Information Competencies for Students in
Design Disciplines

Information Competencies for Students in Design Disciplines –Introduction

-- Introduction prepared by Jeanne M. Brown, with input from Jennifer Parker, Alan Michelson and Barbara Opar. August 2006

Introduction: Table of Contents
Scope and purpose of this document
Disciplines and fields of study included
Relationship to the ACRL Information Literacy Competency Standards for Higher Education
Design organizations and information literacy issues
Information literacy in the studio arts
Information literacy in design curricula
Process of developing the competencies
Group responsible for initial draft of design competencies
Future development planned
Feedback
Sources

Scope and purpose of this document

The document Information Competencies for Students in Design Disciplines – Basic, Intermediate and Advanced is intended to serve two practical functions: assist librarians serving students in design disciplines to develop information competencies in a systematic fashion, and form the basis for discussions with design faculty on integrating these competencies into the curriculum.

A decision was made to organize the competencies chronologically, rather than in the order of the ACRL standards, in order to better meet the goals of the drafting group. Although the original ordering was year by year [first year through graduate], feedback from design librarians suggested that a basic-intermediate-advanced designation was preferable.

Competencies range from skills in dealing with certain types of information to specific core reference titles.

Disciplines and fields of study included

The following disciplines are addressed in this document: architecture, architecture history, art history, studio art, landscape architecture, interior design, fashion, and planning. Additional design disciplines may be added at a later date.

Upon completion of individual drafts for each discipline, and again, after feedback from design librarians, it was determined that many of the competencies included were applicable to students in all design disciplines. These were separated out into “general” competencies for all design-discipline students. The general design competencies precede competencies specific to a discipline. There is unavoidable overlap in some cases among the disciplines [for instance, more than one design discipline must be familiar with the Avery Index]. However the overlap is seen as both necessary and desirable, to create a set of competencies that librarians in a specific discipline can use.

Relationship to the ACRL Information Literacy Competency Standards for Higher Education

The ACRL Information Literacy Competency Standards for Higher Education forms the foundation for the design student competencies in this document. Librarians forming the group which originally drafted these competencies are quite familiar with the ACRL document, and have used its outcomes in information literacy activities for their disciplines. In addition after the information competencies for design students were drafted each competency was examined to determine which ACRL standard and outcome it addressed. A separate document is available which shows the correspondences.

In addition to Information Literacy Competency Standards for Higher Education disciplinary competencies developed for other-than-design disciplines were examined. In particular Standard 5 developed by the Association of College and Research Libraries ALA/ACRL/STS Task Force on Information Literacy for Science and Technology proved extremely relevant to the professional design areas http://www.ala.org/ala/acrl/acrlstandards/infolitscitech.htm.

Design organizations and information literacy issues

Architecture

The two preeminent organizations in architectural education, ACSA [Association of Collegiate Schools of Architecture] and NAAB [National Architecture Accrediting Board], while not specifically referencing the term information literacy, identify areas in which information skills are critical.

The Association of Collegiate Schools of Architecture established an Education Action Plan Task Force whose April 2005 report in the ACSA News indicated the explosion of knowledge as the first item on its list of four areas in need of investigation. In addition to the first of the four items, investigation areas three and four also related to the information needs for successful design students: extension into lifelong learning and expanding futures of students [relating to the need for interdisciplinary learning].

The National Architecture Accrediting Board in its NAAB Conditions for Accreditation for Professional Degree Programs in Architecture 2004 specifies criteria for learning which must be addressed in every accredited architecture program. Some of the criteria which offer strong linkages to information literacy standards and design student competencies are:

3.1.2 Architectural Education and the Students: Included in this paragraph is “… the APR may explain … their access to the information needed to shape their future ….”

3.1.4 Architectural Education and the Profession: Included in this paragraph: “The accredited degree program must demonstrate how it prepares students to practice and assume new roles and responsibilities in a context of increasing cultural diversity, changing client and regulatory demands, and an expanding knowledge base. …the APR may include an explanation of … how students gain an awareness of the need to advance their knowledge of architecture through a lifetime of practice and research….”

 3.9 Information Resources: In addition to developing and managing collections, architecture librarians and visual resource professional should provide information services that promote the research skills and critical thinking necessary for professional practice and lifelong learning.

3.13 Student Performance Criteria [selected for ones especially relevant to info lit]

• 2. Critical Thinking Skills: Ability to raise clear and precise questions, use abstract ideas to interpret information, consider diverse points of view, reach well-reasoned conclusions, and test them against relevant criteria and standards.
• 4. Research Skills: Ability to gather, assess, record, and apply relevant information in architectural coursework.
• 11. Use of Precedents: Ability to incorporate relevant precedents into architecture and urban design projects.
• 30. Architectural Practice: “… understanding of trends that affect practice, such as globalization, outsourcing, project delivery, expanding practice settings, diversity, and others.”

Landscape Architecture

The American Society of Landscape Architects, in conjunction with the Canadian Society of Landscape Architecture, the Council of Educators in Landscape Architecture, the Council of Landscape Architecture Registration Boards, and the Landscape Architectural Accreditation Board issued a report in October 2004 titled Landscape Architecture Body of Knowledge: Study Report. http://www.csla.ca/eng/engdocs/pdfs/education/LABOK%20Report%20with%20Appendices.pdf Introductory comments prepared by Sara Katherine Williams on behalf of the LABOK Task Force point out that “with ever-expanding knowledge and technology, with ever more multifaceted information and understanding of our world, the “body of knowledge” that is expected of landscape architects, the core knowledge that helps define our profession, becomes somewhat daunting in its breadth, depth, and complexity.”

The Landscape Architecture Accrediting Board’s 2005 accreditation document section nine states “Faculty, students, and staff shall have access to facilities, equipment, library and other information systems necessary for conducting professional studies.” It further details that “courses integrate library and other information systems.” Although this is often interpreted as collections, an argument can be made under this section for instruction to be integrated as well.

Interior Design

The Council of Interior Design Accreditation (formerly The Foundation for Interior Design Education Research) also seems to recognize the changing information environment, although they do not refer to “information” specifically. The Preamble to the 2006 Professional Standards states that “it is important to acknowledge the ever-changing nature of the education required for a growing profession. … New technologies affect the skills and knowledge required of interior designers. The best preparation for the future is an education that will enable graduates to adapt to a changing world.” Although the only time the Standards mention “lifelong learning” is in the Definition of Liberal Arts and Sciences, other readings on the needs of the interior design profession do include lifelong learning as a key component (such as the NCIDQ piece in Interiors and Sources magazine June 2003 ).

Relevant sections from the CIDA Professional Standards 2006:

Preamble: Educational philosophies and goals should be applied in the development of a creative professional who can synthesize information, and analyze problems from many different perspectives. … The best preparation for the future is an education that will enable graduates to adapt to a changing world.

Standard 2: The program leads students to develop the attitudes, traits, and values of professional responsibility, accountability, and effectiveness. Indicators include. The program MUST include learning experiences that incorporate: e. critical, analytical, and strategic thinking.

Standard 4: Student understand and apply the knowledge, skills, processes, and theories of interior design. Indicators include: Student work MUST demonstrate programming skills, including: … information gathering research and analysis (functional requirements, code research, sustainability issues, etc.).

Standard 6: Students design within the context of building systems. Students use appropriate materials and products. Indicators include: m. Students MUST demonstrate knowledge of sources for materials and products.

Standard 8: Students have a foundation in business and professional practice. Indicators include Students MUST demonstrate understanding of project management practices: d. information management (collecting and disseminating relevant project information).

Standard 10: Program facilities and resources provide an environment to stimulate thought, motivate students, and promote the exchange of ideas. Indicators include: Students have convenient access to a comprehensive and current range of: d. information about interior design and relevant disciplines (for example, bound volumes, periodicals, microfilm, video, slides, electronic). e. product information (bound, electronic, or on-line) and samples.

Information literacy in the studio arts

Studio arts -- Jennifer Parker

Analyzing and assessing the information needs of studio artists and other design disciplines that focus primarily on creative output rather than traditional “research” is a challenge. The National Association of Schools of Art and Design (NASAD) in their handbook of 2005-2006 states that “The institution shall place importance on the development and maintenance of library, learning, and information resources to support its undergraduate and graduate curricula in art and design.” However, there is no section in the document that discusses research, library instruction, or information literacy. This leaves librarians who work with studio artists without a professional mandate on information literacy that often occurs in other design disciplines.

In the past studio artists have been slow to recognize the importance and significance of the library to their creative process. Artists must be able to articulate their ideas with creative and written expression. The advent of the internet has both helped and hurt the librarian who works with studio artists. The common belief is that everything is available on the internet. It has only been recently that artists/faculty have recognized that their students are unable to differentiate between valid and invalid information. For the studio arts student, getting them physically into the library can prove the greatest challenge. Current literature on the topic is sparse but information that does exist shows that librarians are using a variety of creative techniques from using the library as a showplace for student work to holding classes in library classroom.

Regardless of the lack of mandate by the governing association and recognition by the artists themselves, librarians have sought to introduce research skills and information literacy into the curricula of the studio arts program. In the last few years several studies have sought to ascertain the research needs of the studio artist. Research on the topic has concentrated on case studies and interviews with student and faculty artists in order to ascertain their research needs. It is understood that the studio artist has unique research habits including using library resources and inspiration and a focus on image research rather than textual. Due to the interaction of the librarians with the studio artist, many are starting to recognize the importance of incorporating the art librarian into their instruction. Recognizing that artists will need to research and write about their work to have successful careers artists who teach in higher education institutions are starting to utilize the art librarian as a guide towards creating information literate students.

Information literacy in design curricula

[Note: This section of the document will be expanded as more is learned. The following represent some preliminary findings for two of the disciplines.]

Architecture – Jeanne Brown

Judging from a discussion on the state of instruction in architecture school libraries, held at the Association of Architecture School Librarians Conference in Salt Lake City, March 31, 2006 [http://www.library.njit.edu/archlib/aasl/meetings/2006/aasl-2006-instruction-status-presentation-notes.doc], and a survey of architecture school librarians conducted by Jeanne Brown prior to the meeting [http://www.library.njit.edu/archlib/aasl/meetings/2006/aasl-2006-instruction-survey.doc], most architecture school librarians do not have an instruction program that systematically covers all years of the students’ academic career and becomes increasing sophisticated. The most common mode of operation is to respond to requests from faculty to address specific class assignments. The students most likely to receive instruction in information skills are 1 st year undergraduates. First year of graduate students are also a target for many architecture school librarians.

Few who answered the survey (referred to above) base their instruction specifically on information literacy standards. Some noted that information literacy standards are used by general courses, not courses in the discipline. It seems a logical conclusion that – at least up to the present time – the institution’s commitment and involvement in information literacy determines the placement and extent of information literacy components in the curriculum.

Though this description indicates that there is much that can be accomplished in the area of disciplinary information competencies, it should not obscure the extensive involvement of individual architecture school librarians, as evidenced in their instruction web pages, components of which support instruction in the information competencies:

www.lib.berkeley.edu/ENVI/Guides.html

www.lib.utexas.edu/apl/guides.html

www.library.gatech.edu/architect/tutorial.html

http://www.library.unlv.edu/arch/instr/

Landscape architecture – Alan Michelson

Efforts by librarians and faculty to incorporate information literacy principles into landscape architecture curricula have been sporadic in the United States, and often geared to lower division students. At the most basic level, librarians have added information literacy links to their subject reference web pages, links that direct students to general library tutorials on the subject. An example is the “Library Course Guide for Landscape Architecture,” at the University of Massachusetts, Amherst. (See: <http://www.library.umass.edu/instruction/courseresources/larpguide.html>, accessed 8/14/2006.) Sometimes, librarians will refer to other schools’ information literacy pages. The “Internet Resources” page at SUNY-ESF, Syracuse, NY, includes links to Syracuse University Library’s and SUNY-Albany Library’s “Evaluating Web Materials” pages. (See < http://www.esf.edu/moonlib/links.htm#Anchor-Phone-21683> accessed 8/14/2006.)

Librarian Walter Punch teaches a course called, Information Literacy and Research in Landscape Studies” at the Arnold Arboretum, Harvard University. This course in included in the curricula of the Certificate Programs in Landscape Design, Landscape Design History, or Preservation. The catalog describes the course as follows:

“This module introduces students to resources, both electronic and paper, and procedures for doing research in all aspects of landscape design and history. Students will investigate relevant materials including reference works, databases, periodicals, reports, archives, association literature, government documents, monographs, special collections, and the media. They will examine the best methods of structuring and presenting their findings as a paper or project. This course is especially helpful for those with little background in research or who have not done academic work for some time. There will be weekly readings and other assignments and a final research paper is required.

This program is separate from the landscape architecture curricula of the Graduate School of Design at Harvard; it is meant for part-time students who generally finish the course and gain the certificate in three-five years. (See < http://www.arboretum.harvard.edu/programs/ld/history.html> accessed 8/14/2006.)

Adoption of specific information literacy standards by landscape architecture faculty has been sparse in U.S. universities. Most departments have general education requirements for undergraduates that include a course or two in rhetoric and composition. (Whether these address specific information literacy concepts is not always clear.) Landscape Architecture majors at the Utah State University must pass two “Communications Literacy” courses. University of Connecticut landscape architecture majors must pass “English 110, Seminar in Academic Writing,” that is designed in part to develop “critical literacy.” (See <http://www.canr.uconn.edu/plsci/la/planofstudy.html> accessed 8/14/2006.) The concept of critical literacy includes developing research skills and recognizing plagiarism, but it is unclear how thoroughly this course fulfills ACRL Information Literacy Standards. In fact, I could find no specific mention of these standards on any university web page in landscape architecture.

Lower division undergraduates at the State University of New York College of Environmental Science and Forestry (ESF) at Syracuse, NY, take a one credit course called, “ESF 200 Information Literacy.” This course, taught by Betsy Elkins, Director of College Libraries at ESF, consists of six assignments and a final project. (See <http://www.esf.edu/moonlib/esf200.htm> accessed 8/14/2006)

Many graduate programs in landscape architecture include a requirement that students take a research methodology course, as at Penn State University, where all students take “LArch 501, Research Methods in Landscape Architecture.” (See: http://www.larch.psu.edu/AcademicPrograms/TheMLAProgram.htm accessed 8/14/2006) Again, how deeply students in methodology classes develop information literacy skills will vary widely from school to school.

A search yielded only one course led by landscape architecture faculty that addresses the issue of information literacy. Dr. Kyle D. Brown, Director of the Center of Regenerative Studies within the College of Environmental Design, California State Polytechnic University, Pomona, has developed a course a course for MS students in regenerative studies called, “LA 565: Advanced Information Technology in Landscape Architecture.” This course concentrates on developing student skills in CAD and GIS, but a portion was devoted to inculcating “information literacy among students, which supports the careful and proper use of data and analysis tools and techniques.” It does not appear that undergraduate minors in regenerative studies at CSU Pomona take this class.

Some university faculties, such as that of Purdue University’s Department of Horticulture and Landscape Architecture, seem to becoming aware of the concept of “information literacy.” Purdue’s online catalog noted: “The landscape architecture faculty is in the early stages of discussion and studying strategies for implementing information literacy throughout the curriculum. Information literacy instruction will enable our students to better access and assess information, critically analyze its validity and importance, and use it creatively and appropriately in their process of decision making and design.” “Information collection” was one of the seven skills that the department was hoping to instill in its landscape architecture graduates. The catalog indicated that “Information literacy is becoming a more important aspect of information collection. The student are [sic] given guidance on the selection of sources of information as well as how to critically assess its validity and its worth.” How to teach this skill, however, has not been finalized at Purdue.

Process of developing the competencies

The process has been a repeating cycle of drafting, soliciting feedback, and revising. The draft of competencies for architecture students was the first, and in some ways served as a model -- but it was not a required format, so there is some variance in approach.

An informal group has been working since early 2005 on developing drafts of core competencies for students in several of the design and arts disciplines. Drafts were available for feedback by the end of 2005. Feedback has been solicited from relevant associations and their members [specifically The Art Libraries of North America (ARLIS/NA), the Association of Architecture School Librarians, and ALA’s Arts Section. Design faculty and students have been contacted and feedback solicited, although this process has thus far been very limited. Revised documents were made available to the design library community in the fall of 2006.

Group responsible for initial draft of design competencies

Jeanne Brown, University of Nevada Las Vegas, chair, architecture competencies; Jane Carlin, University of Cincinnati, planning competencies, fashion competencies; Edith Crowe, San Jose State University, art history competencies; Maya Gervits, New Jersey Institute of Technology, architecture history competencies; Susan Lewis, Boston Architectural Center, interior design competencies; Alan Michelson, University of Washington, landscape architecture competencies; Barbara Opar, Syracuse University, architectural technology* competencies; and Jennifer Parker, University of Colorado, studio art competencies.

Future development planned

This is only a first step in developing joint understandings for goals in library instruction in the design disciplines. Future developments might include collection of sample assignments and rubrics for assessing performance on those assignments, with the purpose of determining mastery of core competencies.

Feedback

Feedback on this document, specific competencies, and use of the competencies in instruction is most sincerely solicited! In addition any assignments used and evaluation of student competencies undertaken would be of keen interest.

Please send comments and suggestions to Jeanne.brown@unlv.edu.

Sources

American Society of Landscape Architects, with the Canadian Society of Landscape Architecture, the Council of Educators in Landscape Architecture, the Council of Landscape Architecture Registration Boards, and the Landscape Architectural Accreditation Board. Landscape Architecture Body of Knowledge: Study Report. October 2004. http://www.csla.ca/eng/engdocs/pdfs/education/LABOK%20Report%20with%20Appendices.pdf
[accessed August 2006]

Association of College and Research Libraries. Information Literacy Competency Standards for Higher Education. http://www.ala.org/ala/acrl/acrlstandards/informationliteracycompetency.htm
[accessed August 2006]

Association of College and Research Libraries. ALA/ACRL/STS Task Force on Information Literacy for Science and Technology. Information Literacy Standards for Science and Engineering/Technology. http://www.ala.org/ala/acrl/acrlstandards/infolitscitech.htm
[accessed August 2006]

Association of Collegiate Schools of Architecture. “Education Action Plan.” ACSA News. April 2005.

Brown, Jeanne M. Instruction in Architecture School Libraries . A Presentation/ Discussion at the Association of Architecture School Librarians Conference, Salt Lake City, March 31, 2006. http://www.library.njit.edu/archlib/aasl/meetings/2006/aasl-2006-instruction-status-presentation-notes.doc [accessed August 2006]

Brown, Jeanne M. Survey March 2006 Instruction in Architecture School Libraries .

http://www.library.njit.edu/archlib/aasl/meetings/2006/aasl-2006-instruction-survey.doc
[accessed August 2006]

Brown, Jeanne M., Paul Glassman, and Janine Henri. The Library and the Accreditation Process in Design Disciplines: Best Practices. Kanata, Ontario: Art Libraries Society of North America, 2003.

Council of Interior Design Accreditation. Accreditation Manual. http://www.accredit-id.org/accredmanual.pdf [accessed August 2006]

Cowan, Henry J. Handbook of Architectural Technology. New York: Van Nostrand Reinhold, 1991.

Cowan, Henry J. and Peter R. Smith. Dictionary of Architectural and Building Technology. Fourth edition. London: Spon Press, 2004.

Dougall, Arlene. “The Fourth ‘E’.” Interiors and Sources. June 2003. http://www.isdesignet.com/ME2/Audiences/dirmod.asp?
sid=&nm=test&type=Publishing&mod=
Stamats%3A%3AArticle&mid=8F3A7027421841978F18BE895F87F791&AudID
=1E3ABA75D377495382DF2A564C3FF787&tier=4&id=15532782E6E24318A92FEF5455A93AED. [accessed 2006]

Landscape Architectural Accreditation Board. Accreditation Procedures; Accreditation Standards. 2005.<br> http://www.asla.org/nonmembers/education/pdf/2005_LAAB_Accreditation_Standards_Procedures.pdf [accessed August 2006]

National Architectural Accrediting Board. NAAB Conditions for Accreditation for Professional Degree Programs in Architecture. 2004
http://www.naab.org/usr_doc/2004_CONDITIONS.pdf#search=%22NAAB%20Conditions%20for%20Accreditation%22 [accessed August 2006]

* Architectural technology is a term, which, while commonly used in the field of architecture, is not often clearly defined. Broadly speaking, architectural technology is the science of building. It is the study of the principles and practices of building methods, materials, and systems and their application to architectural design. Related terms include architectural science, architectural engineering, building, building construction, building technology, and structural engineering. –Barbara Opar

Sources for Information Literacy in the Studio Arts (Bibliography of resources provided by Jennifer Parker)