Alexandra Duncan, Julia Flood & May Warren (Central Saint Martins, University of the Arts London)

This presentation details a series of standalone information literacy sessions Academic Support Librarians at Central Saint Martins, University of the Arts London (UAL) have been running, as part of the university’s academic support workshop programme.

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The programme is managed by the UAL Academic Support team, but the sessions in question were devised and run by librarians. These bookable interactive sessions are open to all UAL students and cover a variety of topics, including ‘Creative Library Research’, ‘Dissertation Research’, ‘Visual Research’ and ‘Fake News’. This is a new initiative, begun in 2017, which has proved to be a popular and hopefully sustainable endeavour.

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The speakers would like to share their experiences relating to stepping outside their usual curriculum, and planning and delivering stand-alone (but relevant) workshops to arts and design students. We will talk not only about the content of the sessions but also reflect on their success or otherwise, and share our thoughts regarding collaboration with Academic Support tutors. 

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Alexandra Duncan is Assistant Academic Support Librarian for the Fashion, Textiles and Material Futures programmes at Central Saint Martins (UAL). She is a member of the ARLIS/UK Council and co-editor of ARLISmatters, the UK art libraries and archives blog.

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Julia Flood is an Assistant Academic Support Librarian at Central Saint Martins, University of the Arts London, representing the course in Foundation Art & Design since May 2014. Julia has previously worked at the British Museum and London School of Hygiene and Tropical Medicine.

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May Warren is an Academic Support Librarian at Central Saint Martins, supporting courses in the Culture and Enterprise programme and Drama Centre London. She is responsible for the Academic Support and Liaison activities at CSM library and is interested in how information skills can empower students in the development of their individual practitioner identities and support them in self-directed learning.

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