ERIC EJ1089283: Connecting Inspiration with Information: Studio Art Students and Information Literacy Instruction

2015·0.48 MB·English

by  ERIC

Volume 9, Issue 1, 2015 [ARTICLE]
C I
ONNECTING NSPIRATION WITH
I
NFORMATION
Studio art students and information literacy instruction
Katie Greer This article discusses the partnership between
Oakland University the library and the studio art faculty at Oakland
University that led to the integration of
information literacy instruction into the studio
art curriculum. The author outlines the
importance of information literacy to artistic
practice and student success, and discusses the
program of instruction and learning outcomes.
Early assessment of student needs and the
program’s effectiveness, using both citation
analysis and anecdotal feedback, reveals that
the program has contributed to the maturation
of student research and inquiry skills, and
positively affected the relationship between the
department and the library, and provides
preliminary conclusions about undergraduate
studio art information behaviors. An ongoing
further program of study to more fully describe
the information needs of undergraduate studio
art students is also outlined.

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Greer, Connecting Information with Inspiration Communications in Information Literacy 9(1), 2015
INTRODUCTION skills are necessary for a wide-reaching
range of information-seeking opportunities
A practicing artist continually seeks both both in and out of the classroom.
information and inspiration, weaving
together a disparate web of resources to When discussing information literacy and
create meaningful, impactful art and situate its instruction, the library literature most
him- or herself within the larger context of often refers to the set of competency
canonical art history. Studio art students standards published in 2000 by the
who are just beginning to formalize their Association of College and Research
personal concepts and oeuvres may neglect Libraries (ACRL), which lay out the basic
the library and the practice of academic characteristics of an information literate
research in favor of more time spent in the individual (ACRL, 2000). Due to changes in
studio, despite the benefit such activities the way information is created, accessed,
may have on their creative output and the and used, and the growing awareness that
information literacy is only one of many
ability to express their artistic goals in
writing. The strategic partnering of literacies necessary for success, these
librarians and art faculty to instruct them in standards are currently under revision, with
the skills of information literacy (IL) has the a coming framework that paves the way for
potential to greatly impact the quality of a new generation of library instruction
student work and student persistence in this (Gibson & Jacobson, 2014). As the new
subject area, although there has been very framework recognizes, information literacy
little formal study of undergraduate studio goes beyond just the basic critical thinking
art students’ research habits and the impact skills necessary to complete a formal
of information literacy instruction. This research paper or other class assignment.
article presents the first portion of a three- Dane Ward (2006), a librarian at Illinois
part plan of study to address that gap, State University, exhorts us to remember
describing a program of embedded that “information literacy also includes the
information literacy in a studio art imagination of information, our deepening
curriculum, its progression, and preliminary experience of it, and appreciation for the
results. richness of that vast reservoir of meaning
and interior life. To imagine or create
mental images in response to information is
INFORMATION LITERACY AND
to bring to consciousness something of our
ARTMAKING
own, something from the depths of our

psychic life, and to have a connection to
The library’s role in the teaching of
it” (p. 398).This deeper, more conceptual
information literacy on university and
understanding of information literacy
college campuses has become critical to
echoes the notion of art itself and the artistic
student success, with instruction
practice: creating meaning from personal
increasingly becoming an important part of
experience, forging connections with larger
professional duties (Hall, 2013). Librarians
concepts and cultural references, and
often discuss information literacy in terms
encouraging the practice of self-reflection. It
of students conducting research needed for
also reinforces the importance of research
academic papers, but information literacy
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Greer, Connecting Information with Inspiration Communications in Information Literacy 9(1), 2015
and inspiration-seeking to an artist’s Literacy Competencies, and thus include
formation (Tavin, Kushins & Elniski, 2007; directives for students to be familiar with
Walker, 2001). For example, in her recent general research skills along with subject-
article, Stacey McKenna Salazar reviewed specific resources. For example, ARLIS/NA
undergraduate teaching and learning specifies that all studio art students should
literature related to the art studio, and be able to effectively “Use Art
concluded that there are many questions that Bibliographies Modern and Bibliography of
current educators should be asking, the History of Art to locate articles, images,
including “In what ways do studio exhibition catalogs, dissertations, books and
professors engage students in serious play, reviews” (p. 18), and to be aware of various
discovery, risk-taking, life-long learning, information types within the field. The
and other dispositions thought to be ARLIS/NA document also includes
important to creativity and outcomes for students that deal with the
artmaking?” (Salazar, 2013, p. 73). Library ethical use of information, including a basic
resources and services serve to engage understanding of copyright.
students in the life-long learning process,
and encourage deeper self-discovery. Research into the information needs of both
practicing artists and art students indicates
INFORMATION NEEDS OF STUDIO that they prefer a wide variety of materials,
in a wide variety of subjects, through which
ART STUDENTS
they may browse at will seeking not just

information but also inspiration (Bennett,
The importance of educating studio artists in
2006). Studio art students often conduct
the synthesis of knowledge for both creative
research to inform their creative projects as
practice and critique has been
they explore and comment upon concepts
acknowledged by several professional
related to social issues, current events, and
organizations, with an emphasis on the
advances in fields outside of the arts. The
library and professional librarians as
literature consistently indicates that the print
partners in this endeavor. The National
collection remains a critical need for this
Association of Schools of Art and Design
particular population, with a very recent
(NASAD, 2013), for example, lays out in its
article from Effie Patelos, in which she
handbook the requirements for member
discusses the results of a faculty/artist panel
institution libraries, and specifies that
discussion, reaffirming that “[artists noted]
instruction in art research resources be
the importance of the book, mainly the
provided. Similarly, in its document
printed art monograph” (Patelos, 2013, p.
Information Competencies for Students in
45). In their study of recent graduates,
Design Disciplines, the Art Libraries
termed “emerging artists and designers,”
Society of North America (ARLIS/NA)
Helen Mason and Lyn Robinson (2011)
outlines the essential information skills that
suggest that, along with a “peculiarly wide
all studio art students should master with
and personal range of information
degree attainment, including graduated skill
needs” (p.159), artists also desired
levels. These competencies were developed
information on careers and career
to supplement, in a discipline-specific way,
development, and the legal and practical
the skills outlined in the ACRL Information
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considerations for setting oneself up in STUDIO ART STUDENTS AND
business.
INFORMATION LITERACY

INSTRUCTION
Along with the information needs discussed

in the literature above, student artists
Although there is little written as yet on
working in digital or mixed media can
information literacy instruction for
benefit from additional training in how to
undergraduate studio art students, activity
locate and ethically use materials for
within professional organizations such as
incorporation into their own projects. In
ARLIS/NA indicates that librarians are
addition, BA and BFA programs in studio
collaborating with studio art instructors to
art often require the completion of a senior
achieve information literacy outcomes
capstone project that includes a written
(Brown, 2002; Gliubizzi & Glassman,
component: either a research thesis that
2010). As illustrated in the literature that
carefully outlines the student’s work within
does exist, programmatic instruction and the
an art historical and critical context, or a
embedded liaison librarian model have been
personal artist statement that explains the
implemented within several art and design
student’s creative inspirations and/or
programs, with positive results on both the
motivations. The course requirements for
relationship between departmental faculty
studio art students, even within liberal arts
and library faculty, and student work.
curriculums, may not expose the students
Alessia Zanin-Yost (2012) details the
very often to the practical aspects of
development of an information literacy
research for such large projects or the
component with an interior design
technical aspects of formal writing
curriculum, and Kasia Leousis (2013)
assignments before they reach their
describes how she built relationships with
capstone projects. As such, studio art
MFA students and faculty by making herself
students may be overwhelmed by the
present within their spaces, such as the
directives of the project requirements, and
studio and the departmental spaces, and
their writing may not accurately reflect the
affected their approach to research as a
breadth and depth of their knowledge. In her
result. Annette Haines (2004) echoes the
discussion of a framework created to assist
relationship-building approach and how
students who struggle with writing about
critical it is for helping students overcome
their art, educators Linda Apps and Carolyn
any anxiety about using the library in her
Mamchur note that “The contention as to
description of her activities as a “field
whether rigorous academic writing belongs
librarian” embedded within the department.
in the art department is no longer the
Art librarian Jennifer Mayer, in her book
question. How students can be assisted in
chapter “Embedding information literacy
successfully completing an arts degree that
into a studio art course” (2010) provides
meets the rigor required is now the
both the results of a survey she conducted of
task” (Apps & Mamchur, 2008, 277).
library instruction and studio art programs,

and information on how she has

incorporated information literacy into the

studio art program at her university. Her

conversion of an introductory sculpture
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class into what is known at her university as faculty member from the art department
an “L” (information literacy) course contacted the new art librarian requesting an
involved students coming to the library for information literacy session for her studio
instruction sessions at least three times art senior thesis seminar students. Prior to
during the semester, with content tailored this time, no library or information literacy
accordingly to their needs and interests and instruction had been presented to the studio
the goals of the course. art students at OU, and the faculty member
had grown concerned with the students’ lack
Considering undergraduate students in of awareness of library resources and of
general, several studies have shown that how research connects to the making of art.
library use contributes positively to a This initial instruction session introduced
student’s chances of degree completion and many of the students to the physical spaces
GPA (Primary Research Group, 2009; of the library and its collection, including art
Soria, Fransen & Nackerud, 2013). George monographs, art journals, and art-related
Kuh’s (2008) pivotal work on high-impact databases. Notably, this was the first time
practices in the classroom, including using the library and its databases for many
capstone work, writing-intensive courses, of the students. Due to the success of this
and high engagement with faculty, aligns session, the faculty member and the
perfectly with the roles the academic library librarian developed a plan to scaffold
plays on campus in regard to student information literacy skills throughout the
success. It may seem like common sense, studio art curriculum, initially concentrating
but it merits reinforcing the notion that the on a single major, photography. The
more students are exposed to the library and photography students provided a test group
encouraged to take advantage of all it offers, to develop and assess the effectiveness of
the better they will perform during their this programmatic information literacy
academic years. instruction, with the end goal being
integration across all studio art majors.
ART AND INFORMATION LITERACY Although this department’s population
represented a small research sample, it
AT OAKLAND UNIVERSITY
provided an excellent opportunity to study

information literacy formation in studio art
History
students. Prior to the instruction described,
The College of Arts and Sciences at
the students had not been exposed to any
Oakland University (OU) offers a Bachelor
subject-specific IL instruction. Furthermore,
of Arts degree in studio art with several
the formal thesis requirement for graduation
media concentrations. The program is small,
appeared to be rare for undergraduate studio
with typically between 10 and 20 graduates
art majors, regardless of institution or
per semester, but it is quickly growing due
program type.
to the recent addition of a graphic design

major. To complete a degree in studio art,
Scaffolded Instruction
the program at OU includes the requirement
The benefits of progressive, scaffolded
that students write a formal thesis paper
information literacy sessions in a specific
along with creating art for a culminating
major include the ability to introduce
exhibition. In the winter semester of 2011, a
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research skills to students early on in their system. An open-source alternative to
coursework, and to build upon those skills Libguides, the Subjects Plus system allows
with incremental lessons that reinforce for efficient creation and updating of course
previous concepts and introduce new and subject-level pages. The guides created
challenges. These lessons are designed to for the present case study included
prepare students for their capstone course recommendations for print and electronic
and for the production of a formal research resources, tips for effectively finding and
paper. Instructional repetition provides citing sources, and other materials suited to
opportunities for authentic learning the needs of the students.
activities, so students know how to produce
a formal paper, and so they are practiced at Online Learning Objects
applying critical thinking and evaluative As the scaffolded studio art information
skills for a lifetime of information-seeking literacy program expanded at OU, the time
and artmaking (see Supplement 1). commitment for both the librarian and the
studio art class time became a concern. The
In previous years, library research services creation of online learning objects provided
were underutilized by studio art students. a solution; for example, the library created a
With the introduction of library sessions tutorial course instructing students on
into the curriculum, however, the number of copyright using the university’s learning
studio students asking questions at the management system, Moodle. The course
research help desk or making appointments modules were designed to teach copyright
with their subject librarian increased basics, the rights of copyright holders, and
dramatically. the responsible use of others’ material
(Rodriguez, Greer & Shipman, 2014). The
In planning the studio art information course, which takes forty-five minutes for
literacy curriculum, the art librarian students to complete on average, effectively
consulted the ARLIS/NA Information replaced in-person instructional time. The
Competencies for Students in Design librarian and art studio faculty have
Disciplines (2000), the ACRL Information subsequently planned online learning
Literacy Competency Standards (2013), and objects for students, which continue to
the ACRL Visual Literacy Competency supplement in-class instruction.
Standards (2011); she also used feedback
from studio art faculty members on what
INITIAL ASSESSMENT: THESIS
they perceived to be the most pressing
CITATION ANALYSIS
student needs. Learning outcomes from the

aforementioned standards documents were
Methodology
matched to stages of the photography
To maintain a dynamic instructional
curriculum, and the targeted courses were
program and allow it to grow along with the
paired with instruction and active learning
students and department, it is important to
assessments (see Supplement 2). To
constantly assess and reevaluate. As one
accompany the planned instruction sessions,
measure of assessing the information
the art librarian created course guides for
literacy needs of the studio art student
each class using the library’s Subjects Plus
population at Oakland University,
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Greer, Connecting Information with Inspiration Communications in Information Literacy 9(1), 2015
coinciding with the development of the category because information on bleeding-
instructional program, the librarian gathered edge contemporary artists can be difficult to
several years’ worth of cited references find in academic published material and, as
from the capstone thesis papers, from 2004 a result, students are encouraged during IL
to the present, to analyze the types of sessions to turn to sources such as the
information sources students drew upon to artist’s official website, the gallery that
inform their work. A total of 120 represents him or her, or museum websites
bibliographies were retrieved, with 717 for information; student use of such specific
citations among them. sites, therefore, was important to quantify.
Similarly, the librarian was interested in the
Citation analyses are a commonly accepted types of periodical material consulted by
measure of assessment and study in the students, so those sources were divided
library literature; however, no such study of accordingly. Works of art are commonly
undergraduate art student papers has been cited in student reference papers, so a non-
published. For the initial citation analysis, textual source count was included as a
the librarian assigned a category to each separate measure; however, these non-
citation and performed a simple, spreadsheet textual sources are not included in the
count of source types. Categories assigned calculations herein as they author was
included the following: scholarly article, concerned with textual research behaviors
artist website, blog post, book, book review, and the students were not consistent in
dissertation/thesis, gallery/museum website, choosing whether to cite art that they
lecture notes, magazine/newspaper article, included in their papers.
textbook, trade publication, video, general
website, and Wikipedia. The decision was Discussion
made to not simplify to a single internet site The data from the citation analysis
FIGURE 1—AVERAGE NUMBER OF SOURCES PER PAPER, BY SEMESTER
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FIGURE 2—PERCENTAGE OF CITED SOURCES BY TYPE AND SEMESTER
demonstrated an overall trend toward more the first semester the librarian began
scholarly work, beginning in 2004 with zero working with the art students may also have
cited references and ending in 2013 with an resulted in a similar surge in cited journal
average of eight sources per paper (due to articles.
departmental records reorganization, the
year 2010 was missing). The data showed a Interestingly, the students in this case study
growing number of sources cited per paper; appear to rely less and less on the traditional
it also showed a notable increase in the monograph, which runs counter to the
number of authoritative sources, especially information-seeking literature about artists.
academic journal or news articles (see In 2006, books (not including textbooks)
Figures 1 & 2). represented 90% of the cited material; in the
fall semester of 2013, books only accounted
The use of scholarly journal articles was for 31% of the cited references. The studio
slightly uneven, with some semesters having art faculty at OU have flagged this as a
far heavier use than others; however, in fall concern, asserting the notion that the book is
of 2011 the numbers of journal articles still a critical part of information-seeking as
jumped considerably. This surge in journal a component of art practice. To address this,
article citations may be explained by the many faculty members now require their
corresponding debut of the library’s students to use the library books collection
discovery tool (currently the Serials to enforce browsing skills and encourage
Solutions Summon product), which productive library use habits. Further
improved students’ ability to locate journal research, as described below, will help to
articles. The effect of IL instruction during assess whether this is a behavior is unique to
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OU students or is a more wide-ranging academic publishing may force students to
generational shift. use artist or museum websites, or even
gallery sites, to find pertinent information.
This round of assessment efforts, including Although these sources are generally not
the citation analysis and the library scholarly, the information they provide may
assignments (see Supplement 1), has be critically important to a student’s
highlighted some continuing areas of understanding of contemporary art trends.
concern, including students’ ethical use of Great care is taken when instructing
information and their evaluation of students in these skills to make clear the
information. Although students are citing difference between what would be
more sources (and are hopefully less likely considered a reputable source of
to be unintentionally plagiarizing as a information on the public web, and what
result), the quality of their citations varies would not.
significantly. Again, this is likely a
reflection of the students’ lack of prior The art librarian has spent the past few
experience with academic writing. To semesters playing “catch-up,” teaching
address this shortcoming, new activities that students at all levels many of the same skills
provide practice in formatting citations have in order to prepare them for their capstone
been introduced into the curriculum. The theses. The studio art department and the
more exposure students have to such library are also working to develop a
mundane details as they progress through strategic plan for library instruction that will
the studio art curriculum, the better prepared most effectively introduce students to skills
they will be for their capstone course and at points of need in their curriculum. The
possible graduate work. end goal is that by the thesis level, students
will not need library instruction; instead,
In the area of source evaluation, the increase they will work with the art librarian outside
in citations to published journal and news of class time on individual research needs
articles is promising, but the citations for their thesis papers. The thesis class from
indicate that many students still rely on the the spring semester of 2014 implemented
results from basic Google searches to fuel this approach to research, and the instructor
their research. As of 2012 a new source reported back very favorably on the
started appearing in reference lists as well: outcome, noting that several of the papers
Wikipedia. Although websites and resources exemplified the results of the library and
such as Wikipedia may be useful as one departmental partnership due to their above-
begins exploring new ideas, they are average research quality.
typically not appropriate for formal projects;
further instruction to promote critical source The success of integrated library instruction
evaluation has been introduced or within the photography curriculum and the
redesigned to address this gap. As noted capstone course has led to the art studio
above, it is important for librarians to department as a whole look for ways to
recognize that studio art students have include library instruction throughout the
different evaluative criteria than students in curriculum. Plans are in place to include the
other disciplines. For example, the lag in librarian at several points of need in the
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Greer, Connecting Information with Inspiration Communications in Information Literacy 9(1), 2015
various majors. Students have also has had a positive impact on student work.
requested activities outside of the One faculty member remarked in an email
classroom, such as an “Art and Research” message that “I can tell that your exercises
faculty panel discussion, and a workshop on helped in [the students’ projects’]
grant writing. At the request of the conceptual fortitude” (D. Lambert, personal
department, the librarian now serves as the communication, November 19, 2014). The
faculty advisor for the student art group, growing number of citations per each thesis
which has helped to facilitate a greater level paper, and their improving quality, also
of librarian embeddedness. indicates that the program in this study
works. However, the small student sample is
An artist’s ability to textually communicate not generalizable to all studio art students.
his or her vision to the world in a clear and In order to more fully study the information-
effective manner resides not only in the use habits of undergraduate studio art
effectiveness of his or her writing, but also students, the author has secured the
the information that supports that writing. capstone papers from two additional
Research also informs the creation of art schools—one a larger liberal arts program
itself, as the more exposure artists have to and one an art school—in order to conduct a
knowledge and the work of their peers and more rigorous citation analysis. These
predecessors necessarily impacts their ideas papers will be analyzed for source types,
and artistic directions. As universities train subject classes of monographs used by
the next generation of artists, therefore, it is students, percentages of library-held
critical—especially in this age of resources used by students, and other
information—that they be given the skills criteria, in order to answer in a more
necessary to effectively navigate, evaluate, comprehensive manner the question of how
and incorporate information into their and what source materials this particular
artistic practices. As shown in this case disciplinary group of students use.
study, studio art faculty and students benefit
when partnering with a subject librarian Still, a citation analysis presents only one
who is familiar with the appropriate piece of the larger puzzle. While it may
disciplinary resources and the most effective indicate usage trends and suggest behaviors,
means with which to imbue the skills of it shows nothing of the motivation behind
finding and using relevant information. the information choice or seeking process.
To further explore these ideas, therefore, a
FURTHER RESEARCH third component of study is in the planning
stages, which will potentially include a
Library instruction was not the sole variable student survey, classroom observations, and
affecting the quality of student source focus groups. The target populations for this
selection in this study. Thesis requirements, final portion of the author’s planned
importance placed on research by faculty program of study will ideally be the same as
members, and student experience with the expanded citation study, providing much
research and writing were also factors. needed further insight into this too-often
However, comments from studio art faculty neglected population.
indicate that information literacy instruction
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