Subjects
threshold concepts; information literacy; academic libraries, instruction; undergraduate students; questionnaire
Document Type
Research Article
Abstract
In this exploratory study the authors ask students enrolled in a credit-bearing undergraduate research methods course to rank and evaluate the troublesome, transformative, and integrative nature of the six frames currently comprising the Framework for Information Literacy for Higher Education. The results indicate that students have valid insights into threshold concept-based instruction, but may confuse the application with the theory. If practitioners are to embrace not only the frames, but also the spirit of the Framework, we must directly involve students in our teaching and research practices.
DOI
10.15760/comminfolit.2017.11.2.3
Downloads prior to this publication
324
Persistent Identifier
http://archives.pdx.edu/ds/psu/23222
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.
Recommended Citation
Scott, R. E. (2017). Transformative? Integrative? Troublesome? Undergraduate Student Reflections on Information Literacy Threshold Concepts. Communications in Information Literacy, 11 (2), 283-301. https://doi.org/10.15760/comminfolit.2017.11.2.3