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, 2014TRANSCRIPT
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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
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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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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
Sara M. Crickenberger
Dept. of English, Virginia Tech
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