PLANNING + MANAGING SPACESTO DISPLAY STUDENT WORK

Cindy Pierard + Jason E. ShoupThe University of New Mexico

cpierard@unm.edujshoup@unm.edu

Abstract

Interest has also grown in using library spaces to display student scholarship and creative work, including artwork, writing, and scientific posters. Displays, whether formalized or pop-up, can provide evidence of student learning and help connect the library with campus initiatives such as undergraduate research or common reading experiences. As staff who frequently manage library public spaces, Access Services staff are positioned to play a key role.

Goals + Outcomes of a College Education [LEAP Essential Learning Outcomes]

Knowledge of Human Cultures + the Physical and Natural World: study of sciences, math, social sciences, humanities, histories, languages, and the artsIntellectual + Practical Skills: inquiry and analysis, critical and creative thinking, written and oral communication, quantitative literacy, information literacy, teamwork and problem-solvingPersonal + Social Responsibility: civic knowledge and engagement, intercultural knowledge and competence, ethical reasoning and action, foundations and skills for lifelong learning. Integrative + Applied Learning: synthesis and advanced accomplishment across general and specialized studies.

High Impact Practices [HIPs]

First Year Seminars + ExperiencesCommon Intellectual ExperiencesLearning CommunitiesWriting-Intensive CoursesCollaborative Assignments + Projects

Undergraduate ResearchDiversity / Global LearningService Learning / Community-Based LearningInternshipsCapstone Courses + Projects

HIPs + Displays = Learning Outcomes

Identify/Partner with HIP ProgramsFeature student work at libraryDocument outcomes

University of New Mexico Lobo Reading Experience

HIPs: common intellectual experience, first year seminar, collaborative assignmentsLibrary display: student work displayed, students present work at programsLearning Outcomes: intellectual and practical skills, personal and social responsibility

University of New MexicoArts Unexpected

HIPs: capstone courses + projectsLibrary display: student artwork displayed, students present work at celebrationLearning Outcomes: intellectual + practical skills, integrative and applied learning

New Mexico State UniversityScientific Poster Competition

HIPs: undergraduate research, internshipsLibrary Display: Scientific Poster CompetitionLearning Outcomes demonstrated: intellectual + practical skills, knowledge of natural + physical world

Assessment

Display-related Programs: competitions, celebrations/fairsArtifacts: photograph work, videorecord programsDebrief: student written/recorded feedback

Display Resources

Display Type: PopUp DisplaysVendors: AceExhibits, Exhibits, Etc. Products: portable display panels.

Display Resources

Display Type: Wall-mounted hanging systemsVendor: AS Hanging Display Systems, Systematic ArtProducts: Classic gallery hanging systems, other hanging systems.

Managing Displays

U. Lethbridge: http://www.uleth.ca/lib/displays/display-policy.asp

U. Washington: http://www.lib.washington.edu/about/news/exhibits/guidelines

Purdue: https://www.lib.purdue.edu/sites/default/files/admin/PurdueLibraryDisplayPoliciesandProcedures.pdf

U. Michigan (digital displays): http://www.lib.umich.edu/berts-cafe-and-study-lounge/display-your-work-berts-study-lounge

References Association of American Colleges and Universities & National Leadership

Council. (2007). College learning for the new global century: A report from the National Leadership Council for Liberal Education & America's Promise. Washington, D.C.: Association of American Colleges and Universities.

Fabian, C. A., D'aniello, C., Tysick, C., & Morin, M. (2004). Multiple models for library outreach initiatives. The Reference Librarian, 39(82), 39-55.

Hensley, M. K. (2013). The poster session as a vehicle for teaching the scholarly communication process. In Davis-Kahl, S., & Hensley, M. K. Eds. Common ground at the nexus of information literacy and scholarly communication. (pp. 113-133). Chicago, IL: Association of College & Research Libraries.

References Kuh, G. D. (2008). High-impact educational practices: What they are, who

has access to them, and why they matter. Washington, D.C.: Association of American Colleges and Universities.

Makala, J., & Gettys, R. (2006). Making exhibits out of nothing at all: special collections, information literacy, and a curious incident in the library. College & Research Libraries News, 67(11), 681-683.

Marsee, M., & Davies-Wilson, D. (2014). Student-curated exhibits: a vehicle towards student engagement, retention, and success. Research & Teaching in Developmental Education, 30(2), 80.

Riehle, C. F., & Weiner, S. A. (2013). High-impact educational practices: an exploration of the role of information literacy. College & Undergraduate Libraries, 20(2), 127-143.