A Thresholds Concepts Approach to the Standards Revision

Autor/inn/en	Hofer, Amy R.; Brunetti, Korey; Townsend, Lori
Titel	A Thresholds Concepts Approach to the Standards Revision
Quelle	In: Communications in Information Literacy, 7 (2013) 2, S.108-113 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1933-5954
Schlagwörter	Academic Standards; Fundamental Concepts; Review (Reexamination); Information Literacy; Library Associations; Influence of Technology; Educational Change; Change Strategies; Library Instruction; Educational Theories; Academic Libraries; Educational Practices + Suchen Sie Ihr Suchwort? Grundlagenplan; Konzept; Wiederholungsprüfung; Informationskompetenz; Bildungsreform; Lösungsstrategie; Bibliotheksverzeichnis; Educational theory; Theory of education; Bildungstheorie; College; Colleges; University; Universities; Libary; Libraries; Hochschule; Fachhochschule; Universität; Bibliothek; Hochschulbibliothek; Bildungspraxis
Abstract	Thirteen years after being adopted, the Association of College and Research Libraries' (ACRL's) "Information Literacy Competency Standards for Higher Education" are due for a retrofit. The current "Standards" do not account for the post-Google information landscape in which a blizzard of emerging technologies and unprecedented modes of information access have dramatically changed our culture. Threshold concepts are a theory of teaching and learning proposed by two British educators, Jan Meyer and Ray Land. Threshold concepts can be used for teaching information literacy and could inform the "Standards" revision as well. There are five definitional criteria that make a concept a threshold concept: (1) Transformative--cause the learner to experience a shift in perspective; (2) Integrative--bring together separate concepts (often identified as learning objectives or competencies) into a unified whole; (3) Irreversible--once grasped, cannot be un-grasped; (4) Bounded--may help define the boundaries of a particular discipline, are perhaps unique to the discipline; and (5) Troublesome--usually difficult or counterintuitive ideas that can cause students to hit a roadblock in their learning (Meyer & Land, 2003). If this learning theory sounds a bit familiar, that may be because it draws on other pedagogical models that librarians have engaged with over the years. What threshold concepts can add to the existing conversation is a focus on the transformative content that is unique to the field. A consistent finding of ongoing research to determine threshold concepts for information literacy is that while the proposed threshold concepts relate to the existing standards, they prioritize content in a way that the current "Standards" do not. (ERIC).
Anmerkungen	Communications in Information Literacy. Director, University of Oklahoma-Tulsa Library, Schusterman Center, 4502 East 41st Street, Tulsa, OK 74135. Tel: 918-660-3222; Fax: 918-660-3215; e-mail: editors@comminfolit.org; Web site: http://www.comminfolit.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01