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Threshold Concepts & Information Literacy
Reframing Information Literacy as a Metaliteracy.
Mackey, Thomas P., and Trudi E. Jacobson. “Reframing Information Literacy as a Metaliteracy.” College & Research Libraries 72, no. 1 (January 1, 2011): 62–78. doi:10.5860/crl-76r1.
Threshold Concepts & Information Literacy
In-progress Delphi Study on threshold concepts and information literacy, conducted by Lori Townsend, Amy Hofer, Silvia Lu, and Korey Brunetti.
Threshold Concepts and Information Literacy
Townsend, Lori, Korey Brunetti, and Amy R. Hofer. “Threshold Concepts and Information Literacy.” Portal: Libraries and the Academy 11, no. 3 (2011): 853–69. doi:10.1353/pla.2011.0030.
Threshold Concepts: Undergraduate Teaching, Postgraduate Training and Professional Development
Rich definition and bibliography of "threshold concepts" developed by a group at University College London
14th Annual Information Literacy Summit
Notes compiled by Eric Bradley and Jessica Mahoney on the conference "Revising, Refreshing, Reframing Our Practice: Information Literacy, Threshold Concepts, and the New ACRL Framework"
Framework for Information Literacy for Higher Education
The Association of College and Research Libraries (ACRL) revised the Information Literacy Competency Standards for Higher Education to address changes to the informational climate. This new Framework for Information Literacy for Higher Education focuses on six threshold concepts, ideals to serve as "passageways or portals to enlarged understanding or ways of thinking and practicing within that discipline."
This LibGuide will bring together the latest information on the Framework, as well as shared material from PALNI member libraries in using the existing Standards and developing Framework.
Information Literacy Redefined
Information literacy is the set of integrated abilities encompassing the reflective discovery of information, the understanding of how information is produced and valued, and the use of information in creating new knowledge and participating ethically in communities of learning.
In earlier drafts of the Framework, Information literacy was defined as a spectrum of abilities, practices, and habits of mind that extends and deepens learning through engagement with the information ecosystem. It includes
- understanding essential concepts about that ecosystem;
- engaging in creative inquiry and critical reflection to develop questions and to find, evaluate, and manage information through an iterative process;
- creating new knowledge through ethical participation in communities of learning, scholarship, and civic purpose; and
- adopting a strategic view of the interests, biases, and assumptions present in the information ecosystem.
PALNI is a non-profit organization supporting collaboration for library and information services to the libraries of its supported institutions in Indiana. Over time, the library deans and directors who sit on the PALNI board have adjusted the organization’s strategic direction as the internet and information services landscape have changed. PALNI has expanded beyond providing a resource management system to sharing expertise in many areas including strategic planning, reference, information fluency, outreach, data management and configuration, and has identified greater collaboration in acquisitions as a key goal.
Other PALNI Instruction Resources
Understanding by Design
Understanding by Design by
Publication Date: 2005-03-15
The conceptual understandings of the Framework are based on this work by Grant Wiggins and Jay McTighe. Its focus is in developing curricula and on threshold concepts.
Framework e-mail Listserv
This list is dedicated to discussion of the ACRL Framework for Information Literacy for Higher Education.
Creative Commons License
Framework for Information Literacy for Higher Education by PALNI's ACRL IL Framework Task Force is licensed under a Creative Commons Attribution 4.0 International License unless marked otherwise. PALNI’s logos and branding template are not covered by this license, and all rights to such material are reserved.