This project started off with my thinking about curiosity. How information literacy require a curious mind. I was curious about how others perceived information literacy, and in particular, how academics approached the concept. Later, I would come to realise that students lacked curiosity – sometimes due to fear, sometimes due to habit...but I wanted to find out how to rekindle that curiosity that is supposedly inherent in humans from birth...but life, adulthood and education can prevent us from nurturing.
Students as partners – HEA
Feedback - at student panels, via university surveys, in conversation with other teaching staff
L0036591 Credit: Wellcome Library, London A selection of glass eyes from an opticians glass eye case. Possibly made by E. Muller of Liverpool. Photograph c. 1900 Collection: Wellcome Images Library reference no.: Museum No A660037
Asked for first three words that came into their heads when I said READING
There is less reading in the practical modules. Need to make connections between practice and theory.
Department keen for students to see themselves as researchers. Induction week they are set a task which includes them coming into the Library to find material on a topic and present it back to the group.
Reassurance was needed to encourage them to both share and be creative. Research is hard – research is messy and convoluted and time-consuming. Feedback included – more instructions please! So we discussed the differences between devising and scripted – there reactions to both and how learning IS scary. Brought in anecdotal evidence...and inspiring quotes (I’ve collected since I was a teenager!)
Feedback afterwards was positive – post class and following weeks – re-reading, sharing reading, TALKING about reading
The “orgasm” – inspired by poem writing Groppel-Wegener, A. (2015). Writing essays by pictures. [Stoke-on-Trent]: Author published.
Deb analogy (forest) – have first years got the vocabulary?
Feedback from academics involved – module leader and recent graduate
Inspiring collaboration: creative methods of co-teaching and embedding information skills within the curriculum
creative methods of co-teaching and embedding
information skills within the curriculum
Isaac Fuller & Pierce Tempest
1st collaboration - academics
• Subject focus
• Dip toe into research
• Strong relationships = willing collaborators
• Interviews with drama academics on their approach to information literacy
- resulting in
• paper at HEA conference http://eprints.hud.ac.uk/17669/
• chapter in open access book http://eprints.hud.ac.uk/17339/
2nd collaboration - students
• Themes running through one-to-ones
• Focus group with 3rd years (2016) which fed into
• 1st year workshops
3rd collaboration - literature
• Just completed PG certificate in Higher Education (June 2016)
• Engaged with education theory and re-engaged with information
• Read before and after practical session
Action research approach
(McNiff, 2013, p.57)
Brookfield’s critical lenses
• critically reflect on the sessions through the eyes of
• the academic literature
• my own autobiography as a drama student and
information literacy teacher
• 1st year workshop
• Creative Devising module (workshop led)
• Module leader wanted “students as researchers”
• Theory to feed into log book and practical work
• 2 groups of 15 for 2 hours
• Aim – to inspire reading through peer learning
• it's about widening knowledge and
trying to get them to surprise me with
something that they've uncovered
• I’m always observing and just taking
little bits on board. And it all
becomes the information that feeds
into everything I do. My students ask
me, “How do you know so much?”
Well - because I pay attention. I’m
• I read the ones it says you have to
read because […] if you don’t read
them you have no idea what’s going
• you need to know this by next week,
then I’ll read it, cos I don’t want to
look like an idiot.
• When it comes to practical, I read
what I’m told to read.
• Practice as research (Nelson, 2013; Kleiman, 2015) links to
experiential learning (Kolb, 1984; Brookfield & Preskill, 1999)
• Social constructivism (Vygotsky in Daniels, 2016) links to
ensemble (Britton, 2013) or community of practice (Wenger,
1998; the University drama department!)
• Information literacy encompasses embedding within subject
and encouraging reflection (Secker & Coonan, 2011; Brookfield,
2015; Bruce, Edwards & Lupton, 2006; Schön, 1991)
• Selected reading before session
• one autobiographical / one
• Put in groups of 2-4 to
• discuss their reading
• present back to the group
• Present and feedback
• Ask questions of each other
• In initial stages of creativity it’s
really good to be out of your
comfort zone or to be in
unfamiliar circumstances and
surroundings because that‘s
where new connections start to
• when I’ve read all the readings
and I’ve done all the think, but I
get there and I’m like, I
absolutely have no clue, like it’s
just words, honestly help.
“By seeking and blundering we learn.” Johann Wolfgang von Goethe
• I think the reason other courses
struggle with sharing is because
our course, practically we do it,
and then we take stuff, like
working as a team, we all know
each other and stuff, we’ll take
that into the essay/ theory side
and we’ll help each other
• Discussion is a key element in
collaborative learning, allowing
students to become cocreators
of knowledge and to reflect on
(Brookfield & Preskill, 1999, p.17).
• Fear of collaboration
• Direction (guide on the side versus facilitator)
• Student feedback after the session
• Feeding into further study
Continuing to inspire and collaborate
• Other subject areas?
• Applied Sciences – reading groups popular
• Discussion / reflection with students & staff
• More research
• Reading for writing
• Closer working with academic skills and academics
If you feel safe in the area you’re working in,
you’re not working in the right area.
Always go a little further into the water than you
feel you’re capable of being in.
Go a little bit out of your depth.
And when you don’t feel that your feet are quite
touching the bottom, you’re just about in the right
place to do something exciting.
Britton, J. (2013). Encountering ensemble. London: Bloomsbury.
Brookfield, S. (2015). The skillful teacher: On technique, trust, and responsiveness in the classroom (3rd ed.). San Francisco: Jossey-Bass.
Brookfield, S., & Preskill, S. (1999). Discussion as a way of teaching: Tools and techniques for university teachers. Buckingham: Open University
Bruce, C., Edwards, S., & Lupton, M. J. (2006). Six frames for information literacy education: A conceptual framework for interpreting the
relationships between theory and practice. Italics, 5(1), 1-18. Retrieved from http://hdl.handle.net/10072/14028
Daniels, H. (2016). Vygotsky and pedagogy (2nd ed.). London: Routledge. doi:10.4324/9781315617602
Gröppel-Wegener, A. (2016). Writing essays by pictures. Huddersfield: Innovative Libraries.
Johnson, Z., & Walsh, A. (2013). Journeying without a map leads to…adventures or accidents? A study of drama academics’ approaches to
discovering information. In A. Walsh, & E. Coonan (Eds.), Only connect … discovery pathways, library explorations, and the information adventure
(pp. 71-86). Huddersfield: Innovative Libraries.
Kleiman, P. (2015). Teaching and learning in the disciplines: Dance, drama and music. In H. Fry, S. Ketteridge & S. Marshall (Eds.), A handbook for
teaching and learning in higher education: Enhancing academic practice (pp. 261-277). London: Routledge. doi:10.4324/9781315763088
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development Prentice-Hall.
McNiff, J. (2013). Action research: Principles and practice (3rd ed.). London: Routledge. doi:10.4324/9780203112755
Nelson, R. (2013). Practice as research in the arts: Principles, protocols, pedagogies, resistances. Basingstoke: Palgrave Macmillan.
Schön, D. A. (1991). The reflective practitioner: How professionals think in action. Aldershot: Ashgate Publishing.
Secker, J., & Coonan, E. (2011). A new curriculum for information literacy: Curriculum and supporting documents. Cambridge: Cambridge
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge: Cambridge University Press.
• With whom do you
• how do you inspire curiosity?
• If students struggle to read,
should we be adapting how
we teach in HE?