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 The Bibliography is currently outdated and does not support social justice as a context for research, as set out in learning outcomes, and in UAL’s Voices of Social Purpose document (2024, p.17).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.