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Larissa Garcia & Jessica Labatte , Northern Illinois University

Adapting the Framework for Information Literacy: Threshold Concepts as Metaphors for the Creative process. Larissa Garcia & Jessica Labatte , Northern Illinois University. Agenda. Information Literacy & Art Education Information Literacy @ NIU’s School of Art & Design

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Larissa Garcia & Jessica Labatte , Northern Illinois University

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  1. Adapting the Framework for Information Literacy: Threshold Concepts as Metaphors for the Creative process Larissa Garcia & Jessica Labatte, Northern Illinois University

  2. Agenda • Information Literacy & Art Education • Information Literacy @ NIU’s School of Art & Design • One Artist’s Experience • Our Collaboration • Assessment & Impact • What We’d Do Differently

  3. Take-Aways • Seeing examples of how librarians are using the framework is valuable for our own work • Help generate Ideas of how to use threshold concepts For more effective outreach and student engagement

  4. Information literacy & art education • Difficult for art students to see the value in the library/IL instruction • Library/IL instruction not very present in studio art classes • IL standards were difficult to adapt to the Art Program Environment

  5. Heather Gendron states, “The individualized and multidisciplinary nature of art and design research offers librarians opportunities to better equip student artists and designers with information literacy skills that are embedded in the creative process” (2009).1 Left: Pae White, In her studio, Photography by TransGlobe Publishing from Arts Studio America: Contemporary Artist Spaces Above: Pae White installation view grengrassi, 2014, In love with Tomorrow, Installation view Langen Foundation, Neuss, Germany, both images courtesy 1301PE Gallery 1. Gendron, Heather. "Don't Fence Me in! Reconsidering the Role of the Librarian in a Global Age of Art and Design Research." Art Libraries Journal 34, no. 2 (2009): 26-30.

  6. Artist’s Studio Petra Cortright, webcam(still), 2007, high-definition digitial video, 1 miinute 41 seconds, ed. Of 3 + AP, courtesy the artist, Required Reading: The Function of the Studio (when the studio is a laptop) by Caitlin Jones, CECI MOSS | Tue Dec 14th, 2010 2 p.m., http://rhizome.org/editorial/2010/dec/14/required-reading/ Johannes Vermeer, The Art of Painting, 1666-1668, oil on canvas, Kunsthistorisches Museum, Vienna https://www.google.com/culturalinstitute/asset-viewer/the-art-of-painting/lAHeqBoLaePtEA

  7. Information Literacy & NIU School of Art & Design For the Library • New Art Subject Specialist: Untapped potential for outreach & instruction For the SACD • New Photography Professor: Disappointed with students’ research skills

  8. Inspiration for Natural Lighting Assignment ARTD 468 Five students presented this image found though a Google image search for the terms “natural light photography.” The image is credited with Photo Credit : Kruno / 1x.com A further search results in “user not found”

  9. The New FrameWorkfor Information Literacy for higher education • Metaliteracy approach • Threshold concepts • Common ground with faculty = opportunities to collaborate

  10. One Artist’s Experience As an artist: • Research as a source of inspiration • Research as a way to prepare for critiques As a teacher: • Embedded information literacy into learning objectives

  11. “A graduate Photography Critique”Yale University Yale University, July 21, 2006 https://www.flickr.com/photos/yaleuniversity/6812021649/

  12. ARTD 468 Advanced Photographic media Course Objectives – students will learn: • “good research practices through a thorough investigation into their individualistic artistic interests.” • “to produce photographs within a ‘feed-back loop’ of curiosity, investigation, production, feedback, repeat...” Context & Content Research Assignments • Artist’s Statement • Weekly Reading Responses

  13. Our Collaboration • Research Assignment • Variety of sources required • Library session • Metaphors in art education • “scholarship as a conversation” • “searching as strategic exploration”

  14. Assessment and Impact • Weekly writing assignments “I spent most of this first part shouting ‘Yes! This book totally gets me!’ I connected with everything stated.” • Bibliographies • Library resources • Book heavy • Variety of subject areas/disciplines

  15. Student Surveys • What was the purpose of the research component for this course? “To create better, informed work.” “To utilize all options and paths that your work can take because everything/anything can help your work grow” • How did your research improve your photographic work “It helped expand my ideas past my main project, while still being applicable. I learned that some stuff that I was interested in separately were connected without my knowledge.”

  16. Student Surveys

  17. Mers, Adelheid. “Adapting Techniques of Studio Critique for Arts Management Pedagogy.” The Journal of Arts Management, Law, and Society 43 (2013): 90 “Framework for Information Literacy for Higher Education.” Association of College and Research Libraries, February 2, 2015, http://www.ala.org/acrl/standards/ilframework

  18. What We’d do differently • More than one library session • Research sessions with faculty & librarian • Revise required sources to be more specific & include multimedia

  19. Bibliography ACRL. "Framework for Information Literacy for Higher Education." Association of College and Research Libraries. Last modified February 2, 2015. http://www.ala.org/acrl/standards/ilframework. ---.“Information Literacy Competency Standards of Higher Education.” Association of College and Research Libraries, Accessed February 24, 2015. http://www.ala.org/acrl/standards/informationliteracycompetency#stan Bennett, Hannah. "Bringing the Studio into the Library: Addressing the Research Needs of Studio Art and Architecture Students." Art Documentation 25, no. 1 (2006): 28-42. Brinkman, Stacy, and Sara Young. "Information Literacy Through Site-Specific Installation: The Library Project." Art Documentation 29, no. 1 (2010): 61-66. Gendron, Heather. "Don't Fence Me in! Reconsidering the Role of the Librarian in a Global Age of Art and Design Research." Art Libraries Journal 34, no. 2 (2009): 26-30. Gendron, Heather and Eva Sclippa. 2014. "Where Visual and Information Literacies Meet: Redesigning Research Skills Teaching and Assessment for Large Art History Survey Courses." Art Documentation 33, no. 2 (2014): 327-344. Gregory, Tori R. "Under-Served or Under-Surveyed: The Information Needs of Studio Art Faculty in the Southwestern United States." Art Documentation 26, no. 2 (2009): 57-66. Halverson, Aniko. "Confronting Information Literacy in an Academic Arts Library." Art Documentation 27, no. 2 (2008): 34-38. Hemmig, William S. "The Information-Seeking Behavior of Visual Artists: A Literature Review." Journal of Documentation 64, no. 3 (2008): 343-362. Labatte, Jessica. "ARTD 468: Advanced Photographic Media." Syllabus, Northern Illinois University, Fall 2014 ---. “ARTF 468: Artist’s Statement.” Assignment, Northern Illinois University, Fall 2014 ---. “ARTD 468: Research Survey.” Student Surveys. Northern Illinois University, Spring 15 Lasserre, Barbara. 2011. "Speaking the Critique in Graphic Design: The Role of Metaphor." Art, Design & Communication in Higher Education 10, no. 1 (2011): 51-66. Mackey, Thomas P. and Jacobson E. Trudi. Metaliteracy: Reinventing Information Literacy to Empower Learners. Chicago: Neal-Schuman, 2014 Mers, Adelheid. "Adapting Techniques of Studio Critique for Arts Management Pedagogy." The Journal of Arts Management, Law, and Society 43 (2013): 88-97. Oakleaf, Megan. "A Roadmap for Assessing Student Learning Using the New Framework for Information Literacy for Higher Education." Journal of Academic Librarianship 40, no. 5 (2014): 510-514. Payne, Daniel. "Exhibiting Information Literacy: Site-Specific Art and Design Interventions at the Ontario College of Art & Design." Art Libraries Journal 33, no. 1 (2008): 35-41. Vecchiola, Rina. "Using ARLIS/NA Information Competencies for Students in Design Disciplines in Course Integrated Information Literacy Instruction at Washington University in St. Louis." Art Documentation 30, no. 1 (2011): 74-78. Wayne, Kathryn. "The Impact of Bibliographic Instruction on the Architecture Curriculum at the University of California Berkely." Art Documentation 16, no. 1 (1997): 7-8. Zanin-Yost, Alessia, and Erin Tapley. "Learning the Art Classroom: Making the Connection Between Research and Art." Art Documentation 27, no. 2 (2008): 40-45.

  20. Questions? Larissa K. Garcia, Information Literacy Librarian University Libraries Northern Illinois University larissagarcia@niu.edu Jessica Labatte, Assistant Professor School or Art & Design Northern Illinois University jlabatte@niu.edu

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