Learning information literacy through drawing

David James Brier (Library Services, University of Hawaii at Manoa, Honolulu, Hawaii, USA)
Vickery Kaye Lebbin (Library Services, University of Hawaii at Manoa, Honolulu, Hawaii, USA)

Reference Services Review

ISSN: 0090-7324

Publication date: 9 February 2015

Abstract

Purpose

The purpose of this paper is to explore drawing as an instructional method to teach information literacy.

Design/methodology/approach

The authors describe their work using Collaborative Speed Drawing with students in a collection of information literacy workshops for students enrolled in English 100 (first-year composition). Examples of student drawings from the workshops are examined to demonstrate the benefits and problems of this teaching method.

Findings

Drawing is an excellent low-tech teaching method that helps students demonstrate their competence (or ignorance) of information literacy concepts. This method enables librarians to clarify, reinforce, challenge or change the pictures in student’s heads that underpin their understandings of library instruction and information literacy.

Practical implications

This article provides ideas on how to use drawing in information literacy sessions or credit courses. Many of the ideas shared can be copied, enhanced or tailored to meet the needs of diverse lessons and students taking face-to-face instruction sessions.

Originality/value

This is the first paper in library literature that focuses on and promotes drawing as a teaching method. In doing so, it challenges the high-tech instruction imperative and invites librarians to explicitly consider the images behind the words and concepts used in information literacy and library instruction sessions.

Keywords

Citation

Brier, D.J. and Lebbin, V.K. (2015), "Learning information literacy through drawing", Reference Services Review, Vol. 43 No. 1, pp. 45-67. https://doi.org/10.1108/RSR-08-2014-0030

Publisher

:

Emerald Group Publishing Limited

Copyright © 2015, Emerald Group Publishing Limited

To read the full version of this content please select one of the options below

You may be able to access this content by logging in via Shibboleth, Open Athens or with your Emerald account.
To rent this content from Deepdyve, please click the button.
If you think you should have access to this content, click the button to contact our support team.