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Understanding the theme: Librarians as co-teachers for first year design students

Landry, Chris and Payne, Daniel (2018) Understanding the theme: Librarians as co-teachers for first year design students. In: TRY+ Library Conference 2018: Reflective Practice, 1 May 2018, Toronto, Canada. (Unpublished)

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Abstract

Information literacy challenges students to reflect on standard research strategies and forge new pathways for building knowledge. However, for students in studio-based classes the relevance of research skills to their creative practice may not be apparent and in fact they may fear that too much academic research stifles the intuitive openness of creativity. This presentation will share the results of a pilot study, initiated by faculty in partnership with The University Library and the Writing and Learning Centre, that sought to engage first-year Graphic Design students to incorporate research strategies into their creative practice.

Our pilot study used a five-week assignment based on designer and educator Ken Miki’s six-step Apple method. Using the universal subject of the apple, students develop a creative project through steps which include understanding, observation, imagination, analysis, revision, and visualization. The first step, understanding, has a strong resonance with the ACRL threshold concept “scholarship as conversation” and articulates the importance of research in the making process. “Limited by preconceptions and prejudices many of us fail to correctly identify the reasons, causes, and significance of the matter at hand” Ken Miki writes, “We have a vague notion of something without thoroughly understanding it…[u]nderstanding is the key to everything else.” Similarly, the concept of scholarship as conversation warns us away from simple answers to complex problems, recognizing that research is a discursive practice where topics have multiple perspectives and meaning is negotiated. Taking inspiration from both Ken Miki’s Apple method and the ACRL threshold concept, scholarship as conversation, this project asks if more original, engaged, and unexpected work would result from the incorporation of information literacy.

Item Type: Conference/Workshop Item (Paper)
Uncontrolled Keywords: information literacy, graphic design, experiential learning
Divisions: Faculty of Design
University Library
Date Deposited: 02 May 2018 19:44
Last Modified: 03 May 2018 15:43
URI: http://openresearch.ocadu.ca/id/eprint/2239

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