Publication

This is an Accepted Manuscript of an article published by Taylor & Francis in College and Undergraduate Libraries on November 18, 2016, available online: http://www.tandfonline.com/10.1080/10691316.2017.1246396  Abstract: Threshold concepts theory and learning outcomes represent two different ways of thinking about teaching and learning. Finding a way to translate between the two is necessary for librarians who may wish to use concepts from the Framework for Information Literacy to shape their instruction. The following article outlines a process for transforming concepts from the “Scholarship as Conversation” frame into learning outcomes that the author developed as part of a tutorial project. This process can easily be adapted to a variety of instructional situations.
Contributor: Allison Hosier
Resource Type(s): Publication
Information Literacy Frame(s) Addressed: Scholarship as ConversationFramework as a Whole
Discipline(s): Not Discipline Specific
License Assigned: All Rights Reserved
This lesson plan from Teaching Information Literacy Threshold Concepts, edited by Patricia Bravender, Hazel McClure, and Gayle Schaub and contributed by Debbie Morrow, concentrates on the value of information and the need to acknowledge that value through accurate attribution of sources, focusing not on print sources but on images and their use within the context of a presentation.
Resource Type(s): Lesson PlanPublication
Information Literacy Frame(s) Addressed: Information Has Value
Discipline(s): Not Discipline Specific
License Assigned: All Rights Reserved
This lesson plan from Teaching Information Literacy Threshold Concepts, edited by Patricia Bravender, Hazel McClure, and Gayle Schaub and contributed by Ika Datig, addresses the search strategies and discovery tools students need to employ to recognize the possible reasons for setbacks and continue their research.
Resource Type(s): Lesson PlanPublication
Information Literacy Frame(s) Addressed: Searching as Strategic Exploration
Discipline(s): Not Discipline Specific
License Assigned: All Rights Reserved
This lesson plan from Teaching Information Literacy Threshold Concepts, edited by Patricia Bravender, Hazel McClure, and Gayle Schaub and contributed by Toni M. Carter and Todd Aldridge, engages students with content in a way that compels them to consider the format of information each time they consider using it in their work.
Resource Type(s): Lesson PlanPublication
Information Literacy Frame(s) Addressed: Information Creation as Process
Discipline(s): Not Discipline Specific
License Assigned: All Rights Reserved
This lesson plan from Teaching Information Literacy Threshold Concepts, edited by Patricia Bravender, Hazel McClure, and Gayle Schaub and contributed by Nancy Fawley, provides beginning students with a checklist to get them thinking critically about information’s origins, purpose, and complexity, and takes them into a deeper discussion about how to apply those evaluative criteria.
Resource Type(s): Lesson PlanPublication
Information Literacy Frame(s) Addressed: Authority is Constructed and Contextual
Discipline(s): Not Discipline Specific
License Assigned: All Rights Reserved
This lesson plan from Teaching Information Literacy Threshold Concepts, edited by Patricia Bravender, Hazel McClure, and Gayle Schaub and contributed by Robert Farrell, provides students with a practical analogy for scholarly inquiry using an example they are all familiar with, crime scene investigation.
Resource Type(s): Lesson PlanPublication
Information Literacy Frame(s) Addressed: Research as Inquiry
Discipline(s): Not Discipline Specific
License Assigned: All Rights Reserved
This lesson plan from Teaching Information Literacy Threshold Concepts, edited by Patricia Bravender, Hazel McClure, and Gayle Schaub and contributed by Andrea Baer, introduces students to the idea that scholarship is a conversation.
Resource Type(s): Lesson PlanPublication
Information Literacy Frame(s) Addressed: Scholarship as Conversation
Discipline(s): Not Discipline Specific
License Assigned: All Rights Reserved
This chapter from Classroom Assessment Techniques for Librarians, by Melissa Bowles-Terry and Cassandra Kvenild, uses three assessment techniques to help librarians assess students’ skill in synthesis and creative thinking. 
Information Literacy Frame(s) Addressed: Framework as a Whole
License Assigned: All Rights Reserved
This chapter from the Critical Library Pedagogy Handbook, edited by Nicole Pagowsky and Kelly McElroy and written by Rachel Gammons, demonstrates a critical assessment activity that offers an opportunity to reflect on the lived reality of learners and make purposeful and informed adjustments to teaching.
Information Literacy Frame(s) Addressed: Framework as a Whole
License Assigned: All Rights Reserved
This chapter from Rewired: Research-Writing Partnerships within the Frameworks focuses on the formalized and explicit instructor-librarian collaboration in a specialized section of technical writing, and how that partnership initiated curricular and pedagogical changes that brought the Framework for Information Literacy for Higher Education and The Framework for Success in Postsecondary Writing to the forefront of course design.
Resource Type(s): Publication
Information Literacy Frame(s) Addressed: Framework as a Whole
License Assigned: All Rights Reserved

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