Process drawing: a tool to promote reflective practice in information literacy - Emary, Kitchen & Lawrence
•Download as PPTX, PDF•
1 like•566 views
Presented at LILAC 2018
Recommended
Recommended
More Related Content
What's hot
What's hot (7)
Similar to Process drawing: a tool to promote reflective practice in information literacy - Emary, Kitchen & Lawrence
Similar to Process drawing: a tool to promote reflective practice in information literacy - Emary, Kitchen & Lawrence (20)
More from IL Group (CILIP Information Literacy Group)
More from IL Group (CILIP Information Literacy Group) (20)
Recently uploaded
Recently uploaded (20)
Process drawing: a tool to promote reflective practice in information literacy - Emary, Kitchen & Lawrence
- 1. Process drawing A tool to promote reflective practice in information literacy Leah Emary Suzie Kitchin Helen Lawrence University of Sunderland Go with the Flow, Photo by Andrew Wulf. Retrieved from https://unsplash.com/photos/yoZEAAlBWNY
- 2. Outline - Why and how does reflectivity fit with information literacy? - What is process drawing? - Process drawing activity - Ideas for how to make it work for you @LeahEmary, University of Sunderland
- 3. Reflection in information literacy • Making sense • Achieving coherence • Useful to develop your teaching practice and professional life • Useful in the classroom • Learners constructing meaning from the tools and skills we teach • Incorporating ‘library stuff’ into their subject • At the core of IL Standards and often a graduate attribute • Criticality and to form the basis of discussion @LeahEmary, University of Sunderland
- 4. Process Drawing or Cognitive Mapping A playful arts and crafts activity where participants model or map for researchers how they: • Accomplish a task • Experience a space • Move through time and space • … This has been used to understand: • ‘How’ and ‘Why’ • Richness, context • Language Map, Hike, Navigate & Point. Photo by Jean-Frederic Fortier. Retrieved from https://unsplash.com/photos/RkBTPqPEGDo
- 5. This is an example of a student’s drawing of their research process Note ‘the lazy period’ (Smale & Regalado, 2017)
- 6. In the classroom Reflective practice / teaching tool • Self-sabotage • Gaps in knowledge or skill • Making connections • Strengths • Misunderstandings • Language clashes / jargon • … @LeahEmary, University of Sunderland Auditorium photo, Photo by Mikael Kristenson. Retrieved from https://unsplash.com/photos/3aVlWP-7bg8
- 7. Now it’s your turn… • Please follow the prompt on your handout • We will draw for 10 minutes – please take a better done than perfect approach! • Exchange with the person next to you, and talk through your maps together. @LeahEmary, University of Sunderland Pineapple Party, Photo by Pineapple Supply Co. Retrieved from https://unsplash.com/photos/jRAIFF74LUE
- 8. Discussion - How could you tailor this activity to your teaching environment? - What types of questions could you ask to make your library users more reflective in their information search and consumption? - Do you see other practical ways you could incorporate reflectivity into your teaching? @LeahEmary, University of Sunderland
- 9. Further reading Asher, A. D., & Miller, S. (2011). So You Want to Do Anthropology in Your Library? or A Practical Guide to Ethnographic Research in Academic Libraries. ERIAL Project, Northeastern Illinois University. Available at http://www.erialproject.org/publications/toolkit/ (Accessed 13 Nov 2017). Corrall, S. (2017) ‘Crossing the threshold: reflective practice in information literacy development’, Journal of Information Literacy, 11, pp. 23-53. Davies, M. (2010). ‘Concept mapping, mind mapping and argument mapping: what are the differences and do they matter?’ Higher education, 62(3), pp. 279-301. Delcore, H. D., Mullooly, J., Scroggins, M., Arnold, K., Franco, E., & Gaspar, J. (2014). The Library Study at Fresno State. Fresno, CA: Institute of Public Anthropology, California State University, Fresno. Foster, N. F., & Gibbons, S. (2007). Studying Students: The Undergraduate Research Project at the University of Rochester. Chicago: Association of College and Research Libraries. Gabridge, T., Gaskell, M., & Stout, A. (2008) ‘Information Seeking through Students’ Eyes: The MIT Photo Diary Study’, College & Research Libraries, 69(6), pp. 510-523. Gaver, B., Dunne, T., & Pacenti, E. (1999). ‘Design: Cultural probes’, interactions, 6(1), pp. 21-29. Gaver, W. W., Boucher, A., Pennington, S., & Walker, B. (2004) ‘Cultural probes and the value of uncertainty’, interactions, 11(5), p. 53. Lanclos, D. (2013). ‘Playing with Cognitive Mapping’, The Anthropologist in the Stacks, 19 November. Available at http://www.donnalanclos.com/playing-with-cognitive-mapping/ (Accessed 9 November 2017) Reale, M. (2017). Becoming a reflective librarian and teacher : strategies for mindful academic practice. Chicago: ALA Editions. Smale, M., & Regalado, M. (2017) Undergraduate Scholarly Habits Ethnography Project. Available at https://ushep.commons.gc.cuny.edu/ (Accessed: 9 Nov 2017).
Editor's Notes
- This is a workshop designed by me and some colleagues at University of Sunderland.
- This is what we will be covering today.
- What is the point of reflection? Gaining a deeper understanding of the issues that we face: making sense of and achieve coherence in our professional lives (Corrall 2017, p. 1). It’s useful to have public and private spaces to reflect, and you also need tools and methodologies to do so. Recent work by Corrall (2017) and Reale (2017) talk about reflection for teaching librarians and there are many others who discuss reflection for learners. There are two ways I would like you to think about reflection today: for yourself as a practicioner and also for how you introduce reflection in the classroom. Reflection can be a way for a learner to identify an issue or make a connection themselves rather than being told that they have a problem or making the connection for them e.g. not just that I prefer to use Google scholar but WHY I like to use Google Scholar and WHY ‘good enough’ is sufficient in this case. We can push further by having students identify when Google Scholar might not be enough, when we need to go beyond. By identifying an issue or connection ourselves, we are more likely to likewise take ownership of overcoming barriers and challenges. I see reflection as key to overcoming the ‘what am I doing here in this library session’ problem.
- Some ways to describe a cognitive or process map: a participant’s mental representation of their physical environment/process/or the way they move through time, represented as a drawing or a model for the researcher. Subset of the delightfully-called ‘cultural probe’ which is getting a participant to take photos for you, do a diary, create something which they can then talk through with you. Not just a scale model of what happens but what is most important/salient. Highly qualitative – this approach is about getting context, a very wide angled view or a very complex, messy understanding of an individual, trying to put yourself into the shoes of students, seeing the world as they see it. In my case I was interested in a ‘map’ or flow chart of how they did their research. The colour coding allows you to see what occurs to them first and what develops as they think. Advantages: context, richness, identifying a problem, bottlenecks, frustrations and getting a full understanding of an individual problem or case study with a very small cohort. It can give you vocabulary and a compelling story. It can be fun. It plays to our strengths as librarians: active listening, question asking, rapport building, liminal position in terms of discipline. Disadvantages: data is time consuming to process, it’s not generalizable.
- Process drawing is usually used for user research but there are many references at the end of the presentation if you would like to follow up other examples. One of my favourite examples is how Maura Smale and Mariana Regalado at CUNY are using stduents’ drawings and maps and photographs to gain insight into how students experience their assignments. An example of what students have created for them is pasted into this slide, I urge you to check this project out. What you can see is what the student has drawn and usually the participant would then talk through with the researcher all the important aspects in their drawing. This gives them a chance to describe and then analyse, two key steps in reflection. Usually in process drawing, the researcher (librarian) is encouraged only to listen actively, not to clear up misconceptions or coach the participant on any place to improve. Often it’s difficult for the librarian to hold back and the participant will draw conclusions themselves. In the above example, the student has highlighted ‘the lazy period’ which could possibly be put to better use or at least explored.
- Cognitive mapping or process drawing also has the potential to be a tool for making learners more reflective on their information literacy practices in the classroom (Reale, 2017). What I have discovered in having participants draw and explain their process maps, the librarian is not the only one who benefits. Participants have expressed, on occasion, that they have gained valuable insight into how they move through time and space during the day or how they complete an assignment. Particularly interesting is when a participant realizes that they have been sabotaging themselves when doing their research and writing. The temptation while gathering data on user behaviour is often to turn it into an ad-hoc information literacy lesson rather than allowing the user to continue explaining their world view. But what if we designed a cognitive map which could be used as a teaching tool?
- Questions to ask about the maps they drew: What did they draw first? What did they mean by…? Did they discover something they didn’t know before? How could you use this to understand what students need in terms of space and services? Would this serve a purpose for relationship management, annual reporting, impact, skills offering, staffing etc?
- In the course of this discussion, I hope you have had a chance to reflect upon your own practice as instructional designers, and have an appreciation of the role the reflection might play for your learners.