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Collaboration, Information Literacy, and Troublesome Knowledge: Threshold Concepts in the Real World Rebecca K. Miller and Sara M. Crickenberger, Virginia Tech Georgia International Conference on Information Literacy | October 2014

Collaboration, information literacy, and troublesome knowledge: Threshold concepts in the real world

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Presented at the 2014 Georgia International Conference on Information Literacy in Savannah, Georgia, October 11, 2014

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Page 1: Collaboration, information literacy, and troublesome knowledge: Threshold concepts in the real world

Collaboration, Information Literacy, and Troublesome Knowledge: Threshold Concepts in the Real World

Collaboration, Information Literacy, and Troublesome Knowledge: Threshold Concepts in the Real WorldRebecca K. Miller and Sara M. Crickenberger, Virginia TechGeorgia International Conference on Information Literacy | October 2014

Page 2: Collaboration, information literacy, and troublesome knowledge: Threshold concepts in the real world

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Image from http://www.mosbybuildingarts.com/blog/2012/07/19/your-home-can-change-with-you/

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Images from http://www.arcxl.com/architects/detail?type=Exterior+Door+Threshold+Detail

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Session ObjectivesSession Objectives

• Explain threshold concepts and information literacy (IL) threshold concepts

• Describe how IL threshold concepts can be effectively integrated into a course

• Explore threshold concepts in course and assignment design

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Framework for IL for Higher EducationFramework for IL for Higher Education

• Scholarship is a Conversation• Research as Inquiry• Authority is Contextual and Constructed• Format as a Process• Searching as Exploration• Information has Value

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Threshold ConceptsThreshold Concepts

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Introduced 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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CriteriaCriteriaCriteria for threshold concepts (Meyer & Land, 2003)• Transformative – causes a shift in perspective• Integrative – brings together separate concepts• Irreversible – once grasped, cannot be un-

grasped• Troublesome – may be counterintuitive• Bounded – helps define boundaries of a discipline

or may be unique to a discipline

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ExamplesExamples

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Discipline Threshold Concept

Physics Heat transfer

Biology Evolution

Mathematics Limits

Literary & Cultural Studies Signification

Economics Opportunity cost

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Threshold Concepts in ILThreshold Concepts in IL

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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?

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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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Changes & Challenges Changes & Challenges

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…threshold concepts are of limited use for one-shot instruction because a fundamental feature of crossing a learning threshold is that it takes some time to accomplish

(Hofer, Townsend, & Brunetti, 2013, p. 112)

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Image from http://www.social2.com/feels-like-youre-opening-the-door-to-narnia-what-makes-this-couple-build-a-secret-passage-to-their-living-room/

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Our ExampleOur Example

• English 1106 at Virginia Tech• Instructor + Librarian collaboration• Information Literacy Threshold Concepts• Research as Inquiry• …and others

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Adult LearningAdult Learning• Collaborative• Problem based • Relevant • Immediate/goal oriented• Reinforceable• 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 BasedFirst 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

• Reinforceable: Classroom session builds on skills introduced, used earlier

• Practical: Using students’ laptops simulates their normal research environment

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The ThresholdThe Threshold

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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• Students lacking motivation may fail to cross threshold

Strategies to enhance motivation• Allow students to research topics that excite them• Provide positive reinforcement

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SuccessSuccessWhat success is

• Increased understanding of quality research sources• Ability to find appropriate sources to solve research problem

What success looks like• More research sources• More high-quality (peer-reviewed) sources• Fewer low-quality sources • The bottom line: stronger research projects/papers

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Image from http://www.mosbybuildingarts.com/blog/2012/07/19/your-home-can-change-with-you/

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Conversation: Question 1Conversation: Question 1

Which information literacy (IL) threshold concepts seem particularly relevant to your disciplines and your classrooms?

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Conversation: Question 2Conversation: Question 2

What sorts of strategies might you use to integrate any relevant IL threshold concepts into your teaching?

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Conversation: Question 3Conversation: Question 3

What challenges might you encounter when integrating IL threshold concepts into your teaching?

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Conversation: Question 4Conversation: Question 4

Are you able to 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 other questions do you have about IL threshold concepts or threshold concepts in general?

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Further ReadingFurther Reading• Association of College & Research Libraries (ACRL). (2014). Framework for information literacy in higher education

draft 2. Retrieved from http://acrl.ala.org/ilstandards/wp-content/uploads/2014/02/Framework-for-IL-for-HE-Draft-2.pdf

• Hofer, A. R., Townsend, L. & Brunetti, K. (2013). A thresholds concepts approach to the standards revision. Communications in Information Literacy, 7(2), 108-113.

• 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, Virginia Tech

[email protected]

Sara M. Crickenberger

Dept. of English, Virginia Tech

[email protected]

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