Abstract
The workshop will focus on ways to use creative methods in library teaching to make space for feelings and emotions, focusing on the role of library inductions in supporting student wellbeing during the transition to university. Participants will have the opportunity to try exercises informed by Briar and Lebbin’s (2015) collaborative speed drawing approach. The aim of my inductions is to support the transition to university, by making space for conversations about expectations and worries about starting university. Moving away from the information giving model of a library induction, mine focus on exploring past experiences of libraries, understanding of what a library is and how students feel about using libraries. This workshop will encourage attendees to consider the implications of making space for emotions and feelings in library teaching. This workshop will provide an opportunity for participants to learn about, and to try, drawing as a tool for information literacy. It will provide practice ideas for using creative methods such as drawing to help students articulate their feelings and emotions about academic study.
This workshop will make a practical contribution to a growing body of work about transitions from an information science perspective. Hicks (2022) highlights how transitions are underexplored in information literacy research, whilst Ruthven (2022) focuses on information behaviour in times of life change. The transition to university requires the creation of a learning climate which supports students through the transitional journey of starting university. There has been increased attention given to well-being initiatives in libraries in response to the pressing issue of student wellbeing, with a focus on collections or fun activities (Baik et al., 2019; Cox and Brewster, 2020, 2022; Walton, 2018). But less attention has been given to the contribution of everyday teaching and learning activities. Cox and Brewster (2020) argue that core library services and the inherent value of the library contribute to wellbeing. Teaching practices can contribute to well-being through the creation of a positive, supportive and autonomous learning climate (Baik et al, 2017). This workshop will include explore the question of how the pedagogical choices of librarians have the potential to contribute to the increasing need to support well-being.
Participants will explore ideas about library inductions, supporting transition and making space for feelings through drawing tasks. We will do hands on exercises, informed by theory, to explore ideas about how drawing can be used as a teaching tool, with no previous experience or drawing ability required. The workshop will ask participants to reflect on their experiences and beliefs about the purpose of a library induction and its potential as a space for addressing student well-being during the transition to university life. The workshop will also provide opportunity for participants to reflect on how it feels to participate in drawing and to develop confidence in using this method in their own practice.
References
Baik, C., Larcombe, W., & Brooker, A.. (2019). How universities can enhance student mental wellbeing: the student perspective. Higher Education Research & Development, 38(4), 674–687. https://doi.org/10.1080/07294360.2019.1576596
Baik, C., Larcombe, W., Brooker, A., Wyn, J., Allen, L., Brett, M., ... & James, R. (2017). Enhancing student mental wellbeing: A handbook for academic educators. Parkville VIC: The University of Melbourne. http://melbournecshe.unimelb.edu.au/__data/assets/pdf_file/0006/2408604/MCSHE-Student-Wellbeing-Handbook-FINAL.pdf
Brewster, L., & Cox, A. M. (2022). Taking a 'whole-university' approach to student mental health: The contribution of academic libraries. Higher Education Research and Development, ahead-of-print(ahead-of-print), 1-15. https://doi.org/10.1080/07294360.2022.2043249
Brier, D.J. and Lebbin, V.K. (2015), Learning information literacy through drawing, Reference Services Review, 43(1), pp. 45-67. https://doi-org.sheffield.idm.oclc.org/10.1108/RSR-08-2014-0030
Cox, A., & Brewster, L. (2020). Library support for student mental health and well-being in the UK : before and during the COVID-19 pandemic.
Cox, A. M., & Brewster, L.. (2021). Services for Student Well-Being in Academic Libraries: Three Challenges. New Review of Academic Librarianship, 27(2), 149–164. https://doi.org/10.1080/13614533.2019.1678493
Hicks, A.. (2022). Negotiating change: Transition as a central concept for information literacy. Journal of Information Science, 48(2), 210–222. https://doi.org/10.1177/0165551520949159
Ruthven, I. (2022). Dealing with change through information sculpting (First ed.). Emerald Publishing.
Walton, G. (2018). Supporting student wellbeing in the university library: A core service or a distraction? New review of academic librarianship, 24(2), 121-123 https://journals.sagepub.com/doi/pdf/10.1177/0165551520949159
