Loughborough University Library: Open Journals
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The Artist's Hand
Get PDFThis article is a discussion of gestures and marks as signs of the presence of the artist in drawing. Although I write as a practitioner, I do not address my own practice directly. I start with a consideration of art historical writing. An example by Huyghe (1962) positions ‘the artist’s hand’ as a conduit for the expression of the individual’s inner essence. I briefly trace how such ideas have been subject to critique in the drawing practices of artists since the 1960s, with reference to commentators such as Rose (1976, 1992). While notions of authenticity and authorship have been challenged, and the figure of the hand has been displaced to some extent, I note that within contemporary art practice, the performance of drawing is still read as a declaration of an artist’s presence. However, rather than see the mark as the outcome of pure artistic intention, a more performative account, calling on the theories of Butler (1993), would recast the gesture of drawing as constituting an artistic subjectivity in the act itself. In drawing, a configuration of material histories and potentialities come together such that the artist appears ‘in the moment’ as the figure of the work
Nests
Get PDFThis essay concerns the importance of movement to ‘de-centering’ in the drawing process. It uses the language of theatre to describe how the rhythms of drawing movements enable artists to disrupt the drawing process, and achieve critical distance. It juxtaposes theory with practice, referring to drawings made since losing the sight in my right eye; this work led me to think about the interplay between looking and movement and the impact of changing viewpoints on action and reaction during drawing. My new monocular state requires an increased use of head movements as well as, for the purposes of the work cited here, magnifiers. This means that the environment is moving in and out of my field of vision as I move my head, and in and out of focus as I look through the magnifiers and then around them. I found that this multiplicity of views has correlates with the world of theatre, and I imagine the drawing room as a performance space in which the artist is actor/audience/critic. I suggest that in drawing, as in performance, disrupting the perceptual locus is a form of dissolving and resolving the relationships between self, other and object, and that this is manifested in metaphoric and literal acts of stepping back and forth from a work. That this puncturing takes place within a mimetic frame leads me to think of drawing in terms of a dynamical system rather than as I have previously discussed, a causal (action – reaction) or schematic (plan-do-review) process. I now see drawing movements as part of a constellation of neuro-somatic patterns and the drawn work as a fulcrum upon which the psychological and physical playfully seesaw. 
Information literacy in LIS education: exploring the student view
Get PDFTheoretical and practical principles of information literacy (IL) are generally embedded into the wider course structure of Library and Information Studies (LIS) Master’s programmes. This paper discusses the findings of a qualitative thematic content analysis of library student exam answer texts, which provide a student view of whether it would be appropriate to designate a stand-alone module specifically for the delivery of these principles. The key concepts of IL are currently found embedded within the core programme. It is suggested that the introduction of a distinct module may more appropriately reflect stakeholder requirements, including LIS students’ combined needs as producer-consumers of IL interventions in their study and practice. There is an increasing requirement for them to develop, deliver and evaluate good-practice interventions in the workplace. This work builds on existing discussions around IL as a discipline and the changing role of the librarian. The analysis is substantially informed by the participants’ views. It suggests that while embedding IL in the library school curriculum can address the consumer-IL needs of the participants as students, a more explicit focus will support development of their professional-IL needs.
Book Review of Kaplowitz, J.R. 2014. Designing information literacy instruction: the teaching tripod approach. Lanham: Rowman
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How much do first-year undergraduate students in Norway know about information literacy?
Get PDFThis study aims to document first-year undergraduate students’ information literacy (IL) skills at a typical university college in Norway. This research is the first of its kind in Norway as previous studies on new students have focused mainly on the literature search. Prior to library instruction a selection of these students completed a survey with questions on the critical evaluation of sources, on plagiarism and on citing sources. Survey questions were designed to reflect the content of the library course in IL. Although most students were confident that they could avoid plagiarism when writing, many had large gaps in their knowledge, and lacked essential skills. Results also show that new students are better at evaluating sources than they are at citing them. Ethical aspects of plagiarism are discussed and comparisons drawn between students coming directly from upper secondary school and those who have some previous higher education
Using an information literacy curriculum map as a means of communication and accountability for stakeholders in higher education
Get PDFMany academic libraries are coping with limited library staff, a burgeoning student population, and constantly evolving curriculum. How can academic librarians ensure that students are receiving a systematic and hierarchical set of information literacy (IL) competencies that will make them agile and adept information seekers and users who can cope with changing modes of information delivery and access? How can they be accountable to students, themselves, and to their institutions? Creating and implementing an information literacy curriculum map (ILCM) can provide a cohesive delivery of IL across the curriculum. A map aligns IL competencies with core courses, specific courses in a discipline, and assessment points. This article will describe the creation and implementation of an ILCM in addressing the needs of stakeholders at colleges and universities. The process of creating and use of the ILCM has facilitated and increased communication among teaching faculty, administrators, and academic librarians at Berkeley College. It has allowed the librarians to be more intentional in their teaching and assessment strategies. Furthermore, an ILCM used in conjunction with an assessment plan has served to make the IL programme and activities more transparent to the institution, thereby ensuring accountability to internal stakeholders and external reviewers.
Evidence-based instruction: assessing student work using rubrics and citation analysis to inform instructional design
Get PDFThis paper presents the findings of a study carried out by librarians in Champlain College who developed a two-pronged authentic assessment approach to measure the information literacy (IL) levels and determine the information seeking habits of students while conducting research for academic purposes. Librarians devised and developed an IL rubric and a citation analysis checklist for the assessment of first-year annotated bibliography assignment papers. This paper illustrates the merits of rubric-based, citation analysis assessment measures using authentic student coursework as a highly effective method of determining student outcomes assessment and information seeking habits while engaging in academic research. Findings from this study also suggest that authentic assessment is an extremely useful tool for instruction librarians to identify areas of IL that require further instructional support. This study is of importance to librarians wishing to adopt rubric-based and citation analysis authentic methods for student outcomes assessment. This paper is based on a presentation of the same name delivered at LILAC 2014