This document outlines the development of information literacy sessions for design students at a university. It discusses introducing students to different information formats in the first year and focusing on insider knowledge of online resources in the second year. Student and staff feedback indicated the embedded library sessions were more effective than add-on sessions. Future plans include continuing to improve integration and student understanding of evaluating sources.

1. Troublesome Knowledge: the Library
in the Classroom
Jose Luis Pelaez Inc / Blend / Learning Pictures / Universal Images Group. Girl with hands on head looking at blackboard. Available at Encyclopædia
Britannica ImageQuest. http://quest.eb.com.arts.idm.oclc.org/search/Confused-students/1/154_2885590/Girl-with-hands-on-head-looking-at-blackboard :
Accessed 20 March 2017.
______________________________________________________________________________________________________

2. Outline
• Introduction
• Threshold Concepts
• Year 1 session: Formats
• Year 2 session: Beyond
Google
• EvidenceUAL Images LCC-141.jpg
(Students at work) , accessed 05/04/2017

3. Introduction
• Why we made the changes
• What we aimed to do
UAL Images LCC-65.jpg (Students in studio) , accessed 05/04/2017

4. Liaison & Collaboration
• Librarian Collaboration:
The Design Librarians’ collaborative work on
budgets and for back-up information skills
sessions helped towards the format of the CTS
sessions.
• Academic Liaison:
The CTS Information Skills sessions are
evidence of academic liaison in progress. A
large part of the librarian role is academic
liaison.
UAL Images LCC-115.jpg
(Students with tutor in studio), accessed 05/04/2017

5. Threshold Concepts &
Information Literacy
Information literacy as a
‘different way of seeing’
(Ray Land LILAC April 2015)

6. • Authority is constructed and
contextual
• Information creation is a process
• Information has value
• Research as inquiry
• Scholarship as conversation
• Searching as strategic explorationMartineau, L. (2014) A is for Alphabet [acrylic on card] Available at
http://www.bridgemaneducation.com.arts.idm.oclc.org/ImageView.aspx?result=45&balid
=957182
2015 ACRL Information Literacy
Framework

7. Year 1: Flat Formats
• Flatness of the online
landscape
• Differentiating
formats
• Find, evaluate, use
Stewart, D.S. (n.d.) Fields in winter [b&w
photograph]. Available at https://www-
bridgemaneducation-com.arts.idm.oclc.org/en/

8. Year 1: Distinctive Formats
• Who?
• Where?
• When?
• Why?
Sheila Terry / Science Photo Library / UIG. Portable analogue
and digital radios. Available at Encyclopædia Britannica
ImageQuest. Accessed 20March 2017.

9. Year 1: Reading Pussy Riot
•Group work
•Visualising the
differences
•Revealing the clues
kikasso (2012) Free Pussy Riot [b&w
photograph]. Available at
https://www.flickr.com/photos/kikasso/

10. Year 1: Too Much TTT?
• Too much talking?
• More interactivity?
• Librarians in the
classroom
• Moving on to year 2
UAL Images CSM-93.jpg
(Students in studio), accessed 06/04/2017

11. Year 2: Insider Knowledge
Monkee Scientists
NBC Television / Hulton Archive / Getty Images / Universal Images Group
• E-resources & the
web
• Information-
seeking habits
• CSM sessions

12. Year 2: Surface/ Deep Web

13. Today’s activity
Activity: Evaluating the formats (Pussy Riot):
1. You will be split into four groups with each
given a format
2. You will be given a worksheet to write your
group responses
3. Each group will present their findings to the
whole groupUAL Images LCC-146.jpg
(Students in studio), accessed 06/04/2017

14. Evidence: Statistics
Histogram. Photography. Encyclopædia Britannica
ImageQuest. Web. 22 Apr 2016.
http://quest.eb.com/search/132_1311245/1/132_13
11245/cite
BA Design School courses – 1st Year
Year No. of
sessions
Combined
course
sizes
No. of
attendees
%
attendance
Not embedded 2014 / 2015 24 527 242 46
Embedded 2015 / 2016 22 760 436 57
Embedded 2016 / 2017
Term 1
14 703 533 76
Embedded 2016 / 2017
Term 2
12 703 300 43

15. Future developments
UAL Images LCC-9.jpg
(College entrance), accessed 06/04/2017

16. Feedback
Student feedback:
I'd only been searching on the main search bar. Now I
know to look at e-journals, subject guides and
databases as well.
Use the library search, don't use Wikipedia, question
every article- why, where, who, when
Consider the bias of the sources more when I use
them
I will make full use of the on-line resources such as the
database list
Staff feedback:
I felt the new and added focus on authorship and 'voice'
really worked well to frame and contextualise the
introduction to different types of sources, and to a critical
and questioning approach when using sources.
I thought the library session was very useful and it’s helped
me in signposting the students to resources in subsequent
sessions
The fact that it was run more like a normal CTS class , as
opposed to being an 'add-on' session at the end of the day,
helped to make it feel more integrated into the curriculum.

17. Discussion
Discussion:
Each discussion group will look at one of the
following questions:
 Does the librarian have more impact as a
teacher?
 What liaison strategies have worked well for
you?
UAL Images London College of Communication,
Journalism, PR and Publishing group image
(Students in studio), accessed 06/04/2017

18. Any Questions?
Monica Sajeva: m.sajeva@arts.ac.uk
Ruth Collingwood:
r.collingwood@lcc.arts.ac.uk
Vicky Falconer: v.falconer@lcc.arts.ac.uk
Leo Clarey: l.clarey@lcc.arts.ac.ukEvening Standard (1975) Question mark [b&w
photograph]. Available at
http://quest.eb.com/search/question-
mark/1/115_2690058/Question-Mark

19. References
ACRL Framework for Information Literacy for Higher Education (2015)
Available at http://www.ala.org/acrl/standards/ilframework
Land, R. (2015) ‘There could be trouble ahead: Threshold Concepts, Troublesome
Knowledge and Information Literacy – a current debate’ [Keynote] Librarians’
Information Literacy Annual Conference. Newcastle University, Newcastle. 8-10 April
Meyer, J. & Land, R. (2003) Threshold Concepts and Troublesome Knowledge:
Linkages to Ways of Thinking and Practising within the Disciplines. Edinburgh:
School of Education, University of Edinburgh. Available at
http://www.etl.tla.ed.ac.uk/docs/ETLreport4.pdf
UAL Images LCC-203.jpg
(Students with tutor in studio), accessed 06/04/2017