelvinator advert forAdvertising & BrandCommunicationstudents                          AdClassix.c...
…investigating context  Mods for Fashion  Promotion &  Imaging students
‘Research, once characterised by the loneresearcher with quite traditional needsworking in isolation, has moved to a morec...
…interdisciplinarityThe femme fatale infilm for Fashionstudents
…collaborative research
…a jigsaw classroom?
…gathering feedback
…feedback (staff)           [The Librarian] tailored the                            session extremely well to             ...
…feedback (student)             I felt lost with researching for my             dissertation before but now I feel        ...
…evaluation        Over a number of years it has become clear        that engagement improves the closer to        audienc...
…evaluation       I have found the case study approach…has       enhanced the User Education sessions that I       create ...
…conclusionsBenefits:• Student engagement• Attendance• Creative practice• Collaboration• Increased confidence• Recognition...
…questions?       Kristy Widdicombe BA (Hons.), MA, MSc., MCLIP       Learning & Research Services Manager       kwiddicom...
…referencesAronson, E., Blaney, N., Stephin, C., Sikes, J. & Snapp, M. (1978) The Jigsaw Classroom. Beverly Hills, CA: Sag...
Widdicombe - Getting creative with research: a case study approach to information literacy teaching at UCA
Upcoming SlideShare
Loading in …5
×

Widdicombe - Getting creative with research: a case study approach to information literacy teaching at UCA

954 views

Published on

Published in: Education
  • Be the first to comment

  • Be the first to like this

Widdicombe - Getting creative with research: a case study approach to information literacy teaching at UCA

  1. 1. Getting creative withresearch: a case studyapproach to InformationLiteracy teaching atUCAKristy WiddicombeLearning & Research Services Managerkwiddicombe@ucreative.ac.uk
  2. 2. …a creative place to study‘To excel as a university for the arts which fosters creativitythrough local connections and global aspirations’
  3. 3. …bridging the the gap ‘most of the training provided by library staff focuses on demonstrating specific information sources and tools; and it tends to adopt an approach characterised by conveying information rather than constructing learning experiences.’ - Mind the Skills Gap: Information Handling Training for Researchers (RIN 2008).
  4. 4. Constructing relevantlearning experiences……that are linked to thediscipline and contextspecific.But, what about skills Heidi Mdziniso, BA (Hons) Architecture, UCA Canterburytransfer?
  5. 5. …field trips and visits
  6. 6. …a step in the right direction‘Positioning ourselvesmore clearly in thecontext of learning &teaching at UCA’-LRS Action Plan 2011/12
  7. 7. …the case study approach
  8. 8. …Case study research‘A linear but iterativeprocess’ Prepare Plan Design Collect Share Analyze (Yin, 2009)
  9. 9. …definitions ‘student-centred activities based on topics that demonstrate theoretical concepts in an applied setting.’ (Davis & Wilcock 2011, 45)• Demonstration of concepts• Active learning• Development of skills• Increased enjoyment/learning
  10. 10. …modelling the research process Tim Mara, Lightbulb and Book, 1995-6 www.vads.ac.uk
  11. 11. …making it relevant Model DiscussionTOMs shoes for ReflectionMarketing students
  12. 12. …information literacy scaffolds‘most students need informationliteracy scaffolds if they are tomove on from their establishedroutines, abandon their comfortzones and engage in deeplearning and the building of newknowledge.’(Markless & Streatfield, 2007) Anne Harild - Tårn Series, 2008
  13. 13. Mapping the researchterritory…
  14. 14. ‘Creative work is a delicate balancebetween generating ideas and siftingand refining them.’- Ken Robinson (2010)
  15. 15. …investigating contextHendrix forMusicJournalismstudents
  16. 16. …investigating contextA Kelvinator advert forAdvertising & BrandCommunicationstudents AdClassix.com (2012)
  17. 17. …investigating context Mods for Fashion Promotion & Imaging students
  18. 18. ‘Research, once characterised by the loneresearcher with quite traditional needsworking in isolation, has moved to a morecollaborative multi- and inter-disciplinaryfocus.’- RLUK (2012)
  19. 19. …interdisciplinarityThe femme fatale infilm for Fashionstudents
  20. 20. …collaborative research
  21. 21. …a jigsaw classroom?
  22. 22. …gathering feedback
  23. 23. …feedback (staff) [The Librarian] tailored the session extremely well to our course and delivered a Good case study to session which really talk through the engaged the students process of how to research Would like to take up opportunities for further collaboration in the future Adam Durrant, BA (Hons) Graphic Design, UCA Epsom
  24. 24. …feedback (student) I felt lost with researching for my dissertation before but now I feel inspired and I know where to go for each aspect of my research so its not so overwhelming. I really liked the way the session was made interesting with the activities and the I will use interaction with all of us what I have learnt
  25. 25. …evaluation Over a number of years it has become clear that engagement improves the closer to audiences’ subject that you make the information literacy session. If you make it generic, you make it boring and just watch the attendance figures drop through the floor. Diane McCourt – Faculty Librarian, School of Media & Culture
  26. 26. …evaluation I have found the case study approach…has enhanced the User Education sessions that I create for the students and really helps them to understand how research, and our resources, can be useful to them. Richard Swales – Faculty Librarian, School of Fashion
  27. 27. …conclusionsBenefits:• Student engagement• Attendance• Creative practice• Collaboration• Increased confidence• RecognitionChallenges:• Time• Subject knowledge• Barriers to collaboration Illistration by Greg Splenka, 2003
  28. 28. …questions? Kristy Widdicombe BA (Hons.), MA, MSc., MCLIP Learning & Research Services Manager kwiddicombe@ucreative.ac.uk
  29. 29. …referencesAronson, E., Blaney, N., Stephin, C., Sikes, J. & Snapp, M. (1978) The Jigsaw Classroom. Beverly Hills, CA: Sage Publishing CompanyBrabazon, T. (2008). Transforming learning: building an information scaffold. In. Networks Magazine 4 pp.16-21Davis, C. and Wilcock, E. (2011). Case Studies. In. P. J. Goodhew (ed), Teaching materials engineering: an updated guide [online] At: www.materials.ac.uk (Accessed on 28.03.12).Markless, S. & Streatfield, D. (2007). Three decades of information literacy: redefining the parameters In: Andretta (ed.) Change and challenge: Information Literacy for the 21st century. Adelaide: Auslib Press. pp.15-36Reeves, L., McMillan J., and Gibson, R. (2008) Keep them engaged: cooperative learning with the jigsaw method. In D. Cook and R Sittler (eds.), Practical pedagogy for library instructors: 17 innovative strategies to improve student learning. Chicago, Ill. :ALA. pp.77-76RIN (2008). Mind the skills gap: Information‐handling training for researchers [online] At: www.rin.ac.uk (Accessed on 28.03.12).Robinson, K. (2010). The element: how finding your passion changes everything. London: Penguin.RULK (2012). Subject librarians: skills set investigation [online] At: www.rluk.ac.uk (Accessed on 28.03.12).Stake, Robert E. (1995) The art of case study research. London: Sage.Stubbings, R. and Franlin, G. (2007) Does advocacy help to embed information literacy into the curriculum? A Case study. In S. Andretta (Ed.), Change and challenge: information literacy for the 21st century. Adelaide: Auslib Press. pp.145- 167Yin, Robert K. (2009) Case study research: design & methods. London: Sage.

×