Presentation Slides
ARP blog posts for assessment
ARP.1 Ethical Action Plan, and project background
ARP.2 Critical Race Theory and the Action Research Project
ARP.3 Reflecting on Research Methods
ARP.4 Designing, Circulating, and Digesting the Survey
Additional non-assessed blogs
Aparna, K. and Kramsch, O. (2018) ‘Asylum university: re-situating knowledge exchange along cross-border positionalities’ in G. K. Bhambra et al. (eds) Decolonising the university. Pluto Press, 2018, pp 95-256.
Arshad, M., Dada, R., Elliott, C., Kalinowska, I., Khan, M., Lipiński, R., Vassanth, V., Bhandal, J., de Quinto Schneider, M., Georgis, I., & Shilston, F. (2021) ‘Diversity or decolonization? Searching for the tools to dismantle the ‘master’s house’’, London review of education, 19 (1).
doi: doi.org/10.14324/lre.19.1.19
Bell, S. (2017) ‘From gatekeepers to gate-openers: Designing meaningful library experiences’, American libraries, 40 (8/9), pp. 51–53.
doi: doi.org/10.17613/M6VB6M
Belluigi, D.Z. (2023) ‘Why decolonising “knowledge” matters: Deliberations for educators on that made fragile’, in L. Czerniewicz, and C. Cronin, (eds.) Higher education for good. Cambridge, UK: Open Book Publishers, ch.5. pp. 137-159.
BERA, British Educational Research Association (2024) Guidelines, responsibilities to participants, 14. Available at: https://www.bera.ac.uk/publication/ethical-guidelines-for-educational-research-fifth-edition-2024-online#responsibilities-participants (accessed on 29/12/2025).
Bhambra, G. K., Gebrial, D., and Nişancıoğlu, K. (2018) ‘Introduction : decolonising the university?’, in G. K. Bhambra et al. (eds.) Decolonising the university. Pluto Press, pp.7-21.
Bilgen, A., Nasirb, A. and Schönebergc, J. (2021) ‘Why positionalities matter: reflections on power, hierarchy, and knowledges in “development” research’, Canadian journal of development studies, 42 (4), pp. 519–536.
doi: doi.org/10.1080/02255189.2021.1871593
Bowen GA (2009), Document analysis as a qualitative research method. Qualitative research journal, Vol. 9 (2), pp. 27–40.
doi: doi.org/10.3316/QRJ0902027
Braun, V. & Clarke, V. (no date) Designing for reflexive TA. Available at: www.thematicanalysis.net/designing-for-reflexive-ta/ (accessed on 29/12/2025).
Briffett Aktaş, C. (2024) Enhancing social justice and socially just pedagogy in higher education through participatory action research, Teaching in higher education, 29(1), pp. 159-175.
doi: doi.org/10.1080/13562517.2021.1966619
Clarke, M. (2020) ‘Liberate our library: doing decolonisation work at Goldsmiths library’, Art libraries journal, 45 (4), pp. 148–154.
doi: doi.org/10.1017/alj.2020.23
Coghlan, D. (2011) ‘Action research: exploring perspectives on a philosophy of practical knowing’, Academy of management annals, 5 (1), pp. 53–87.
doi: doi.org/10.5465/19416520.2011.571520.
Converse, J. M., and Presser, S. (1986) ‘The tools at hand’, in Sage research methods. SAGE Publications, Inc.
doi: doi.org/10.4135/9781412986045.n3
Crilly, J., Panesar, L., and Suka-Bill, Z. (2020) ‘Co-constructing a liberated / decolonised arts curriculum’, Journal of university teaching & learning practice, 17 (2), article 9.
Davies, A. (2012) ‘Learning outcomes and assessment criteria in art and design. What’s the recurring problem?’, Networks (18), University of Brighton Faculty of Arts.
Ettarh F. (2018) ‘Vocational awe and librarianship: The lies we tell ourselves’, In the
library with the lead pipe, 10th January. Available at: www.inthelibrarywiththeleadpipe.org/2018/vocational-awe/ (accessed on 29/12/2025).
Hall, S. (1990) ‘Cultural identity and diaspora’, in J. Rutherford (ed.) Identity, community, culture, difference. London: Lawrance & Wishart, pp. 222-237.
Icaza, R. & Vázquez, R. (2018) ‘Diversity or decolonisation? Researching diversity at the University of Amsterdam’ in G.K. Bhambra, et al. Decolonising the university. Pluto Press. pp. 110-127.
Jones, I. (2024) ‘From object to objectified: the ongoing precarity of Black bodies in institutional spaces’, Art, design & communication in higher education, 23(1), pp. 57–68. doi: doi.org/10.1386/adch_00084_1.
Kember, D., Douglas, T., Muir, T., & Salter, S. (2019) ‘Umbrella action research projects as a mechanism for learning and teaching quality enhancement’, Higher education research & development, 38 (6), pp 1285–1298.
doi: doi.org/10.1080/07294360.2019.1638350.
Koshy, E., Koshy, V., & Waterman, H. (2010). ‘What is action research?’ in E. Koshy, V. Koshy & H. Waterman (eds) Action research in healthcare. SAGE Publications Ltd.
Chapter doi: doi.org/10.4135/9781446288696.n1.
Lenette, C. (2022) ‘Cultural safety in participatory arts-based research: how can we do better?’, Journal of participatory research methods, 3 (1).
doi: doi.org/10.35844/001c.32606.
Leung, S. Y., & López-McKnight, J. R. (2021). ‘Introduction: This is only the beginning’, in S. Y. Leung and J. R. López-McKnight (eds.) Knowledge justice: Disrupting library and information studies through critical race theory. The MIT Press, pp. 1-41.
Chapter doi: Doi: doi.org/10.7551/mitpress/11969.003.0002
McNiff, J. (2002) Action research for professional development: Concise advice for new action researchers.
Morales, M., Knowles, E.C., and Bourg, C., (2014) ‘Diversity, social justice, and the future of libraries’, portal: Libraries and the academy, 14 (3), pp.439-451.
NHS (no date) Collections development guidance. Available at: https://library.hee.nhs.uk/resources/collections-development-guidance (accessed on 29/12/2025).
Nichols, S. and Stahl, G. (2019) ‘Intersectionality in higher education research: a systematic literature review’, higher education research & development, 38 (6), pp. 1255-1268.
doi: doi.org/10.1080/07294360.2019.1638348
O’Driscoll, G., & Bawden, D. (2022) ‘Health information equity: Rebalancing healthcare collections for racial diversity in UK public service contexts’, Education for information, 38 (4), pp. 315-336.
doi: doi.org/10.3233/EFI-220051 .
Stauffer, S.M. (2020) ‘Educating for whiteness: Applying critical race theory’s revisionist history in library and information science research: A methodology paper’, Journal of education for library and information science, 61 (4), pp.452-462.
UAL (no date) 25/26 Fine art practice, theory and history: fine art bibliography. Available at: arts.ac.libguides.com/c.php?g=366075&p=4849900, (accessed on 16/01/2026).
UAL (2021) UAL anti-racism action plan summary. Available at www.arts.ac.uk/about-ual/strategy-and-governance/anti-racism-strategy, (accessed on 29/12/2025).
UAL (2024) UAL Voices of social purpose. Available at https://www.arts.ac.uk/about-ual/social-purpose, (accessed on 29/12/2025).
UAL (2025) 25/26 Unit 9: Practice and articulation element 2. Available at: moodle.arts.ac.uk/course/view.php?id=88168 (accessed on 16/01/2026).
Whittaker, R. and Broadhead S. (2022) ‘Disaggregating the Black student experience’ in S. Broadhead (ed.) Access and widening participation in arts higher education. Springer International Publishing, pp.71-297.
Survey data analysis :
About half of the total student survey respondents had used the Fine Art Subject Guide Bibliography. Of students who had used the resource 42% reported finding it helpful, the balance did not complete the survey beyond confirming they had used it. For those who did not use the Bibliography this was mainly because they did not know about it (69%), with only a few students responding as having believed it to be not relevant, or leaving the question incomplete.
Research themes mentioned in line with the planned additions to the guide were; representation, subculture, identity, class. Asked how students feel the Bibliography represents the library’s resources in terms of breadth of resources five respondents reported an average score of 74/100, on a scale for relevance to students’ subjects of interest the Bibliography scored 67/100, and for quality of resources recommended 77/100. The same students responded that their experience encouraged them to further browse the library.
Respondents to the open feedback question included three students who did not use the Bibliography and one who did. Students who did not use it commented that ‘the library has been a huge support for me in both research and practical work… enough to help me to find relevant sources’, another said that ‘it would be helpful for bibliographies to crossover, offering connections that [I] had not previously considered’ and a third that ‘it seems unclear what you can do on the page’. The student who had used the Bibliography commented that they ‘wouldn’t have used this resource unless sign pointed by Grace in a library drop in session where she talked me through’.
Key learnings from the survey include; high levels of students unaware of the Bibliography, and reliance on guidance in optional sessions. There is clearly a lack of communication and clarity. While students who did encounter the Bibliography and complete the survey reported reasonable levels of satisfaction, responses confirm relevant themes as missing.
Secondary data thematic document analysis :
Themes explicitly relevant to social justice occurred in 20 out of 30 emails analysed. These included; indigenous x2, environment x3, identity x5, Eastern Europe, Asia x4, nature x2, marginalisation, place x2, mental health x2, diaspora x3, power x2, religion x2, Global South, colonial x2, race, creolisation, colonial, Africa, women x6. This list provides a limited snapshot of some of the themes that are essential to add to the Bibliography if it is to fully represent student research needs and interests. Bowen notes document analysis as useful ‘in combination with other… research methods as a means of triangulation’, as shown here.
Notes on book borrowing analysis for listings :
Traditionally reading lists have been set by course academic teams, with libraries promoting materials selected by librarians through various mechanisms, including displays and library guides. Projects to diversify reading lists have included student collaborations, including work done at UAL. Camberwell Fine Art has an informal approach to recommended readings, with no official course reading lists. Readings are recommended within teaching. Using ‘popularity’ (most-borrowed items data) as a method for selecting titles to include on the ‘starting research’ page captures these recommendations as enacted by students, and also word-of-mouth student recommendations.
Data analysis documents are attached as appendices below.
Appendices :
Appendix 1. Survey data
Appendix 2. Secondary data thematic table
References
Bowen GA (2009), Document analysis as a qualitative research method. Qualitative research journal, Vol. 9 (2), pp. 27–40.
doi: doi.org/10.3316/QRJ0902027
‘Practices of representation always implicate the positions from which we speak or write’ Stuart Hall (1990, p.222).
I had taken elements of my personal positionality into account in designing the research vehicle, reflecting on embedded advantages of being white, and therefore not experiencing the discomfort of being racially minoritised in an arts institution (Jones, 2024) or while researching the effects of exclusion in resources, and also on perceptions of authority and gatekeeper status in librarianship (Bell, 2017). Bilgen et al. (2021) assert that ‘the white colonial gaze … imprints itself on … the researcher’, however this shouldn’t preclude white researchers and educators from actively contributing to equity. Lenette’s watchwords of ‘cultural safety’ (2022) helped me to navigate an approach that recognised burden and potential bias.
Nichols and Stahl (2019) call on ‘higher education’s purpose… requiring that inequities be actively challenged’ giving clarity to the active intent and potential for impact and change set out in the project, particularly where the institution’s expectations are so clearly stated (UAL 2021). Bilgen et al. argue that ‘reflexivity in research processes can serve as a tool to dismantle embedded power hierarchies’, through ‘knowledge co-construction’ (2021). Having missed the opportunity to do a larger scale student-facing collaboration, and with awareness of my own positionality, I hope that I can capture a listening, collaborative action-research approach in how I interpret student voice in my analysis; disrupting some of the hierarchy of choosing which materials to promote and where.
While meta and meso elements of personal positionality don’t often shift; such as race, gender, social class, physical abilities; experiences such as research and learning are position-shifting on a micro level. Not only through the knowledge gained but also though the relationships and networks formed, including a refreshed relationship with students. Teaching and pedagogy are now more present in the spectrum of my positionality, as is a broader awareness of meaningful inclusivities.
‘Meaning continues to unfold, so to speak, beyond the arbitrary closure which makes it, at any moment, possible.’ Stuart Hall (1990, p.230).
References
Bell, S. (2017) ‘From gatekeepers to gate-openers: designing meaningful library experiences’, American libraries, 40 (8/9), pp. 51–53.
doi: doi.org/10.17613/M6VB6M
Bilgen, A., Nasirb, A. and Schönebergc, J. (2021) ‘Why positionalities matter: reflections on power, hierarchy, and knowledges in “development” research’, Canadian journal of development studies, 42 (4), pp. 519–536.
doi: doi.org/10.1080/02255189.2021.1871593
Hall, S. (1990) ‘Cultural Identity and Diaspora’, in J. Rutherford (ed.) Identity, community, culture, difference. London: Lawrance & Wishart, pp. 222-237.
Jones, I. (2024) ‘From object to objectified: the ongoing precarity of Black bodies in institutional spaces’, Art, Design & Communication in Higher Education, 23(1), pp. 57–68. doi: doi.org/10.1386/adch_00084_1.
Lenette, C. (2022) ‘Cultural safety in participatory arts-based research: how can we do better?’, Journal of Participatory Research Methods, 3 (1).
doi: doi.org/10.35844/001c.32606
Nichols, S. and Stahl, G. (2019) ‘Intersectionality in higher education research: a systematic literature review’, Higher Education Research & Development, 38 (6), pp. 1255-1268.
doi: doi.org/10.1080/07294360.2019.1638348
UAL (2021) UAL anti-racism action plan summary. Available at www.arts.ac.uk/about-ual/strategy-and-governance/anti-racism-strategy (accessed on 29/12/2025).
Racism is normal : Here exemplified by the hegemony of white voices in the original Bibliography and the absence of social justice content. Also in the failure to meet the commitment made in UAL’s Anti Racism Action Plan (2021, p.11).
Action : Introduce diverse themes and minoritised authors to the Bibliography and create a more accessible ‘Starting Research’ page using visual carousels, sections to include headline social justice themes mirroring UALs research expectations.
Experiences and knowledge of minoritised people / counter-storytelling and voice: Evidenced by the absence of materials authored by minoritised creators, and defecit of materials reflecting minoritised students’ and members of staff experiences and positionalities.
Action : Diversify the listings. Find more ways to seek out student voice in the creation of resource recommendation materials (for example through use of library borrowing data and links on Moodle pages), and continue to invite more diverse reading lists from courses for inclusion. Create sustainable resource review and update systems.
Intersectionality : Demonstrated by the emphasis on historically established texts from within a narrow institutional frame. The absence of materials supporting research on race and Black art history is matched by absence of resources to explore gender, sexuality, religion, disability, and other identities or communities, plus the less-than accessible, text-based presentation of the listing.
Action : Create inclusive resources supporting research for art and cultural context across minoritised communities and identities. Ensure resources with intersectional themes cross-populate several sections demonstrating intersectional applications. Develop an accessible visual web-page.
Interdisciplinary : The exhaustive-seeming granularity of the existing Bibliography exemplifies a sort of purism of the theoretical and themed sections. The introduction of more broadly curated lists can encourage praxis in research, presenting disciplines, social topics and theory as parallel research work-streams.
Action : Structure the new ‘Starting Research’ page with broader access points; listing practice disciplines, social justice themes and theory texts, populated using borrowing data from the library system to reflect student voice, and organise reflecting learning outcome expectations.
Critique of dominant ideologies : Bibliographies and reading lists created by academics and librarians carry assumptions of expertise and authority, but also become bottlenecks, where intentions to decolonise and diversify are buried under workloads and immediate priorities. Challenges to orthodoxy can feel uncomfortable and hierarchical.
Action : Propose an alternative parallel resource to the bibliography, using borrowing data to drive resource inclusion, including transparency about this method of selection, foregrounding student voice and peer recommendation ahead of academic and librarian resource selection. Recommendations will continue to drive borrowing making the process more cyclical.
Interest convergence : UAL students are expected to include social justice or social context elements in their research. Introducing texts to support identities, communities, justices and intersectional themes will support the full UAL cohort, in addition to increasing representation and belonging for minoritised students and staff.
Action : The revised resource pages will be available and recommended to all courses and units using more explanatory and directive Moodle content for Camberwell Fine Art and Painting, and leading directly to the new more visual and accessible ‘starting research’ page.
References
Leung, S. Y., and López-McKnight, J. R. (2021) ‘Introduction: This is only the beginning’, in S.Y. Leung and J. R. López-McKnight (eds.) Knowledge justice: Disrupting library and information studies through critical race theory. The MIT Press, pp. 1-41.
UAL (2021) UAL anti-racism action plan summary. Available at www.arts.ac.uk/about-ual/strategy-and-governance/anti-racism-strategy (accessed on 29/12/2025).
Having designed my research to make the project manageable in the timeframe and safely positioned (Lenette, 2022) I now see exciting possibilities to scale up at the outcomes stage. These broadened outcomes are supported by the CRT framework review.
My initial project idea developed for the Inclusive Practice Intervention unit was based on evidence from teaching observations and awarding gap analysis. This limited the assumed output to expansion of the existing Fine Art Subject Guide Bibliography. Unexpected survey responses, and learnings from library activities undertaken in the interim period, ‘the successful performance of daily tasks’ (Coghlan, citing Lonergan, 2011), added to a more expansive plan. On reflection the original proposal was narrow; akin to ”traditional equity research’ which disaggregates student populations’ (Nichols & Stahl, 2019) rather than a more holistic and intersectional approach.
Survey feedback indicates that a significant proportion of students are not aware of the Bibliography, or don’t use it. This may stem from reluctance among academics and librarians to recommend it, due to outdated format and content. Graves Wolf et al. (2025) note the ‘broad range of characteristics’ we need to take into account in H.E. diversity work, including disability. These insights prompted me to look more closely at format and communication aspects of the resource, in addition to content deficits.
I am now planning to create more visual and accessible curated resource pages as start points for early researchers, such as BA students tackling contextual assignments; the majority of our library-guide users. This will better recognise intersectional and compound needs; employing ‘critical pedagogy’ to dismantle some of the power withheld by retaining such an in-accessible resource (Nichols & Stahl, 2019). A new research support page, formatted with book-cover carousels, will be welcomingly titled ‘Starting Research’; mirroring course-organised sessions. This page will facilitate more visually navigable research; much like popular curated event tables introduced at the front of the library. The updated Bibliography will remain in place for guided tutorials or a reading list approach.
This brought me back to learnings from the Theories and Practice term about syncing resource and teaching provision with Learning Outcomes and assessments, giving students more control of their learning journey (Davies, 2012). I now plan to provide better signposted library research signposting for Moodle pages; ensuring introductory, unit-relevant, and accessible links are available to students in-unit; not hidden on the library website, requiring prior knowledge and navigation skills.
Kember, D. et al. note the utility of drawing together strands of smaller action research projects under an ‘umbrella’ as a method that ’empowers and enthuses multiple participants to strive to improve their own teaching’ (2019). In addition to expanding project outcomes I am re-framing my perspective on the need to collaborate on action plans with other sites as opportunity to grow the research, rather than as a hurdle to be overcome. Promotion of the improved resources to sites and academic teams also contributes to citational justice at UAL (Kwon, 2022).
An updated project plan and briefing materials for the resource changes are attached below as appendices.
Appendices
Appendix 1. Revised outcome project plan
Appendix 2. Fine Art Subject Guide updates proposal / brief
References
Coghlan, D. (2011) ‘Action research: exploring perspectives on a philosophy of practical knowing’, Academy of management annals, 5 (1), pp. 53–87.
doi: doi.org/10.5465/19416520.2011.571520.
Davies, A. (2012) ‘Learning outcomes and assessment criteria in art and design. What’s the recurring problem?’, Networks (18), University of Brighton Faculty of Arts.
Graves Wolf, L., Hyland, S., & O’Neill, G. (2025) Embracing uncertainty: action research and the collaborative development of an assessment for inclusion framework, Educational Action Research, pp. 1–17.
doi: doi.org/10.1080/09650792.2025.2535722.
Kember, D., Douglas, T., Muir, T., & Salter, S. (2019) ‘Umbrella action research projects as a mechanism for learning and teaching quality enhancement’, Higher education research & development, 38 (6), pp 1285–1298.
doi: doi.org/10.1080/07294360.2019.1638350.
Kwon, D. (2022) The rise of citational justice: how scholars are making references fairer, Nature 603, pp. 568-571.
doi: doi.org/10.1038/d41586-022-00793-1.
Lenette, C. (2022) ‘Cultural safety in participatory arts-based research: how can we do better?’, Journal of participatory research methods, 3 (1).
doi: doi.org/10.35844/001c.32606.
Nichols, S. and Stahl, G. (2019) ‘Intersectionality in higher education
research: a systematic literature review’, Higher education research & development, 38 (6), pp. 1255-1268.
doi: doi.org/10.1080/07294360.2019.1638348.
Matthews et al. (2010, p.201) describe questionnaires as well placed to collect ‘opinions and wishes’ which reflects my refined research question; now focused on understanding effects on student engagement when using the bibliography, and their preferences for change.
Having initially drafted my survey questionnaire I revised the questions and logic several times following discussions in group tutorials, and tests, as Converse & Presser recommend; using ‘successive trials’ (1986). My first survey draft was positioned to answer ‘real organisational problems or issues’ (Coghlan, 2011) and to validate diversifying the resource – it didn’t yet reflect my research full question or leave enough room for unexpected findings. Following feedback from outside my ‘own academic… subculture’ (Converse & Presser, 1986), I allowed for more variance in the answers, adding a sliding scale option, and including more probing questions for students who hadn’t used the bibliography.
I also took learnings from course colleagues’ introductory and consent questions, adopting a more thoughtful and human introductory page to encourage meaningful and frank responses. I used skip logic to ensure respondents would only encounter relevant questions. I used nine survey questions total, with maximum eight per respondent. Two of these were free-text questions for open feedback, the others were multiple choice questions and sliding scales options.
Full circulation by email to the 400+ cohort of students took place after the main dissertation deadline and the first ISA/ EC deadline had passed. I included both a QR code and a link.
I subsequently realised that circulating so close to end of term was too late to gather as many responses as I hoped; the initial response rate was disappointing. I then ‘flyered’ the library space, with a shorter, more friendly, note and a QR code for quick phone access. My target cohort had since moved on to the practice element of the their unit, so I also took flyers in person to the studios, asking students I met to help me out with my own student work. This improved the response rate significantly, from a handful to nearly 30, of which 16 were fully completed.
Coghlan suggests, taking cyclical further actions while analysing the data (2011). I started to dip into the responses early to get an initial shape of the feedback, with a view to taking an iterative and open approach to the research. Even though a survey questionnaire feels like a quantitative tool I tried to listen to each response, taking a ‘person-focused’ approach (Lenette, 2022), rather than a counting and measuring exercise; looking for an abundance of new ideas rather than a winning single outcome.
Final survey materials are attached here as appendices.
Appendices
Appendix 1. Copy of the circulated survey
Appendix 2. Survey flyers circulated
Appendix 3. Survey email circulated
References
Coghlan, D. (2011) ‘Action research: Exploring perspectives on a philosophy of practical knowing’, Academy of management annals, 5 (1), pp. 53–87.
doi: doi.org/10.5465/19416520.2011.571520.
Converse, J. M., & Presser, S. (1986) Survey questions, in Quantitative applications in the social sciences. SAGE Publications, Inc.
doi: doi.org/10.4135/9781412986045.
Matthews B., Ross L. and Browns Books for Students. (2010). Research methods. Harlow: Longman, Pearson Education.
Lenette, C. (2022) ‘Cultural safety in participatory arts-based research: how can we do better?’, Journal of Participatory Research Methods, 3 (1).
doi: doi.org/10.35844/001c.32606.
My initial expectation for ARP was to organise a student group to collaboratively diversify the Fine Art Subject Guide Bibliography, a ‘dynamic community… [in] co-production’ as evoked by Aparna and Kramsch (2018, p.106). Similar projects at UAL and other institutions had run with student collaborative involvement (Crilly et al., 2020, Clarke, 2020, Arshad et al., 2021).
Encountering Lenette’s (2022) exhortation to consider ‘the impact of activities from participants’ perspectives‘, alongside the timing and timescale of the project, encouraged me limit the time burden on participants and myself. Recognising my positionality as a white researcher, with librarians often perceived as academic gatekeepers (Bell, 2017), I felt hesitant to request significant student commitment and input; creating ‘risks of emotional and cultural harm’ (Lenette, 2022), particularly expectations that minoritised students drive resource diversification.
I had also assumed I should interview colleague stakeholders, specifically those with more experience. Again, partly due to the need for a manageable scale, but primarily due to UAL’s institutional commitments (2021, 2024), I decided interviews would be unlikely to add value beyond validation at this stage. I will collaborate on the execution stages.
Part of the evidence base is my observations of emerging student research topic trends. Concern that I could not use supporting data from previous 1:1 tutorials without having secured participant consent has been allayed by using anonymised secondary data, as outlined in BERA (2024, 14). I generated a simplified thematic table of research topic keyword lists, collated from post-tutorial emails.
I selected a short, anonymous survey by Qualtrics questionnaire as the primary research vehicle for the project. During group tutorial discussions I refined my research question and survey flow; leaning on the ‘differing perspectives’ (Converse & Presser, 1986) of my tutor group colleagues to develop what had been an initially shallow, operational research question, to be more focused on student perspective and engagement.
With survey data in hand I still felt that my research came up short on presence of, and emphasis on, student voice. I was inspired by a PGCert colleague describing some more incidental data collection methods. This prompted me to explore the use of library systems data as a further research channel; interpreting popularity of resources (defined by most-borrowed) as a criteria for inclusion in new versions of the Bibliography; adding to the ‘unfolding story’ (Coghlan, 2011) of the research.
Braun and Clarke’s explanation of reflexive thematic analysis as suitable for ‘many different types of data…[including] smaller datasets of ‘information rich’’ data points (n/d), reflects this drawing together of disparate granular sources to form a coherent plan. Koshy et al. (2010, p.2-3) describe the multiple and varying skills needed for action research as ‘careful planning, sharpened observation and listening, evaluation, and critical reflection’, an approach that shifts my process from my usual more quick-fix, solution-oriented working style.
The model action research model that most resonates with my project is Kemmis and McTaggart’s below; forming a spiral of ongoing iterations and improvements (reproduced in Koshy, et al., 2010, p.5). McNiff cites ‘the need for justice and democracy’ as a key principle of action research, reaffirming the social justice basis for the project.
In addition to these methodology reflections a positionality review formed part of my planning process, in an unassessed blog post linked here.
References
Aparna, K. and Kramsch, O. (2018) ‘Asylum university: re-situating knowledge exchange along cross-border positionalities’ in G. K. Bhambra et al. (eds) Decolonising the university. Pluto Press, 2018, pp 95-256.
Arshad, M., Dada, R., Elliott, C., Kalinowska, I., Khan, M., Lipiński, R., Vassanth, V., Bhandal, J., de Quinto Schneider, M., Georgis, I., & Shilston, F. (2021) ‘Diversity or decolonization? Searching for the tools to dismantle the ‘master’s house’’, London review of education, 19 (1).
doi: doi.org/10.14324/lre.19.1.19
Bell, S. (2017) ‘From gatekeepers to gate-openers: Designing meaningful library experiences’, American libraries, 40 (8/9), pp. 51–53.
doi: doi.org/10.17613/M6VB6M
BERA, British Educational Research Association (2024) Guidelines, responsibilities to participants, 14. Available at: https://www.bera.ac.uk/publication/ethical-guidelines-for-educational-research-fifth-edition-2024-online#responsibilities-participants (accessed on 29/12/2025).
Braun, V. and Clarke, V. (no date) Designing for reflexive TA. Available at: www.thematicanalysis.net/designing-for-reflexive-ta/ (accessed on 29/12/2025).
Clarke, M. (2020) ‘Liberate our library: doing decolonisation work at Goldsmiths library’, Art Libraries Journal, 45 (4), pp. 148–154.
doi: doi.org/10.1017/alj.2020.23
Coghlan, D. (2011) ‘Action research: exploring perspectives on a philosophy of practical knowing’, Academy of management annals, 5 (1), pp. 53–87.
doi: doi.org/10.5465/19416520.2011.571520.
Converse, J. M., and Presser, S. (1986) ‘The tools at hand’, in Sage research methods. SAGE Publications, Inc.
doi: doi.org/10.4135/9781412986045.n3
Crilly, J., Panesar, L., and Suka-Bill, Z. (2020) ‘Co-constructing a liberated / decolonised arts curriculum’, Journal of university teaching & learning practice, 17 (2), article 9.
Koshy, E., Koshy, V., & Waterman, H. (2010). ‘What is action research?’ in E. Koshy, V. Koshy & H. Waterman (eds) Action research in healthcare. SAGE Publications Ltd. pp. 1-24.
Lenette, C. (2022) ‘Cultural safety in participatory arts-based research: how can we do better?’, Journal of participatory research methods, 3 (1).
doi: doi.org/10.35844/001c.32606
McNiff, J. (2002) Action research for professional development: Concise advice for new action researchers.
UAL (2021) UAL anti-racism action plan summary. Available at www.arts.ac.uk/about-ual/strategy-and-governance/anti-racism-strategy (accessed on 29/12/2025).
UAL (2024) UAL Voices of social purpose. Available at : https://www.arts.ac.uk/about-ual/social-purpose (accessed on 29/12/2025).
For the Action Research Project I am proposing to use a CRT framework developed for the library and knowledge sector (Leung and López-McKnight, 2021, p. 13-15), to guide and expand the outcome actions. I used this framework in my MSc Library Science dissertation research; further detailed in a follow-up article (2022), and with NHS library and knowledge teams developing collections guidance (NHS, n/d).
There is a significant amount of discourse and writing about whiteness in librarianship (Stauffer, 2020, Ettarh, 2018, Morales et al., 2014), exploring low levels of staff diversity, embedded white supremacism in systems such as classification schemes and subject headings, and deficits of representation in resource authorship and subject matter. CRT frameworks help to equip library staff with limited lived experience of being minoritised (such as myself) with checklists or start points for EDI work.
For ARP I am using CRT to assess and guide the breadth of student-facing outcomes and action points; to ensure I fully explore opportunities for change, expanding and challenging initial interpretations. Belluigi cites Bhambhra stating that ‘it is insufficient to only point to the unjust gaps, omissions and silences … what must be engaged with is why … and what difference their inclusion would be for understanding’ (2023, p.146). Whittaker and Broadhead (2022, p.78) argue that ‘decolonisation should extend beyond adding names of under-represented scholars and creatives to reading lists’. UAL libraries having been the site of several CRT-led decolonisation projects and writings (Crilly et al., 2020). Many more diverse titles have been added to our libraries, but the wider work of acknowledging and platforming this knowledge is as yet incomplete.
Briffett Aktaş (2024) outlines dual modes of delivering Social Justice in education as ‘promot[ing] socially just education… that may also… incorporate social justice education topics explicitly’. UAL subscribes to both modes; so I will use the framework to assess not only the content to be added but the accessibility and inclusivity of the resource itself.
My experience of CRT for collections work has been STEM focused. Revisiting the framework will help me shift my focus from representation for scientific accuracy and health justice, to an understanding of representation for pedagogic and cultural inclusion. I have been involved in inclusion and diversity focused projects since joining UAL, but have not had an opportunity to to apply a CRT framework in this context; to assess which tenets prove most appropriate. Crilly, Panesar, and Suka-Bill (2020) assert CRTs utility in examination of ‘power structures … including the content of reading lists … [as] covert and institutionalised methods of Whiteness’. This feels like an apt lens in continuation of their decolonisation work at UAL.
CRT tenets, as listed by Leung & López-McKnight are as follows:
• Race as a social construct
• Racism is normal
• Experiences and knowledge of racially and ethnically minoritised people
• Intersectionality
• Interdisciplinary
• Critique of dominant ideologies
• Interest convergence
• Focus on historical contexts
• Counter-storytelling and voice
• Whiteness as property
The CRT tenets project review is available as an unassessed blog post linked here.
References
Belluigi, D.Z. (2023) ‘Why decolonising “knowledge” matters: Deliberations for educators on that made fragile’, in L. Czerniewicz and C. Cronin (eds.) Higher education for good. Cambridge, UK: Open Book Publishers, ch.5. pp. 137-159.
Briffett Aktaş, C. (2024) Enhancing social justice and socially just pedagogy in higher education through participatory action research, Teaching in higher education, 29(1), pp. 159-175.
doi: doi.org/10.1080/13562517.2021.1966619
Crilly, J., Panesar, L., and Suka-Bill, Z. (2020) ‘Co-constructing a liberated / decolonised arts curriculum’, Journal of university teaching & learning practice, 17 (2) article 9.
Ettarh F. (2018) ‘Vocational awe and librarianship: The lies we tell ourselves’, In the
library with the lead pipe, 10th January. Available at: www.inthelibrarywiththeleadpipe.org/2018/vocational-awe/ (accessed on 29/12/2025).
Leung, S. Y., & López-McKnight, J. R. (2021). ‘Introduction: This is only the beginning’, in S. Y. Leung and J. R. López-McKnight (eds.) Knowledge justice: Disrupting library and information studies through critical race theory. The MIT Press, pp. 1-41.
Chapter doi: Doi: doi.org/10.7551/mitpress/11969.003.0002.
Morales, M., Knowles, E.C., and Bourg, C., (2014) ‘Diversity, social justice, and the future of libraries’, portal: Libraries and the Academy, 14 (3), pp.439-451.
NHS (no date) Collections development guidance. Available at : https://library.hee.nhs.uk/resources/collections-development-guidance (accessed on 29/12/2025).
O’Driscoll, G., & Bawden, D. (2022) ‘Health information equity: Rebalancing healthcare collections for racial diversity in UK public service contexts’, Education for Information, 38 (4), pp. 315-336.
doi: doi.org/10.3233/EFI-220051 .
Stauffer, S.M. (2020) ‘Educating for whiteness: Applying critical race theory’s revisionist history in library and information science research: A methodology paper’, Journal of Education for Library and Information Science, 61 (4), pp.452-462.
Whittaker, R. and Broadhead S. (2022) ‘Disaggregating the Black student experience’, in S. Broadhead (ed.) Access and widening participation in arts higher education. Springer International Publishing, pp.71-297.
Research Question : How does the lack of contemporary and representative research themes in reading list resources affect student engagement with library research and librarian support?
I am planning to continue with the project identified for my Inclusive Practice Intervention; to make the Fine Art Subject Guide Bibliography a more inclusive and social justice oriented resource. The Bibliography is currently outdated and does not support social justice as a context for research, as set out in learning outcomes, and in UAL’s Voices of Social Purpose document (2024, p.17). It does not meet commitments made by UAL libraries in UAL’s anti-racism action plan (2021, p.11), reflecting both Whittaker and Broadhead’s description of ‘inaction’ in contexts of complacency, complexity or under-representation in leadership (2022, p.71) and Belluigi’s acknowledgement of such deficits as rooted in ‘overburdened and often decapacitated’ staffing environments (2023, p.138).
The Bibliography’s function is as a start point, particularly for BA Fine Art students embarking on contextual units and dissertation research. However, in addition to not meeting institutional expectations it neglects to represent a diverse student body as demanded by the ‘Why is My Curriculum White?’ and #LiberateMyDegree campaigns (Bhambra et al., 2018, p.7). It excludes recent and current trends in research interests observed in my 1:1 research support tutorials, situating the start point of this research project at the observation stage of the ARP cycle.
I want to understand whether the Bibliography resource listing as-is might cause some students to disengage with library support; whether accessing sources, using library spaces, or booking sessions and tutorials. This would resonate with Whittaker and Broadhead’s finding of BAME students ‘have[ing] reported that they are supported by family and peers in their education rather than by teaching staff’ (2022, citing Ferguson & Scruton, p.74). While my agency to effect outcomes from this research sits within the micro level of change described by Belluigi (2023, p.138), the macro picture at UAL somewhat contrasts to the change-resistant context Belluigi assumes, in that the institution has decolonisation and diversification as strategic objectives. My draft Ethical Action Plan, Appendix 1, reflects the background observations, and initial plans for proposed actions for this research .
The Ethical Action Plan (appendix.1) details my proposal to involve students in two ways; firstly, by creating and analysing a table of existing secondary data (extracting topic keywords from up to 40 follow-up emails after 1:1 research support tutorials); secondly through a short Qualtrics survey by questionnaire at the end of the Unit 9 Element 2 (dissertation-level project) submission period, in early December. The Year 3 Fine Art and Painting cohort is approximately 400 students and I hope to attain 25-30 survey responses by circulating the survey QR code inside and outside the library, and over email.
When this initial research plan has been put into action further research and actions involving student input will be developed having reflected on initial results, aligned with Action Research methodology.
Ethical action plan, draft participant consent form, draft information sheet, and draft questionnaire are attached as appendices below.
Appendices
Appendix 1. Ethical action plan
Appendix 2. Draft participant consent form
Appendix 3. Draft information sheet
Appendix 4. Draft survey questions
References
Belluigi, D.Z. (2023) ‘Why decolonising “knowledge” matters: Deliberations for educators on that made fragile’, in L. Czerniewicz, and C. Cronin, (eds.) Higher education for good. Cambridge, UK: Open Book Publishers, ch.5. pp. 137-159.
Bhambra, G. K., Gebrial, D., and Nişancıoğlu, K. (2018) ‘Introduction : decolonising the university?’, in G. K. Bhambra et al. (eds.) Decolonising the university. Pluto Press, pp.7-21.
UAL (2021) UAL anti-racism action plan summary. Available at www.arts.ac.uk/about-ual/strategy-and-governance/anti-racism-strategy (accessed on 29/12/2025).
UAL (2024) UAL Voices of social purpose. Available at https://www.arts.ac.uk/about-ual/social-purpose (accessed on 29/12/2025).
Whittaker, R. and Broadhead S. (2022) ‘Disaggregating the Black student experience’ in S. Broadhead (ed.) Access and widening participation in arts higher education. Springer International Publishing, pp.71-297.
