The IL Framework and WPA OS: Threshold Concepts and Metaliteracy
Type of Presentation
Panel (1 hour and 15 minutes presentation total for two or more presenters)
Target Audience
Higher Education
Location
Room 217
Proposal
In February 2015, the Association of College and Research Libraries adopted the Framework for Information Literacy for Higher Education (IL Framework). Conceptually grounded in threshold concepts and metaliteracy, the IL Framework represents a shift away from conceiving IL as discrete and mechanical skills towards a richer and more complex understanding of it as contextual and situated—i.e., rhetorical. With increased attention within Writing Studies to threshold concepts and transfer, the IL Framework presents opportunities and challenges for faculty and librarians. The IL Framework opens the door to enhanced and richer collaborations based on IL as a more contextualized construct. The IL Framework also presents challenges to potentially alter our thinking and practices based upon an understanding of threshold concepts and metaliteracy. Produced by different disciplines, the IL Framework, the WPA Outcomes Statement, and the Framework for Success articulate shared concern with fostering learning. In this presentation we will examine threshold concepts and metaliteracy as theoretical underpinnings for the IL Framework. We will then analyze how the IL Framework aligns with the WPA Outcomes Statement and the Framework for Success in Postsecondary Education. In particular, we will discuss how the alignment potentially leads to more effective pedagogical practices.
Short Description
This presentationl examines threshold concepts and metaliteracy as theoretical underpinnings for the IL Framework. Presenters will analyze how the IL Framework aligns with the WPA Outcomes Statement and the Framework for Success in Postsecondary Education. In particular, presenters will discuss how the alignment potentially leads to more effective pedagogical practices.
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
D'Angelo, Barbara Ph.D. and Maid, Barry Ph.D., "The IL Framework and WPA OS: Threshold Concepts and Metaliteracy" (2015). Georgia International Conference on Information Literacy. 2.
https://digitalcommons.georgiasouthern.edu/gaintlit/2015/2015/2
The IL Framework and WPA OS: Threshold Concepts and Metaliteracy
Room 217
In February 2015, the Association of College and Research Libraries adopted the Framework for Information Literacy for Higher Education (IL Framework). Conceptually grounded in threshold concepts and metaliteracy, the IL Framework represents a shift away from conceiving IL as discrete and mechanical skills towards a richer and more complex understanding of it as contextual and situated—i.e., rhetorical. With increased attention within Writing Studies to threshold concepts and transfer, the IL Framework presents opportunities and challenges for faculty and librarians. The IL Framework opens the door to enhanced and richer collaborations based on IL as a more contextualized construct. The IL Framework also presents challenges to potentially alter our thinking and practices based upon an understanding of threshold concepts and metaliteracy. Produced by different disciplines, the IL Framework, the WPA Outcomes Statement, and the Framework for Success articulate shared concern with fostering learning. In this presentation we will examine threshold concepts and metaliteracy as theoretical underpinnings for the IL Framework. We will then analyze how the IL Framework aligns with the WPA Outcomes Statement and the Framework for Success in Postsecondary Education. In particular, we will discuss how the alignment potentially leads to more effective pedagogical practices.
