A Way through … Troublesome Knowledge: Student Research as Threshold Concept Practice

Autor/inn/en	Marshall, Ann; Wagner, Sarah
Titel	A Way through … Troublesome Knowledge: Student Research as Threshold Concept Practice
Quelle	In: portal: Libraries and the Academy, 19 (2019) 3, S.393-406 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1531-2542
DOI	10.1353/pla.2019.0024
Schlagwörter	Student Experience; Undergraduate Students; Concept Formation; Research Papers (Students); Public Colleges; Difficulty Level; Knowledge Level; Research Methodology; Transformative Learning; Fundamental Concepts; Librarians; Interdisciplinary Approach; Indiana + Suchen Sie Ihr Suchwort? Studienerfahrung; Concept learning; Begriffsbildung; Schwierigkeitsgrad; Wissensbasis; Research method; Forschungsmethode; Pädagogische Transformation; Grundlagenplan; Konzept; Librarian; Bibliothekar; Bibliothekarin; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität
Abstract	While the Association of College and Research Libraries (ACRL) Framework for Information Literacy for Higher Education has prompted important new scholarship, Jan Meyer and Ray Land's related theoretical work has received less attention from librarians. The study described in this article is based upon 20 in-depth interviews with undergraduates about their experiences with research assignments. These students' accounts of their research offer insights into Meyer and Land's foundational ideas about troublesome knowledge and threshold concepts. Based upon the interviews, the authors suggest that research assignments might be viewed as a kind of threshold concept practice, where students grapple with not knowing and finding their way through the difficulties of research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01