An introduction to research for creative arts students: visual research methods and information literacy. Gundry & Widdicombe
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An introduction to research for creative arts students: visual research methods and information literacy. Gundry & Widdicombe
- 2. An introduction to research for creative arts students: visual research methods & IL Lucy Gundry & Kristy Widdicombe
- 3. From Noble, Ian. & Bestley, Russell. (2005) Visual research: an introduction to research methodologies in graphic design. London: AVA Publishing. Cog-ignition: the development of learning objects to support learning & teaching at UCA
- 4. ‘Technology is an enabling tool.’ (Garrison & Vaughan 2009)
- 5. ‘All undergraduate students in all higher education institutions should experience learning through, and about, research and inquiry.’ (Healey & Jenkins 2009) ‘All undergraduate students in all higher education institutions should experience learning through, and about, research and inquiry.’ (Healey & Jenkins 2009)
- 6. ‘Students’ perceptions of research is very much led by the context of their assignments’ and that they are ‘reluctant to approach their tutor directly… for advice on what research content to access.’ (Hampton- Reeves, et al 2009) ‘Students’ perceptions of research is very much led by the context of their assignments’ and that they are ‘reluctant to approach their tutor directly… for advice on what research content to access.’ (Hampton- Reeves, et al 2009) Recommended Action: ‘A student- authored guide to research’ Recommended Action: ‘A student- authored guide to research’
- 7. Courtney McWilliams Claire Zeng Student ‘snapshots’
- 9. The tutorial Hello and welcome to this online introduction to research for students of the creative arts. This interactive tutorial has been created in order to provide you with a basic introduction to the research process and encourage you to become an active researcher from the beginning of your course. Research can take you to new and interesting places, places that you would not have discovered otherwise; it can be a source of inspiration and feed your ideas, whatever subject you are studying. Research is not just for written work, research is also for making and for life in general. Hopefully we’ll be able to get some of those cogs moving and ignite some creative ideas!
- 10. “Keeping it interactive and fun was very useful” “Keeping it interactive and fun was very useful” “Concise and informative – looking forward to the research journey” “Concise and informative – looking forward to the research journey” “I now have more clarity and understanding of how personalised our research journey can be” “I now have more clarity and understanding of how personalised our research journey can be”
- 12. Visual Research Methods? Leonardo Da Vinci’s Sketchbooks
- 13. ‘To develop visual research as a scholarly practice to support learning activities’ Project aims
- 14. Research methodology: focus groups and Case studies Visual Research methods: case studies & focus groups
- 15. Fiona Brown UCA MA Animation 2009 Tom McDowell UCA MA Jewellery 2009
- 16. Mapping the research territory Inji D 2008 UCA Epsom MA Grpahic Design and Communication (Professional)
- 17. Visual Literacy ‘The way we see things is affected by what we know or what we believe.’ ‘The way we see things is affected by what we know or what we believe.’
- 18. ‘The word ‘idea’ is closely related to the Greek verb ‘to see’ - how often do we say ‘see what I mean’?’ (Gray and Malins 2004:95) © Inji D 2008
- 20. Questions?
Notes de l'éditeur
- Brand slide – display as background before talk. Give out handout(s).
- KW – Welcome and introductions (5mins) Hello. My name is Kristy Widdicombe and I am the Faculty Librarian for Fashion & Management at the University for the Creative Arts. Although spread across 5 sites in two counties with around 6,500 students enrolled on around 80 courses, I am based in Epsom in Surrey. My colleague Lucy Gundry is a Teaching and Learning Researcher at the University, engaged in many interesting projects at UCA, and is also an editorial assistant on the Textile: The Journal of Cloth & Culture. Lucy and I met whilst engaged in two overlapping projects which were internally funded by UCA’s Teaching & Learning Department. Coming from different backgrounds with different specialisms, we hope that you will find some of the parallels we draw useful. Our presentation today will report on the findings from these projects and highlight the importance of Library-Faculty collaborations in developing key skills – Information and Visual Literacy Skills. Firstly I will talk about my developmental project which aimed to develop learning objects that would enhance the delivery of information literacy, as well as discussing the research that led me to find a solution to several key problems (i.e. delivering relevant content at the right time). Next, Lucy will talk about the visual research methods project that she has been engaged in and will reveal some interesting findings about student’s visual understanding and the tools that can be used to help them develop visual literacy competencies.
- KW Slides – 3-11 (15 mins) I will now outline the context, content and progress of this developmental project entitled ‘Cog-ignition: the development of learning objects to support teaching and learning at UCA. It showcases a package of learning objects that have already been delivered to students studying on the Fashion courses at Epsom, but will be rolled out to the wider community within the next few months. Funded by Teaching and Learning, this project fits within the 2009-10 Academic Strategy Action Plan recommendation to ‘Develop flexible and innovative approaches to learning and research in the creative arts by exploiting new and emerging technologies’. Working with an edeveloper it has been possible to create multimedia content (e.g. videos, audio clips, Flash animation, etc.) in order enhance the presentation of information and create visually stimulating resources that will appeal to our students. The aim of this project was to develop content that could be used to deliver Information Literacy workshops across the University. Information literacy is a key life skill and should be integrated into all courses. It should be made subject specific and connect with the discourse of the discipline, rather than being delivered as a ‘bolt on’ extra. We can only do this by working together and collaborating on the delivery of research and information skills. During the early days of this project I had many ‘defining’ conversations with key stakeholders: Librarians, Study Advisors and tutors, academic staff and researchers. These conversations helped me to discover what the requirements were and that an online guide to research would be invaluable.
- Let’s ask the critical question, so what? Or perhaps, why? Creating interactive learning objects has many benefits for us and our users. Attendance and timing are the key difficulties we face and this has been identified in student feedback. We also face another problem in the Library - limited contact time with increased student numbers. Producing online content can help with this. The advantage to using online tutorials or podcasts is that, as D. Randy Garrison & Norman D. Vaughan have pointed out in their book on blended learning, ‘they allow students to listen and view course-related material outside of class time, at their own pace, and as often as required to gain understanding.’ They also state in their introduction to this book that ‘Although the catalyst for change in teaching and learning has been technology, it is the need to enhance quality standards that is drawing attention to the potential of blended approaches. Technology is an enabling tool.’ Technology became an enabling tool and allowed me to create materials that could be accessed at the point of need.
- There were two key reports that informed the work of this project. In a recent report written for the HEA, Healey and Jenkins recommend that all undergraduate students should experience learning through, and about, research and Inquiry. Study Advisors, and Faculty Librarians, like myself, who teach information and research skills can help promote the importance of research for practice and non-practice based learning. Many of the workshops we deliver ensure that learning is experienced by doing and carrying out particular research tasks.
- Another report of relevance here is published by JISC. Students’ Use of Research Content in Teaching and Learning reveals that students’ perceptions of research are led by the context of their assignments. Students are reluctant to approach their tutor about research content and are anxious about identifying appropriate research content. One of the solutions to the problems identified is to produce a student-authored guide to research. Hearing their peers talk about the research process can help to reduce this anxiety. Taking this recommended action on board, I decided to do just that and interview students on what research meant to them…
- Student ‘snapshots’ or short video interviews were recorded and have been published on YouTube. Courtney McWilliams, graduated from UCA in 2008 and is currently studying Fashion Menswear at the Royal College of Art. She was also featured in Vogue Talents as one of the 140 emerging designers of 2009. Claire Zeng is a 3rd year Fashion innovation student at Epsom Video clips from these interviews, where the students talk about what research means to them will be embedded into the final online tutorial, which I will discuss later in the presentation.
- As well as hearing the voices of other students talking about the research process, I felt it was important for students to learn from what people working within the creative industries think about research and how this fits into their own work. It is hoped that by watching artists and designers talk about the importance of research that student’s perception of research will begin to expand beyond the context of their assignments. Two video interviews were recorded: Simon Seivewright is author of Research and Design, a useful introduction to the research process for practice-based students. Anne Harild is a successful Fine Artist who recently graduated from the Royal College of Art. What is of particular interest about Anne’s interview is that she reveals that she found it difficult to write her dissertation, perceiving herself as a ‘maker’, but that theory has had an influence on her practice and that research is an essential part of the artistic process.
- The final tutorial that has been created is comprised of several learning objects, all of which can be flexible used in teaching, or added to the website as a standalone self-guided resource. It is envisaged that the tutorial that I have been working on will be the first of many interactive learning objects; this tutorial will provide an introduction to research for creative arts students and, as such, focuses on sources related to the creative arts. The tutorial aims to introduce students to the research process, highlighting the importance of research for practice-based students. As a basic introduction, the tutorial covers areas such as mind mapping, keyword construction, primary and secondary research and planning. Although focusing on the wider research context (e.g. sketchbooks and museum and gallery visits), its primary focus is library research. The final tutorial will be created using Adobe Presenter Software. Adobe Presenter is a plug in for PowerPoint which allows presentations to be exported into the Adobe Flash format which can contain video, quizzes, syncroniseded audio and animations that are easily viewed online. The advantage to using this software is that it can contain a script of the audio or voice-over in the right-hand window. You will hopefully see this software in action tomorrow when I deliver my short Percha Kucha presentation.
- The content for the tutorial has already been tested and delivered to two groups of students. The feedback received received was encouraging. Several students commented on how the content delivered helped them to understand how ‘personalised’ research can be and that it can be a useful activity to carry out outside of the structure of formal assessment.
- Finally, I want to point out some future directions and key lessons learnt during this project: Future directions A task group has been set up in order to forward the work of this project. The Skills Integration Task Group that I chair will have a multi-professional membership, comprised of Librarians, Academic Developers, Study Advisors and Academic Staff. One of the main aims of the group will be to creating a repository of learning objects for information/research skills delivery and developing/ evaluate new online content that students can access at the point of need. Lessons learnt Collaboration is creative and has been key to the success of this project Although this project has had its ups and downs, technology has been an ‘enabling tool’ In order to make content relevant to students it has to be context and therefore discipline specific By refocusing Information Literacy to take a closer look at research and the skills involved, students are able to see the process as more personal and engaging, linking theory and practice. My colleague Lucy is now going to discuss the findings of her own research into visual research methods which also informed some of the thinking behind the online tutorial…. Skills Integration Task Group Creative collaboration Discipline specificity Linking theory and practice Information Literacy and Visual Literacy
- LG Slides (15 mins) Notes to be added at a later date. ‘Leonardo’s sketchbooks, drawings, models and writings represent, perhaps, the first coherent example of what might be called a ‘visual research methodology.’ (Gray and Malins 2004:94)
- LG Slides (15 mins) Notes to be added at a later date.
- LG Slides (15 mins) Notes to be added at a later date.
- LG Slides (15 mins) Notes to be added at a later date.
- LG Slides (15 mins) Notes to be added at a later date.
- LG Slides (15 mins) Notes to be added at a later date.
- LG Slides (15 mins) Notes to be added at a later date.
- LG Slides (15 mins) Notes to be added at a later date.
- LG 10 mins Do you have any questions?