This document provides an academic literacy planning aid called "The Road Map" presented by Richenda Gwilt and Kristy Widdicombe. It summarizes what they did which included focusing on research, information, communication and reflection skills. It discusses implementing sessions with clear learning objectives and evaluating whether students met those objectives. The document concludes by asking if faculty have any other questions and provides contact information for the presenters.

1. The Road Map: an academic
literacy planning aid
Presented by:
Richenda Gwilt & Kristy Widdicombe
Ken Sheppard (2003) Untitled
BA(Hons) Fine Art

2. Context
Jemma Upton (2003) Small Q-Tip Box
BA(Hons) Fine Art

3. ‘Agreeing learning
outcomes with faculty staff
should mean that context‐
sensitive, not just‐in case
content is delivered.
It also ensures that the
library input fits into the
objectives of the module or
programme as a whole.’
Stubbings and Franklin (2006)
Brigitte Williams (2003) Untitled
BA(Hons) Fine Art

4. What we did
• ‘Research, information and
communication skills; reflection
and evaluation’ (UCA:14)
• ‘Source, navigate, select,
retrieve, evaluate, manipulate
and manage information’
(HEA:6)
• ‘Learning in Art & Design
develops…the quality of
reflecting on one’s own learning
Jennifer Short (2011) Treasured Memories
BTEC Foundation in Art & Design ... [and] the ability to conduct
research in a variety of modes’
(QAA:3)

5. Route Planner
UCA Canterbury School of Architecture Perception Device Project (2009)
Photo taken by Toby Gray.
‘…forces me to consider learning objectives carefully
and link them explicitly to the aims/objectives in the
unit handbook. This has led to me adopting a much
more critical approach to planning sessions, where
learning objectives are included only if they are
necessary for the student…’

7. Implementation
‘Support for students is
good. Study support staff,
library staff and tutors
coordinate their work
carefully to give students
a wide range of academic
and pastoral support to
help them with
assignments and develop
effective skills in
Steve Came (2011) Ladder
research, essay writing
BA(Hons) Fine Art and editing.’
(Ofsted:2011)

8. Conclusions
‘The great thing about combining planning and evaluation
…in the same document is that it makes me relate my
evaluation exercises to the learning objectives . I now ask
students questions that gauge whether or not they have
met the learning objectives, rather than simply asking
them if they found the session “helpful” ‘.

9. What’s next?
Evaluation
Online Learning
Research Project
Dissemination
Ed Thompson (2007) Utopia
BA(Hons) Photo-Journalism

10. Any Questions?
Lappas, Angelos (2011) Untitled
BA(Hons) Fine Art
Contact us:
Kristy Widdicombe kwiddicombe@ucreative.ac.uk
Richenda Gwilt rgwilt@ucreative..ac.uk

11. References
• Higher Education Academy (2006) Student employability profiles: Art and Design. York:
Higher Education Academy.
• Lea, M. R. & Street, B. V. (1998) Student writing in higher education: An academic literacies
approach. In: Studies in Higher Education 23 (2) pp.157‐172
• Ofsted. (2011) University for the Creative Arts Inspection report – 18 November 2011
[online] At: http://www.ofsted.gov.uk/inspection‐reports/find‐inspection‐
report/provider/ELS/133821 (accessed on 9.3.12)
• QAA (2008) Subject Benchmark Statement: Art and Design. London: The Quality Assurance
Agency for Higher Education (QAA).
• Stubbings, R. and Franklin, 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.145‐167
• University for the Creative Arts (2006) Teaching and Learning Strategy 2006 Farnham:
University for the Creative Arts