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Liberating the library through information creation a ‘messy’ workshop - Vicky Grant, Tomás Rocha Lawrence, Rhian Whitehead-Wright, Courtney Wood.pptx

This document outlines a creative library workshop aimed at liberating the library through information creation. The workshop includes several hands-on activities like collage making, blackout poetry, and fidget toy making. It also discusses learning outcomes around understanding the relationship between information creation and library liberation. The workshop is meant to establish collective hope for future library events and ends with participants sharing what they hope for in the coming months.

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Related topics:
LILAC Conference• LILAC 2024• LILAC 24•Information Literacy•
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The University Library Liberating the library through information creation: a ‘messy’ workshop The Creative Library Vicky Grant, Tomás Rocha Lawrence, Rhian Whitehead-Wright, Courtney Wood
The project team 2 Left to right: Rhian, Tomás, Courtney and Vic
Project overview 3 The Creative Library Project Website Project overview
Learning outcomes By the end of this LILAC workshop you will have: 1. Developed an understanding of the relationship between information creation and library liberation. 2. Undertaken experiential learning of an arts based information creation activity. 3. Established collective hope for LILAC 2024 and beyond. 4
Wellbeing spaces 5
The University Library Connecting activity 6
The University Library Connecting activity 7 ● For today’s connecting activity we are asking you to create your own bookmark inspired by your favourite book! ● You can incorporate your name through choosing a book that begins with the first letter of your name. ● Alternatively, you could incorporate a drawing of an item that begins with the first letter of your name.
Collage This activity was originally part of our Black History Month workshop. Collaging occured as part of a reflection on housing inequality in the UK and its disproportionate impact on Black communities. After engaging in a VR session watching a Grenfell Tower documentary and reading some academic texts on the social impacts of housing insecurity, students collaged their reflections. For today we will be focusing on creating collages based on the wider theme of ‘Home’. ● What does home mean to you? ● What aspects of home are most important to you? ● How do you relate home and belonging to your identity? 8
Blackout poetry For our Reclaim The Night workshop, we used Blackout poetry during our collaging activity to deconstruct misogynistic texts. ● Today, marker pens will be used so that you can also create your own Blackout poems to deconstruct texts. 9
Fidget toy making Taking inspiration from an activity from our Disability History Month workshop we will be creating fidget toys, using a variety of materials. ● Use craft items such as foam, card and googly eyes to create your own poppet style fidget toys. ● We also have parts created on our 3D printers for you to assemble into a spinner style fidget toy. 10
The Creative LILAC Workshop Group one: Home Collage Inspired by our BHM workshop What does home mean to you? What aspects of home are most important to you? How do you relate home and belonging to your identity? Group two: Blackout Poetry Inspired by our RTN workshop Use marker pens to deconstruct texts, creating your own Blackout poems. 11 Group three: Fidget Toys Inspired by our DHM workshop Use craft items such as foam, card and googly eyes to create your own poppet style fidget toys. We also have parts created on our 3D printers for you to assemble into a spinner style fidget toy.
The Sheffield Graduate Attributes sheffield.ac.uk/skills/sga 12
The Jar of Hope On this final day of LILAC 2024 what do you hope for in the weeks and months ahead? 13 “There is no change without dream, as there is no dream without hope” (Freire, 2014).
Follow the project https://sites.google.com/sheffield.ac.uk/thecreativelibrary 14
Any questions? Vicky Grant - v.grant@sheffield.ac.uk, Tomás Rocha Lawrence - liberation.officer@sheffield.ac.uk, Rhian Whitehead-Wright - r.whitehead-wright@sheffield.ac.uk, Courtney Wood - cwood8@sheffield.ac.uk 15
References 16 ACRL. (2011). Visual literacy competency standards for higher education. www.ala.org/acrl/standards/visualliteracy ACRL. (2015). Framework for information literacy for higher education. www.ala.org/acrl/standards/ilframework Carastathis, A. (2014). The concept of intersectionality in feminist theory. Philosophy Compass, 9(5), 304–314. doi:https://doi.org/10.1111/phc3.12129. Cook, T. (2009). The purpose of mess in action research: building rigour though a messy turn, Educational Action Research, 17:2, 277-291, DOI: 10.1080/09650790902914241 Coonan, E. & Secker, J. (2011). A new curriculum for information literacy: curriculum and supporting documents. Arcadia Project. Cambridge University Library. http://ccfil.pbworks.com/f/ANCIL_final.pdf Cooperrider, D. & Srivastva, S. (1987). Appreciative inquiry in organizational life. In: Woodman, R. & Pasmore, W. (eds). Research in organizational change and development. London: JAI Press, 129-169. Crenshaw, K. (2018). What is intersectionality? https://youtu.be/ViDtnfQ9FHc?si=TgHk2G5uJKlZdoFo Crilly, J. and Everitt, R. (eds). (2022). Narrative expansions: interpreting decolonisation in academic libraries. London: Facet Publishing. Donovan, C. & O'Donnell, S. (2013). The tyranny of tradition: how information paradigms limit librarians' teaching and student scholarship. In: Gregory, L. & Higgins, S. (eds). Information literacy and social justice. Sacramento, CA: Library Juice Press, 121-139. Ewing, S. (2022). Decolonising research methodologies. In: Crilly, J. & Everitt, R. (eds). Narrative expansions: interpreting decolonisation in academic libraries. London: Facet Publishing, 25-38.
References contd. 17 Fister, B. (2015). The liminal library: making our libraries sites of transformative learning. Librarians' Information Literacy Annual Conference. Newcastle. Freire, P. (1970). Pedagogy of the oppressed, London: Penguin. Freire, P. & Freire A. (2014). Pedagogy of hope: reliving Pedagogy of the oppressed, London; New York: Bloomsbury. Goldsmiths University Library. (2023). Liberate our Library. www.gold.ac.uk/library/about/liberate-our-library Herman, J. (1994). Trauma and recovery, London: Pandora. Heron, J. & Reason, P. (2008). Extending epistemology within a co-operative inquiry. In Reason, P. & Bradbury, H. (eds). The SAGE handbook of action research: participative inquiry and practice. (2nd ed). Los Angeles: SAGE, 366-380. hooks, b. (1994). Teaching to transgress. London; New York: Routledge. Kara, H. (2020). Creative research methods: a practical guide. London: Polity Press. Land, R. and Meyer, J. (2006). Overcoming barriers to student understanding: threshold concepts and troublesome knowledge. Abingdon: Routledge. Melo, M. and Nichols, J. (eds) (2019). Re-making the library makerspace: critical theories, reflections, and practices, Litwin Books, LLC, Sacramento, CA. Open University Library. (2012). Digital and information literacy framework. www.open.ac.uk/libraryservices/subsites/dilframework/ Reason, P. & Bradbury, H. (2008). The SAGE handbook of action research: participative inquiry and practice. (2nd ed). Los Angeles: SAGE. University of Cape Town Library. (2020). The research lifecycle model. Unpublished concept document. University of Sheffield Library. (2019). Framework for information and digital literacy. www.librarydevelopment.group.shef.ac.uk/idl_framework