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Kristy Widdicombe
Learning & Research Services Manager
Getting creative with
research: a case study
approach to Information
Literacy teaching at
UCA
…a creative place to study
‘To excel as a university for the arts which fosters creativity
through local connections and global aspirations’
…bridging the the gap
‘most of the training provided by library staff focuses
on demonstrating specific information sources and
tools; and it tends to adopt an approach characterised
by conveying information rather than constructing
learning experiences.’
- Mind the Skills Gap: Information Handling Training for
Researchers (RIN 2008).
‘most of the training provided by library staff focuses
on demonstrating specific information sources and
tools; and it tends to adopt an approach characterised
by conveying information rather than constructing
learning experiences.’
Constructing relevant
learning experiences…
Heidi Mdziniso, BA (Hons) Architecture, UCA Canterbury
…that are linked to the
discipline and context
specific.
But, what about skills
transfer?
…field trips and visits
…a step in the right direction
‘Positioning ourselves more clearly in the context of learning & teaching at UCA’ -LRS Action Plan 2011/12
‘Positioning ourselves more clearly in the context of learning & teaching at UCA’
…the case study approach
…Case study research
‘A linear but iterative
process’
Plan
Design
Analyze
Collect
Share
Prepare
(Yin, 2009)
…definitions
‘student-centred activities based on topics that
demonstrate theoretical concepts in an applied
setting.’ (Davis & Wilcock 2011, 45)
• Demonstration of
concepts
• Active learning
• Development of skills
• Increased
enjoyment/learning
…modelling the research process
Tim Mara, Lightbulb and Book, 1995-6 www.vads.ac.uk
…making it relevant
Discussion
Reflection
Model
TOMs shoes for
Marketing students
Anne Harild - Tårn Series, 2008
…information literacy scaffolds
‘most students need information
literacy scaffolds if they are to
move on from their established
routines, abandon their comfort
zones and engage in deep
learning and the building of new
knowledge.’
(Markless & Streatfield, 2007)
Mapping the research
territory…
‘Creative work is a delicate balance
between generating ideas and sifting
and refining them.’
- Ken Robinson (2010)
…investigating context
Hendrix for
Music
Journalism
students
…investigating context
AdClassix.com (2012)
A Kelvinator advert for
Advertising & Brand
Communication
students
…investigating context
Mods for Fashion
Promotion &
Imaging students
‘Research, once characterised by the lone
researcher with quite traditional needs
working in isolation, has moved to a more
collaborative multi- and inter-disciplinary
focus.’
- RLUK (2012)
…interdisciplinarity
The femme fatale in
film for Fashion
students
…collaborative research
…a jigsaw classroom?
…gathering feedback
…feedback (staff)
Adam Durrant, BA (Hons) Graphic Design, UCA Epsom
Good case study to
talk through the
process of how to
research
Would like to take
up opportunities for
further collaboration
in the future
[The Librarian] tailored the
session extremely well to
our course and delivered a
session which really
engaged the students
…feedback (student)
I felt lost with researching for my
dissertation before but now I feel
inspired and I know where to go
for each aspect of my research
so it's not so overwhelming.
I will use
what I have
learnt
I really liked the way the
session was made interesting
with the activities and the
interaction with all of us
…evaluation
Over a number of years it has become clear
that engagement improves the closer to
audiences’ subject that you make the
information literacy session. If you make it
generic, you make it boring and just watch
the attendance figures drop through the floor.
Diane McCourt – Faculty Librarian, School of Media & Culture
…evaluation
Richard Swales – Faculty Librarian, School of Fashion
I have found the case study approach…has
enhanced the User Education sessions that I
create for the students and really helps them
to understand how research, and our
resources, can be useful to them.
…conclusions
Illistration by Greg Splenka, 2003
Benefits:
• Student engagement
• Attendance
• Creative practice
• Collaboration
• Increased confidence
• Recognition
Challenges:
• Time
• Subject knowledge
• Barriers to collaboration
…questions?
Kristy Widdicombe BA (Hons.), MA, MSc., MCLIP
Learning & Research Services Manager
…references
Aronson, E., Blaney, N., Stephin, C., Sikes, J. & Snapp, M. (1978) The Jigsaw Classroom. Beverly Hills, CA: Sage
Publishing Company
Brabazon, T. (2008). Transforming learning: building an information scaffold. In. Networks Magazine 4 pp.16-21
Davis, C. and Wilcock, E. (2011). Case Studies. In. P. J. Goodhew (ed), Teaching materials engineering: an updated guide
[online] At: www.materials.ac.uk (Accessed on 28.03.12).
Markless, S. & Streatfield, D. (2007). Three decades of information literacy: redefining the parameters In: Andretta (ed.)
Change and challenge: Information Literacy for the 21st century. Adelaide: Auslib Press. pp.15-36
Reeves, L., McMillan J., and Gibson, R. (2008) Keep them engaged: cooperative learning with the jigsaw method. In D.
Cook and R Sittler (eds.), Practical pedagogy for library instructors: 17 innovative strategies to improve student
learning. Chicago, Ill. :ALA. pp.77-76
RIN (2008). Mind the skills gap: Information‐handling training for researchers [online] At: www.rin.ac.uk (Accessed on
28.03.12).
Robinson, K. (2010). The element: how finding your passion changes everything. London: Penguin.
RULK (2012). Subject librarians: skills set investigation [online] At: www.rluk.ac.uk (Accessed on 28.03.12).
Stake, Robert E. (1995) The art of case study research. London: Sage.
Stubbings, R. and Franlin, 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
Yin, Robert K. (2009) Case study research: design & methods. London: Sage.
