Crossing the Threshold : Threshold Concepts

Read all about the ACRL Framework for Information Literacy here: http://acrl.ala.org/framework/

The Six Frames:

1. Authority is Constructed and Contextual
2. Information Creation as a Process
3. Information Has Value
4. Research as Inquiry
5. Scholarship as a Conversation
6. Searching as Strategic Exploration

Threshold concepts are by definition:

   Transformative - these concepts once learned by the learner open up new ways of understanding the world and questioning of former ways of thinking.

   Integrative- learners are able to integrate threshold concepts into other contexts and related areas.

    Irreversible - threshold concepts once learned are difficult to unlearn.

    Bounded - threshold concepts are contextual they are learned within a particular context and often along with and in addition to other threshold concepts.

   Troublesome - threshold concepts can be potentially be troublesome to the learner.

 Source: Blackmore, M. (2010) Student engagement with information: Applying a threshold concept approach to information literacy development. Paper
 presented
 at 
the 
3rd 
Biennial
 Threshold
 Concepts
 Symposium:
 Exploring
 transformative
 dimensions 
of
 threshold
 concepts.
 Sydney,
 Australia
 1‐2
 July, 
2010.

First of all you might want to check out the official ACRL site on the Framework: http://acrl.ala.org/framework/

There is also an extensive bibliography put together by the ACRL Student Learning and Information Literacy Committee: http://www.ala.org/acrl/issues/infolit/teaching/thresholdbib

This is our short list of recommended readings about threshold concepts:

• ACRL. (2015). Framework for information literacy for higher education. Retrieved from: http://www.ala.org/acrl/standards/ilframework
• Blackmore, M. (2010, July 1-2). Student engagement with information: Applying a threshold concept approach to information litearcy development. Paper presented at the 3rd Biennial Threshold Concepts Symposium: Exploring Transformative Dimensions of Threshold Concepts; Sydney, Australia. Retrieved from https://www.academia.edu/1664881/Student_engagement_with_information_Applying_a_threshold_concept_approach_to_information_literacy_development
• Bravender, P., McClure, H., & Schaub, G. (Eds.) (2015). Teaching information literacy threshold concepts: Lesson plans for librarians. Chicago, IL: Association of College and Research Libraries.
• Hofer, A., 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. doi: 10.1353/pla.2012/0039
• Meyer, J.H.F., Land, R., & Baillie,C. (Eds.).  (2010). Threshold concepts and transformational learning. Rotterdam: Sense Publishers.
• Townsend, L., Brunetti, K., &  Hofer, A.R. (2011). Threshold concepts and information literacy. portal: Libraries and the Academy, 11(3), 853-869. doi: 10.1353/pla.2011.0030
• Townsend, L., Lu, S., Hofer, A. R. and Brunetti, K. (2015, January 30). What’s the matter with threshold concepts? ACRLog Blog. Retrieved from http://acrlog.org/2015/01/30/whats-the-matter-with-threshold-concepts/

Based on participant feedback from the March 11, 2015, webinar on the ACRL Framework for Information Literacy for Higher Education, has created a listserv to provide a convenient spot for exchanging ideas about the Framework.

The new list will serve as an open forum for asking questions, posting professional development opportunities, and sharing examples of how you are using the Framework at your libraries. To subscribe, visit http://lists.ala.org/sympa/info/acrlframe.