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Effectively Integrating Information Literacy: A Conversation about Threshold Concepts and Collaborations
Effectively Integrating Information Literacy: A Conversation about Threshold Concepts and CollaborationsRebecca K. Miller and Sara M. Crickenberger, Virginia TechConference on Higher Education Pedagogy | February 7, 2014
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Conversation OverviewConversation Overview• Who we are• Who you are
• Conversation Session Objectives:• Explain threshold concepts and information literacy (IL)
threshold concepts• Describe an example of how IL threshold concepts can be
effectively integrated into a course• Explore threshold concepts in course and assignment design
Threshold ConceptsThreshold ConceptsIntroduced by Jan Meyer & Ray Land (2003):
Threshold concepts are the core ideas and processes that define the ways of thinking and practicing for a
discipline, but are so ingrained that they often go unspoken or unrecognized by practitioners
(Townsend, Brunetti, & Hofer, 2011, p. 854)
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CriteriaCriteria• Criteria for threshold concepts (Meyer & Land, 2003)• Transformative – causes a shift in perspective• Integrative – brings together separate concepts• Irreversible – once grasped, cannot be
ungrasped• Troublesome – may be counterintuitive• Bounded – helps define boundaries of a
discipline, or may be unique to a discipline
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ExamplesExamples• Physics: Heat transfer
• Biology: Evolution
• Mathematics: Limits
• Literary and Cultural Studies: Signification
• Economics: Opportunity cost
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Threshold Concepts in ILThreshold Concepts in IL• Hofer, Townsend, and Brunetti (2012)
• Metadata = findability• Good searches use database structure• Format is a process• Authority is constructed and contextual• “Primary source” is an exact and conditional category• Information as a commodity• Research solves problems
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Why?Why?
Threshold concepts can help librarians devise targeted curricula by prioritizing trouble spots….
Learners who cross these thresholds are well positioned for academic inquiry.
(Hofer, Townsend, & Brunetti, 2012, p. 403)
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Our ExampleOur Example• English 1106 at Virginia Tech
• Instructor + Librarian collaboration
• Information Literacy Threshold Concepts• Research solves problems• …and others
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Adult LearningAdult Learning• Collaborative
• Problem based
• Relevant
• Immediate/goal oriented
• Reinforcement
• Practical
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English 1106: Writing from ResearchEnglish 1106: Writing from Research
• Collaborative learning process • Traditional collaborators: Students +
Instructor • Missing partner: The research expert
• Ideal collaboration = Students + Instructor + Research Librarian
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Problem BasedProblem Based• First session
• Library environment new/foreign for many• Eases students into research• Students reach basic level of understanding/competence• Works for initial involvement/first projects
• Second session • Stakes ramped up to biggest research project of semester• Factors in place to bring students to deeper level of learning• Opportunity to cross threshold
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Key FactorsKey Factors• Relevant: Research is extremely relevant to problem
in front of student • Immediate/goal oriented: Second session is right
time to deepen skills/understanding of key concepts, facing finite deadline, definite goal
• Reinforcement: Classroom session reinforces, builds on skills introduced, used earlier
• Practical: Using students’ laptops simulates their normal research environment
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The ThresholdThe Threshold
• Crossing the threshold• Internal motivation• Self direction • Both are key factors for adult learners
• Those who are willing to go deeper have the
opportunity and the resources
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MotivationMotivationMotivation
• Ultimately learners must be internally motivated
• Some lack motivation to cross threshold, are satisfied with surface-level skills, enough to meet basic requirements
Strategies to enhance motivation
• Allow students to research/write about topics that excite them, capitalize
on life experiences, prior knowledge, existing/personal interests
• Positive reinforcement, including peer review, opportunities to revise,
assessment
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SuccessSuccessWhat success is
• Increased understanding about what a quality research source is• Ability to find appropriate sources that solve research problem
What success looks like• More research sources• More high-quality (peer-reviewed) sources• Fewer low-quality electronic sources • The bottom line: stronger research projects/papers
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Conversation: Question 1Conversation: Question 1
• Do you see any value in threshold concepts? Why or why not?
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Conversation: Question 2Conversation: Question 2
• Which information literacy (IL) threshold concepts seem particularly relevant to your disciplines and your classrooms?
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Conversation: Question 3Conversation: Question 3
• How would you integrate any relevant IL threshold concepts into your teaching?
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Conversation: Question 4Conversation: Question 4
• Can you identify any on-campus partners who might be able to assist and support you in integrating IL threshold concepts into your teaching?
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Conversation: Question 5Conversation: Question 5
• What questions do you still have about IL threshold concepts, or threshold concepts in general?
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Further ReadingFurther Reading• Association of College & Research Libraries (ACRL). (2000). Information literacy competency standards
for higher education. Retrieved from http://www.ala.org/acrl/standards/informationliteracycompetency
• Hofer, A. R., Townsend, L., & Brunetti, K. (2012). Troublesome concepts and information literacy: Investigating threshold concepts for IL instruction. portal: Libraries and the Academy, 12(4), 387-405.
• Meyer, J. H. F. & Land, R. (2003). Threshold concepts and troublesome knowledge: Linkages to new ways of thinking and practicing within the disciplines. ETL Project Report. Retrieved from http://www.etl.tla.ed.ac.uk/docs/ETLreport4.pdf
• Meyer, J. H. F & Land, R. (2006). Threshold concepts and troublesome knowledge: An introduction. In J. H. F. Meyer & R. Land (Eds.), Overcoming barriers to student understanding: Threshold concepts and troublesome knowledge (pp. 19-32). London: Routledge.
• Townsend, L., Brunetti, K., & Hofer, A. R. (2011). Threshold concepts and information literacy. portal: Libraries and the Academy, 11(3), 853-869.
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Contact UsContact UsRebecca K. Miller, University Libraries
Sara M. Crickenberger, Dept. of English
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