Anna Simon presentation for the "Inside Out: Examining Studio Artists' Perceptions, Presentations, Representations, and Actual Use in the Fine Arts Library" session at VRA + ARLIS/NA 2nd Joint conference.

1. Studio Students and The Art Library:Demystifying Information seeking and Supporting Artistic Practice Anna Simon, Indiana University, March 25, 2011

2. Information Literacy

4. Articulate the need for information

5. Access it efficiently and effectively

6. Evaluate contents and sources

9. Need Information that’s fast, free and found first

10. Digital Natives

11. Conditioned to achieving immediate results

12. Comfortable with:

13. Collaboration

14. Learning experientially and visually

19. The Numbers: 227 students surveyed; 211 undergraduates By Discipline: 30 Sculpture 17 Ceramics 19 Drawing & Painting 9 Jewelry/Metalsmithing 25 Photography 13 Digital Art 31 Graphic Design 17 Printmaking 53 Fundamentals By Major: 38 Freshmen, 53 Sophomores, 53 Juniors, 64 Seniors

20. The Numbers By Level: 10 History of Ceramics students; 7 Seminar students 7 Intro Drawing students; 12 Painting Seminar 9 Jewelry/Metalsmithing Seminar students 14 Photography Intro students, 11 Seminar 24 Sculpture Intro; 6 Seminar 8 Digital Art Intro; 9 Seminar 14 Graphic Design intro; 11 Seminar 12 Printmaking Intro; 5 Seminar 53 Fundamental students (Drawing, 2D and 3D)

21. Q. 3: How frequently do you seek consultation? 52% Rarely seek consultation; 4% seek it frequently N=211

22. Q. 4.1: Who do you consult with? N=211

23. Work outside of class…

24. At a Glance: 211 Undergraduates 34% have never tried to find information in the Indiana University Fine Arts Library, but— 38% of those who do think they’re very successful at it

25. How well do students know basic resources? N=211

26. Info literacy: knowing where to find books Printmaking classes: beginning, intermediate, and advanced

27. At a Glance: what collections are being used? 26% use the reference collection 55% use books 16% use periodicals….AND 40% report not using the collection at all N=211

28. Finally: 65% feel the Fine Arts Library at Indiana University is somewhat to very important for their studies; but 34% are unsure or think it is not important

29. Student Responses “Where to find information on what the databases are and how to access them.” “Why can't I check out bound periodicals?” “A system to help you find a book and the people at the desk not just tell you where to look but actually show you.” [sic] “What exactly is it?” “I'm sure there are things I don't know but I don't know what they are so how can I tell you.” “Why are employees not helpful when I ask questions?” “How to look up articles from old periodicals.” “Yes, I was never really introduced to the library…Just kind of thrown in and didn't know how to use it. Maybe that's why I don't use it so much.” “Database use, images files, scanning, getting answers to questions. It would be helpful to have something near the computers to introduce how to research on the computer (similar to the scanning guides).” If you want more studio classes in the library then ask the professor to add more research projects. It would benefit a lot of students.”

30. Conclusions… Students— Don’t become indoctrinated with the library until their final year of study, if they do Don’t ask librarians for help The Library— Is not on the radar of enough students, many of whom take classes in the same building without knowing it’s there Librarians are not very visible for reference exchanges or help Faculty— May not be imbedding the library into lessons May believe that the internet works just fine… May not require students to use library resources in their research assignments

31. …and ideas for improvement Target specific faculty and students to spread the word Strategically publicize survey results to further mission Use graduate students to infiltrate the ranks of studio AIs and undergraduate students Provide easy ways for faculty to integrate the library into assignments (Problem based learning) Make resources, and their locations, visible to appeal to the studio search method of “browsing” Try adapting instruction sessions to visual and physical learning sessions

32. But mostly… Be visible to faculty (and students). Attend faculty meetings, student critiques, art openings. If instructors insist they don’t have time for instruction, offer to pop into their class at the beginning of the semester and make a pitch for the library. Think about ways to make the library visually appealing and browser-friendly.

33. Anna Simon, Indiana Universityannasimo@indiana.edu Whitmore, Marilyn P., ed. Creative Strategies for Library Instruction in the Arts, Literature, and Music. Active Learning Series, no. 5. Pittsburgh, PA: Library Instruction Publications, 2001. Bennett, Hannah. "Bringing the Studio into the Library: Addressing the Research Needs of Studio Arts and Architecture Students." Art Documentation 25, no. 1 (2006): 38-42. Brown, Jeanne, Jane Carlin, Thomas Caswell, Edith Crowe, Maya Gervits, Susan Lewis, Alan Michelson, Barbara Opar, and Jennifer Parker. “Information Competencies for Students in Design Disciplines.” Art Libraries Society of North America, 2007. Zanin-Yost, Alessia and Erin Tapley. “Learning in the Art Classroom: Making the Connection Between Research and Art.” Art Documentation 27, no. 2 (Fall 2008): 40-45. Halverson, Aniko L. “Confronting Information Literacy in an Academic Arts Library.” Art Documentation 27, no. 2 (2008): 34-38. Brown, Jeanne M., ed. Library Instruction for Students in Design Disciplines: Scenarios, Exercises, and Techniques. Occasional Papers no. 13. Kanata, Ontario, Canada: Art Libraries Society of North America, 2002.