#info652

[mackenzee]

How to go to the Movies – a LibGuide for Film Enthusiasts @ Pratt

Project Description – LibGuides are a content management system used by libraries to create subject guides for their patrons. The goal of our project was to create and edit a LibGuide of our own, catered to a defined user group. After settling on an audience, we were then set to identify a range of relevant and useful print or electronic resources, limited to the Pratt Institute Libraries’ and the New York Public Library’s research collections. By virtue of these limitations, it was notably important to be aware of knowledge gaps within the bibliographic space – and work collaboratively to fill them. Above all, we were meant to keep the user in mind when building and contextualizing our LibGuide. 

Methods – Based on group discussions, we ended up catering our LibGuide for Pratt students looking to engage in community-driven film experiences. The COVID-19 pandemic had a profound impact on public spaces for film consumption and production. This was an issue we found ourselves experiencing at the time, so the topic was considered to be culturally relevant. Our LibGuide would serve as a centralized hub where film enthusiasts at Pratt could engage with film discourse and seek out specialized events or communities within New York City. Pratt students were selected as our primary user base since the resources provided were predominantly accessible to them. Our team met weekly to discuss and develop our topic, and review each other’s resources. I conducted a literature review to curate primary, secondary, and tertiary sources related to the practice and theory of homemade films; intending to draw from DIY origins by measuring the space in context with radical filmmaking and counterculture. Tabs were organized based on resource type and arranged alphabetically in an attempt to reject hierarchical presentation.

My Role –  This was a collaborative project completed with classmates Sam Irwin, Gibson Field, Peter Kaiser, and Nene Villalobos. We divided up workload based on personal interest. I took the lead in creating the DIY tab of our Libguide, and assisted with interface design. 

Check out the LibGuide here | Read our reflection here

right click to open in new tab

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Learning Outcome Achieved – Foundations of Library Science

Rationale – Providing access to information is a central component in any LIS practice. Both Library and Archival professionals may be tasked with creating online reference guides geared towards a specific collection or community. In designing this guide, I aggregated traditional and non-traditional information sources and curated a broad selection of materials pertinent to our topic. In doing so, I gained a comprehensive understanding of how information design enables or inhibits access, authorizes certain narratives, and contributes to users’ perception of cultural, social, and political dimensions. I grew to situate myself within a position of power and privilege which enlightened my approach to information collection, organization, and access.  

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Learning Outcome Achieved – User Centered Services

Rationale – Building a comprehensive LibGuide is entirely dependent on our ability to enrobe a user-centric perspective on retrieving information. Designing our resource guide included consideration of diverse user needs in terms of format and content. Working in a culturally responsive manner, I sought to amplify historically marginalized voices within the independent filmmaking industry and challenge western centrism. This practice was informed by Fiona Blackburn’s arguments around cultural competence and whiteness in libraries; where conversation and curation become influenced by cross-cultural provision. I also included multiple communication formats – books, journals, podcasts, photographs, videos, and films – to enable various learning preferences. This experience strengthened my ability to create a dynamic and multifaceted information experience that situated our users at the forefront of our work.

back