Exploring Threshold Concepts in One-Shot Information Literacy Instruction
Type of Presentation
Individual paper/presentation (20 minute presentation)
Target Audience
Higher Education
Location
Room 1002
Abstract
Since the Association of College and Research Libraries’ inclusion of threshold concepts in the Framework for Information Literacy in Higher Education in 2014, discussions surrounding how to interpret and implement them have rapidly entered the conversations surrounding information literacy instruction. Born out of the teaching and learning literature, threshold concepts define those core concepts that are transformative and necessary to the study of a particular discipline. But how does the Framework employ threshold concepts and how should this inform instructional practice in academic libraries? Can students really attain this level of conceptual knowledge in the one-shot session? This presentation will present research designed to explore possible answers to these questions.
The study uses the Framework’s explanation of threshold concepts as a basis to plan one-shot instruction sessions for freshman level English classes. Students in one group were instructed using learning outcomes based on the knowledge practices and dispositions of the frame “Authority is Constructed and Contextual.” At the end of the class, students were asked to complete an assignment that asked questions about three different source types (a journal article, a magazine article, and a blog post). Using a mixed methods approach, the presenter evaluated responses to the assignment that students in the threshold concept-based sessions and students in skills-only based sessions both took. Using analysis of variance (ANOVA), the presenter compared the groups on various points, including quality of responses and preference for source type. Using simple content analysis, differences in student ideas about authority and research were explored.
Presentation Description
The project explores the effectiveness of using threshold concepts in one-shot information literacy instruction. The presentation gives background and results from a mixed-methods research project conducted by the presenter. A discussion of how the threshold concepts were incorporated and an analysis of the results will be included.
Keywords
information literacy; Framework for Information Literacy for Higher Education; threshold concepts; one-shot instruction
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
Weeks, Thomas C. II, "Exploring Threshold Concepts in One-Shot Information Literacy Instruction" (2016). Georgia International Conference on Information Literacy. 43.
https://digitalcommons.georgiasouthern.edu/gaintlit/2016/2016/43
Exploring Threshold Concepts in One-Shot Information Literacy Instruction
Room 1002
Since the Association of College and Research Libraries’ inclusion of threshold concepts in the Framework for Information Literacy in Higher Education in 2014, discussions surrounding how to interpret and implement them have rapidly entered the conversations surrounding information literacy instruction. Born out of the teaching and learning literature, threshold concepts define those core concepts that are transformative and necessary to the study of a particular discipline. But how does the Framework employ threshold concepts and how should this inform instructional practice in academic libraries? Can students really attain this level of conceptual knowledge in the one-shot session? This presentation will present research designed to explore possible answers to these questions.
The study uses the Framework’s explanation of threshold concepts as a basis to plan one-shot instruction sessions for freshman level English classes. Students in one group were instructed using learning outcomes based on the knowledge practices and dispositions of the frame “Authority is Constructed and Contextual.” At the end of the class, students were asked to complete an assignment that asked questions about three different source types (a journal article, a magazine article, and a blog post). Using a mixed methods approach, the presenter evaluated responses to the assignment that students in the threshold concept-based sessions and students in skills-only based sessions both took. Using analysis of variance (ANOVA), the presenter compared the groups on various points, including quality of responses and preference for source type. Using simple content analysis, differences in student ideas about authority and research were explored.
