This workshop aims to demonstrate alternative perspectives in delivering sustainability literacy and research instruction in an Arts educational environment. By encouraging observation, experience and reflection, this workshop aims to demonstrate a democratic and empathetic approach to delivering sustainability-focused information literacy training that brings students close to a studio-based learning style (Appleton).  We will introduce object-based learning as an aspect of sustainability literacy that allows participants to explore themes around sustainability through objects as primary sources

1. Antoina Maisch, 2022 M ARCH: Architecture, Central Saint Martins,
Researching sustainability at the University of
the Arts London: learning through objects and
critical frameworks.
Conul Conference 2023

2. Welcome
oJulia Flood, Assistant Academic Support
Librarian, University of the Arts London,
Central Saint Martins.
oRoxanne Leaver, Library Assistant,
University of the Arts London, Central
Saint Martins.
Images by Alys Tomlinson

3. • Part 1 : Introducing our information
literacy, critical sustainability research
sessions at UAL.
• Part 2 : Workshop
• Using critical frameworks and object
based learning for researching
sustainability.
• Part 3 : Workshop discussion/feedback.
Session outline
Untitled, Megan Morrish, BA Graphic Design at Central Saint Martins

4. What does sustainability mean to you?
• Discuss with your table/person next to you
• Note some keywords down
Ana Komitska, 2021 BA Photography, London College of
Communication, UAL

5. Poll – show of hands
Work by Ching-Ya Lin (Vania)
• Sustainability is a major component of my
work.
• I understand what my university is doing to
make positive changes and reduce its
impact on the planet.
• I understand what I can do as a librarian to
guide students and propose ways of
learning about sustainability.

6. Researching Sustainability at UAL
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.

7. 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 Art and Science
Short-life circular material samples from the Mistra future Fashion
research programme in the Centre for Circular Design materials archive.

8. Pedagogy, Sustainability and Information literacy
• 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 Teaching and learning in Higher education. Vol.25:2 2013.

9. Sustainability 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)
Eco-literacy Toolkit: a pedagogical aid

10. Part 2 : Workshop
Researching sustainability
Materials from Central Saint Martins, Materials & Products Collection. Image by Bilie Coxhead.
• Evaluating an
object/material, building
keywords, using
frameworks to focus
research.
• Searching the Library
resources.

11. Framing your sustainability research
1. UAL Materials
& Products
Collection
materials Criteria
2. UN
Developmental
Goals
3. Centre
for Sustainable
Fashion Agendas
4. Material Driven
Pillars
5. Three Pillars
Framework
6. Ellen
MacArthur
Foundation Safe
and Circular
product mapping
1 3
4
2
5 6

12. What is it?
• Does it consist
of multiple materials?
How is it made?
• Does this impact on
the environment?
Who made it?
• When was it made?
• What and who's
knowledge is
required?
Where are the
materials from?
• Who extracts or
collects them?
Parts &
Materials
Manufacture & Processing
Use &
Consumption
What happens
after consumption?
• How long does it
last?
End of life
Where is it made?
• What conditions are
required
• Where does it go
after it is made
Can it be recycled,
reused, Biodegradable?
• Where does it end up
at the end of life?
• Who does this impact?
How is it
maintained?
• Who maintains
it?
What is it used for?
• What does it cost
to purchase it?
• Who owns it?
What does it cost
to make it?
• How many are
made?
Material narrative journey mapping

13. Researching Sustainability through object analysis
• Choose an object/material from the table.
• Analyse the sustainability of your
object using the journey mapping
framework worksheet.
• Build your keywords and add any questions
that arise to the worksheet.
Materials Handling. Image by Neneh Braithwaite
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.

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. Open your envelope to find out more information
• Find out more information about
your object based on the
information provided with your
object.
• Do an open web search.
In the Spirit of the Kamiko, Katazyna Suzuki CSM MA Material Futures.
Image by Billie Coxhead

16. 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
Framing your search using library resources

18. Discussion / Reflection on activity
• Were you able to map your keywords around the
material lifecycle framework?
• From the results, how does your object
interact with the framework?
• Did this help you choose an area to focus your
sustainability research?
• What remaining questions do you have?
• What other resources could you use to find out more?
Hands Holding Object. Image by Georgina Heaton

19. Eco-literacy Toolkit for teaching librarians
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

20. Part 3: Critical sustainability literacy discussion
Student Syeda Sumeya Ahmed using
the photogrammetry rig, Image by
Digital Learning Lab.
• How is sustainability embedded in course
curriculums at your institution?
• Would the activities in this session be useful for
your information literacy instruction?
• Is there student demand for this?

21. Key references
Information Literacy
•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.).​
•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.
Materials and Object-based Learning
•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. ​
•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]​​
Critical Frameworks
•Brundtland, G.H., (1987). Our common future—Call for action. Environmental Conservation, 14(4), pp.291-294.​
•The Sustainable Angle's Materials EduSeries: https://arts-ac-libguides-com.arts.idm.oclc.org/sustainableangle
Criticality and teaching
•Freire, P., (1996). Pedagogy of the oppressed (revised). New York: Continuum.​
•Hooks, B. (1994) Teaching to Transgress. United Kingdom: Taylor & Francis Group.​
Sustainability Pedagogy
•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]​
•Stibbe, Arran (2009). The Handbook of sustainability literacy: Skills for a changing world.
•Times Higher Education (2021) UK Universities sign up to Climate Commitment ahead of Cop26. October 21st. URL: https://www.timeshighereducation.com/news/uk-u