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