scholarly journals Applying the Framework as a reflective tool: A teacher learner perspective

2018 ◽  
Vol 79 (8) ◽  
pp. 416
Author(s):  
Ethan Pullman
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Information Literacy ◽  
Threshold Concepts ◽  
Self Reflection ◽  
Knowledge Practices ◽  
Learner Perspective ◽  
Troublesome Knowledge

If you teach information literacy (IL) according to the ACRL Framework for Information Literacy for Higher Education,1 then you have been introduced to terms like knowledge practices, dispositions, and troublesome knowledge. You may have also read several articles debating the Framework (for a quick overview, read Lane Wilkinson’s “The Problem with Threshold Concepts”).2 Regardless of where teaching librarians stand on the Framework, the discourse surrounding it doesn’t adequately address its potential as a reflective tool (as opposed to addressing student learning alone). This is ironic when considering that, at its core, the Framework’s foundation is based in “critical self-reflection, as crucial to becoming more self-directed in [a] rapidly changing ecosystem.”3

scholarly journals Loaded questions: The Framework for Information Literacy through a DEI lens

2020 ◽  
Vol 81 (8) ◽  
pp. 382
Author(s):  
Karin Heffernan
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Information Literacy ◽  
Strategic Plan ◽  
Threshold Concepts ◽  
Knowledge Practices ◽  
Diverse Individual

Just after our university published its Diversity, Equity & Inclusion (DEI) Strategic Plan, I found myself driving home from the “Engaging with the ACRL Framework” Roadshow. My head was full of converting knowledge practices into learning outcomes when the frames began to emerge through a DEI lens, and threshold concepts became questions. The very asking of a question inherently invites diverse, individual perspectives. Published before current higher education DEI efforts, the Framework prompts us to ask questions and pursue answers, especially from unheard or systemically silenced voices. It encourages us to challenge elitism, racism, sexism, ableism, and biases within the entire information ecosystem.

scholarly journals CROSSING THE THRESHOLD: ENHANCING OPPORTUNITIES FOR PRACTICAL ENQUIRY IN SCHOOL SCIENCE THROUGH THRESHOLD CONCEPTS

2020 ◽  
Author(s):  
Mark Deacon
Keyword(s):  
Higher Education ◽  
Time Allocation ◽  
Learning Experience ◽  
School Science ◽  
Curriculum Planning ◽  
Education Sector ◽  
Threshold Concepts ◽  
Diverse Learning ◽  
Upper Secondary ◽  
Troublesome Knowledge

The higher education sector has been working with threshold concepts since they were first postulated in 2003. Threshold concepts offer a way to focus on areas of content which students find challenging to master. Once mastered, threshold concepts explain and integrate further areas of learning. In this sense threshold concepts can be regarded as liminal. Although well established in the higher education sector, the use of threshold concepts has not been extensively explored in schools. This article focuses on Science in the upper secondary school. Yet it is possible to imagine scenarios where highly targeted teaching of liminal content leads to space being created for practical enquiry. There is an established theoretical pedagogical framework within which threshold concepts can sit comfortably and will be familiar to schoolteachers. This framework also provides a route by which troublesome liminal knowledge can be taught. There is then the question of defining and identifying threshold concepts. Threshold concepts do suffer from a lack of definition. Much of the literature explores ideas as diverse as complex physics and attitudes and values of nursery workers. This diversity has led to a discipline specific approach to defining concepts. It is argued that teachers can work with a range of stakeholders to identify troublesome knowledge. This could alter curriculum planning, particularly time allocation, to specific troublesome content and provide time for a more diverse learning experience for pupils.

Librarians and instructors developing student learning outcomes

2014 ◽  
Vol 42 (3) ◽  
pp. 484-498 ◽  
Author(s):  
Kacy Lundstrom ◽  
Britt Anna Fagerheim ◽  
Elizabeth Benson
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Information Literacy ◽  
Student Learning Outcomes ◽  
Threshold Concepts ◽  
Content Type ◽  
Writing Instructors ◽  
Department Faculty ◽  
Practical Implications

Purpose – The purpose of this paper if to design a workshop that effectively facilitates the collaborative revision of student learning outcomes based on current research relating to competencies in information literacy (IL). Design/methodology/approach – This case study describes collaborations between librarians and writing instructors throughout an eight-week workshop. The workshop focused on using the results of assessments to revise learning outcomes and restructure instruction practices to help students in the areas they struggle with the most. Three significant frameworks, including threshold concepts, backward design and decoding the disciplines, were used to facilitate effective discussion and revise learning outcomes. Findings – The structure of the workshop based on three key frameworks stimulated innovation, fostered collegiality, prompted future collaborative opportunities and garnered buy-in for the importance and implementation of IL initiatives. This collaboration served as a pilot workshop for future plans to write and revise IL outcomes with other departments across campus. Practical implications – This study can serve as a model for future collaborations with any department faculty, especially when IL learning outcomes need to be articulated or revised. The frameworks described are particularly helpful for guiding this process. Originality/value – While much is written on librarian collaborations, this case study emphasizes the importance of creating even closer collaborative opportunities that place both non-library faculty and teaching librarians on equal footing, allowing everyone in the workshop to take part in the design and implementation of integrating IL into a program. It also gives concrete ways to use threshold concepts to discuss IL issues with faculty, which is a major focus of the newly drafted Framework for Information Literacy for Higher Education.

scholarly journals ROLES OF TECHNOLOGY IN STUDENT LEARNING OF UNIVERSITY LEVEL BIOSTATISTICS

2014 ◽  
Vol 13 (1) ◽  
pp. 66-76
Author(s):  
WEILI XU ◽  
YUCHEN ZHANG ◽  
CHENG SU ◽  
ZHUANG CUI ◽  
XIUYING QI
Keyword(s):  
Student Learning ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Statistics Education ◽  
Threshold Concepts ◽  
Research Journal ◽  
Technology In Teaching ◽  
University Level ◽  
Troublesome Knowledge ◽  
Improve Student Learning

This study explored threshold concepts and areas of troublesome knowledge among students enrolled in a basic biostatistics course at the university level. The main area of troublesome knowledge among students was targeted by using technology to improve student learning. A total of 102 undergraduate students who responded to structured questionnaires were included in this study. The results suggest that threshold concepts regarding “statistics” and “random sample” need to be better understood. “Confidence interval” and “hypothesis testing” were the two most frequent troublesome areas among the participants.The pedagogical role of technology in teaching and learning statistics, and the mechanisms whereby technology may improve student learning were discussed. First published May 2014 at Statistics Education Research Journal Archives

scholarly journals Using “threshold concepts” as a framework for teaching information literacy

2020 ◽  
Author(s):  
Veronica Alfredsson ◽  
Tobias Pernler
Keyword(s):  
Higher Education ◽  
Tacit Knowledge ◽  
Information Literacy ◽  
Round Table ◽  
Research Process ◽  
Threshold Concepts ◽  
Information Economy ◽  
Systems Research ◽  
Free Resource ◽  
Form Part

We would like to explore the idea of threshold concepts as a framework for information literacy (IL) instruction in a higher education setting. Threshold concepts are central to a discipline; difficult to learn, but once understood, impossible to “unlearn”. They are implicitly incorporated in practitioners’ day-to-day work, and form part of the tacit knowledge in a profession. Threshold concepts are thus both taken for granted and difficult to teach; they have become so internalized by the expert that it is easy to forget that they were actually learned at some point. This could lead to a failure in appreciating how hard the concepts can be to master for the novice.  According to Hofer, Hanick & Townsend (2018), possible threshold concepts relevant to IL-instruction are: authority; format; information commodities; organizing systems; research process. As we came across these ideas, we asked ourselves how teaching librarians could utilize this approach when helping students cross the IL thresholds. For example, when teaching how to check the authority of a source, how do we help students handle the distinction between trust and truth? When promoting the library as a free resource, how can students understand the information economy?  Starting with a brief presentation of the idea of threshold concepts, and an introduction to the IL-specific concepts, we would like to invite the round table participants to reflect upon their own approaches when teaching IL. The discussion will be structured around questions such as: What concepts do you normally find students have difficulties grasping? When did you yourself master those concepts? How did that happen? How can that understanding help you as a teacher to facilitate your students’ learning of the concepts?  Possible outcomes of the discussion may entail new didactic ideas, as well as tentative new IL-related threshold concepts. 

scholarly journals CREATE: Adapting the Framework to Studio Art disciplines

2017 ◽  
Vol 78 (10) ◽  
pp. 554 ◽  
Author(s):  
Amanda Meeks ◽  
Larissa Garcia ◽  
Ashley Peterson ◽  
Alyssa Vincent
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Studio Art ◽  
Library Instruction ◽  
Artistic Practice ◽  
Knowledge Practices ◽  
Subject Specialist

Because of its emphasis on knowledge practices and dispositions over prescriptive skills, the ACRL “Framework for Information Literacy for Higher Education” resonates with subject specialist librarians who may have found it difficult to apply the ACRL “Information Literacy Competency Standards for Higher Education” to their particular programs. For example, the research and corresponding library instruction that supports Studio Art coursework and artistic practice often looks very different from the methods used to conduct scholarship in other disciplines.

scholarly journals Book Review: Not Just Where to Click: Teaching Students How to Think about Information

2015 ◽  
Vol 55 (2) ◽  
pp. 171
Author(s):  
Pamela Louderback
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Assessment Instruments ◽  
Knowledge Practices ◽  
Literacy Standards

Fifteen years ago, information literacy standards brought information literacy into higher education conversations and advanced the library field. ACRL’s current revision of Framework for Information Literacy for Higher Education provides further direction for contextualizing and integrating information literacy into the curriculum and offers a deeper understanding of the knowledge practices and dispositions that an information-literate student should develop. With this in mind, Not Just Where to Click provides recommendations to help librarians develop appropriate resources, practices, and assessment instruments for information literacy.

scholarly journals Be critical, but be flexible: Using the Framework to facilitate student learning outcome development

2018 ◽  
Vol 79 (1) ◽  
pp. 16 ◽  
Author(s):  
Andrea Falcone ◽  
Lyda McCartin
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Information Literacy ◽  
Learning Outcome ◽  
Higher Level Thinking ◽  
Student Learning Outcome ◽  
Library Profession

A shift in thinking in the library profession has moved us from the ACRL Information Literacy Competency Standards for Higher Education to the Framework for Information Literacy for Higher Education. This shift from basic retrieval skills to higher-level thinking has presented challenges among instruction librarians as they try to interpret and incorporate the Framework into their programs, while ensuring student’s success in classes where basic search skills are essential.

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