instruction, information literacy, art and design, artists, information needs, pedagogy, assessment
Artists often require visual and inspirational information sources that range outside of library walls and websites, and develop their work within the complex social environment of the studio. Librarians historically engage with studio art and design students using multiple standards documents. This article offers an analytical literature review of the pedagogical approaches librarians have taken toward their work in the art and design studios, specifically identifying library practitioners who have adapted or critiqued standards documents in order to address the unique needs of creative populations. The Association of College and Research Libraries’ (ACRL) Framework for Information Literacy for Higher Education provides librarians an opportunity to further engage with studio art students in critical information literacy practices. Future pedagogical practices and assessment techniques are considered, and new approaches to studio art and design instruction are discussed.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.
Carter, S., Koopmans, H., & Whiteside, A. (2018). Crossing the Studio Art Threshold: Information Literacy and Creative Populations. Communications in Information Literacy, 12 (1), 36-55. https://doi.org/10.15760/comminfolit.2018.12.1.4