Graduate Attributes: Developing Research Literacy in book History Graduates

1. Graduate Attributes:Developing Research Literacy in book History Graduates Lucy Warwick FSTL14

2. What is research literacy? • One of five attributes Oxford Brookes graduates should strive for: • ‘Research literacy: Ability to be a critical consumer of research, and also, where possible, to design and undertake at least a small-scale research project in the discipline, using appropriate methodology.’ • Closely linked to another attribute: Academic literacy • ‘Disciplinary and professional knowledge and skills, understanding the epistemology and ‘landscape’ of the discipline, and what it means to think and behave as a member of that disciplinary and/or professional community of practice.’ (OCSLD, 2011) • Research is vital in book history. Employers and postgraduate opportunities often rely on a good dissertation, which itself relies on (and demonstrates) capabilities in research literacy.

3. In the classroom: Methods towards developing a good Researcher • ‘…learning is predicated not upon lecturing but upon discussion’ (Shrock and Shrock, 1994, 1095). • Interactivity is key in engaging the student. • ‘Using primary sources…encourages active learning.’ They compel students to interrogate the past, creating their own interpretation rather than just digesting or reciting the views of others. (Levy, 2004, 9). • Data must be received critically, and analysed.- All the hallmarks of a good researcher. • Try the activity on the next slide… • Are these just adverts, or can they provide a commentary on the roles and values of late nineteenth century women? • What other questions can be posed? From whom did these adverts come, and who are they aimed at? What was happening around this time?= Critical and analytical thinking!

4. Students are split into small groups to discuss the content of these adverts. Then, as a class, the values they promote, and how they compare to contemporary advertising is discussed. • Such activities should encourage students not take their sources at face value- key in research literacy.

5. Applying theory to practice • Similarly, I find applying theory to book history is best done visually to encourage active learning. • Robert Darnton’s seminal ‘Communications Circuit’ is used to demonstrate how books are produced. Its visual aspects make it an easy and useful tool. (Darnton 1982) • Split into small groups, students discuss the role and impact of one factor, before analysing the Circuit as a class. • How does one factor influence another? Are any factors missing? Is their a hierarchy in book production? • Questioning what they see, not just accepting and reciting the views of others is crucial in understanding the landscape of their discipline.

6. Results • ‘In the end, we hope all of this contributes to growth - growth that is broad and deep, analytical and imaginative, cross-cultural and historical. We hope it adds up to skills in inquiry, listening, speaking, critical reasoning, and argumentation.’ (Shrock and Shrock, 1994, 1094) • Of course not forgetting the crucial first step: Library inductions are vital! Finding the right material is key to any good piece of research! • Being able to find a wide range of sources leads to a better understanding of the landscape of any discipline.

7. My first teaching experience: Improvements • Splitting the students into smaller groups, then discussing as a class sparked more discussion and interaction. • Working individually then discussing as a class (as I found out the hard way) rarely leads to the students engaging with the activity. • Asking colleagues for advice on passive/non-engaging students has taught me some new tricks: • Walk between the groups- they won’t be interested if it looks like you’re not. • Get the class to move the tables- if they are facing each other properly, they can’t really avoid interacting. • Ask questions that get them to answer in the negative, then they need to back up their claims which can spark discussion.

8. Literature: New ideas • Towards the end of her classes, American lecturer Emma Jones Lapsansky asks a few students: • ‘“What’s on your mind right now?”…impromptu student responses at the end of the class help me to see how close the fit is between what I think I said and what the students think they heard.’ (Jones Lapsansky, 2003, 50) • Helps to spark more student discussion, and would help me as a seminar leader to see where I need to improve in disseminating information correctly. (Self reflection, and Brookfield’s second lens: the student’s eyes.) • Freedom of structure- although essay writing is paramount, maybe some projects could include images or audio. Could assignments be as interactive as the teaching? (See Curtis and Schwartz, 1973) • Varied work is more fun to mark! • Would develop technological skills, and innovative, independent thinking.

9. References • Curtis. J. C. and Schwartz, S. (1972) ‘Learning History through the Use of Media: An Experimental Approach’ The History Teacher , Vol. 6, No. 4 pp. 535-542 http://www.jstor.org/stable/492450 • Darnton, R. (1982) ‘What is the history of books?’ Daedalus, Vol.111 No. 3 pp.65-83 • Jones Lapsansky (2003) ‘Improving your Game: Bringing Classroom Discussions to Life’ OAH Magazine of History, Vol. 17 No. 2 pp.49-50 doi: 10.1093/maghis/17.2.49 • Levy, P. B. (2004) ‘Teaching the 1960s with Primary Sources’ The History Teacher, Vol. 38, No. 1 pp. 9-20 http://www.jstor.org/stable/1555623 • Oxford Centre for Staff and Learning Development (OCSLD) (2011): ‘Brookes Graduate attributes’ http://www.brookes.ac.uk/services/ocsld/sese/graduate_attributes.pdf • Oxford Learning Institute ‘What is critically reflective teaching?’ https://www.learning.ox.ac.uk/media/global/wwwadminoxacuk/localsites/oxfordlearninginstitute/documents/supportresources/lecturersteachingstaff/resources/resources/CriticallyReflectiveTeaching.pdf • Shrock, A. A. and Shrock, R. (1994) ‘Engaging the Past’ The Journal of American History, Vol. 81, No. 3, pp. http://www.jstor.org/stable/2081451