[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-598807-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-598807-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","volume-9-issue-1-connecting-information-with-inspiration","Volume 9 - Issue 1 - Connecting Information with Inspiration","","A partnership between the library and studio art faculty integrates information literacy instruction into the studio art curriculum at Oakland University. The article argues that information literacy supports artistic practice, student success, and persistence in undergraduate studio art. Early assessment using citation analysis and anecdotal feedback indicates growth in students’ research and inquiry skills, improved maturation of research behaviors, and stronger ties between the department and the library. 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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.  \nGreer, Connecting Information with Inspiration Communications in Information Literacy 9(1), 2015  \nINTRODUCTION  \nA practicing artist continually seeks both information and inspiration, weaving together a disparate web of resources to create meaningful, impactful art and situate him- or herself within the larger context of canonical art history. Studio art students who are just beginning to formalize their personal concepts and oeuvres may neglect the library and the practice of academic research in favor of more time spent in the studio, despite the benefit such activities may have on their creative output and the ability to express their artistic goals in writing. The strategic partnering of librarians and art faculty to instruct them in the skills of information literacy (IL) has the potential to greatly impact the quality of student work and student persistence in this subject area, although there has been very little formal study of undergraduate studio art students’ research habits and the impact of information literacy instruction. This article presents the first portion of a threepart plan of study to address that gap, describing a program of embedded information literacy in a studio art curriculum, its progression, and preliminary results.  \nINFORMATION LITERACY AND ARTMAKING  \nThe library’s role in the teaching of information literacy on university and college campuses has become critical to student success, with instruction increasingly becoming an important part of professional duties (Hall, 2013) . Librarians often discuss information literacy in terms of students conducting research needed for academic papers, but information literacy  \nskills are necessary for a wide-reaching range of information-seeking opportunities both in and out ofthe classroom.  \nWhen discussing information literacy and its instruction, the library literature most often refers to the set of competency standards published in 2000 by the Association of College and Research Libraries (ACRL), which lay out the basic characteristics of an information literate individual (ACRL, 2000) . Due to changes in the way information is created, accessed, and used, and the growing awareness that information literacy is only one of many literacies necessary for success, these standards are currently under revision, with a coming framework that paves the way fora new generation of library instruction (Gibson & Jacobson, 2014) . As the new framework recognizes, information literacy goes beyond just the basic critical thinking skills necessary to complete a formal research paper or other class assignment. Dane Ward (2006), a librarian at Illinois State University, exhorts us to remember that “information literacy also includes the imagination of information, our deepening experience of it, and appreciation for the richness of that vast reservoir of meaning and interior life. To imagine or create mental images i","cbCaiv0mYSW6iWfC","https://ap.wps.com/l/cbCaiv0mYSW6iWfC","pdf",501724,12,"English","# Introduction\n# Information Literacy and Artmaking\n# Information Needs of Studio Art Students","[{\"question\":\"What partnership does the article describe?\",\"answer\":\"It describes collaboration between the library and studio art faculty at Oakland University to embed information literacy instruction into the studio art curriculum.\"},{\"question\":\"How is the program’s effectiveness assessed?\",\"answer\":\"Effectiveness is evaluated through early assessment of student needs and the program’s impact using citation analysis and anecdotal feedback.\"},{\"question\":\"What outcomes does the program show in student learning?\",\"answer\":\"The program contributes to the maturation of students’ research and inquiry skills and positively affects the relationship between the department and the library.\"}]","Volume 9 - Issue 1 - Connecting Information with Inspiration | PDF",1792087635]