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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

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.

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