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Effectively Integrating Information Literacy: A Conversation about Threshold Concepts and Collaborations Rebecca K. Miller and Sara M. Crickenberger, Virginia Tech Conference on Higher Education Pedagogy | February 7, 2014

Effectively integrating information literacy: A conversation about threshold concepts and collaborations

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Presented at the 2014 Conference on Higher Education Pedagogy in February 2014, Blacksburg, VA.

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Page 1: Effectively integrating information literacy:  A conversation about threshold concepts and collaborations

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

Page 2: Effectively integrating information literacy:  A conversation about threshold concepts and collaborations

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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

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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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Page 5: Effectively integrating information literacy:  A conversation about threshold concepts and collaborations

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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Page 7: Effectively integrating information literacy:  A conversation about threshold concepts and collaborations

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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Page 9: Effectively integrating information literacy:  A conversation about threshold concepts and collaborations

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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Page 11: Effectively integrating information literacy:  A conversation about threshold concepts and collaborations

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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Page 12: Effectively integrating information literacy:  A conversation about threshold concepts and collaborations

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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Page 13: Effectively integrating information literacy:  A conversation about threshold concepts and collaborations

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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Page 14: Effectively integrating information literacy:  A conversation about threshold concepts and collaborations

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

[email protected]

Sara M. Crickenberger, Dept. of English

[email protected]

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