(Abstract) At the core of the new ACRL Framework for Information Literacy is the educational theory of threshold concepts, according to which every discipline contains "troublesome" concepts that stand as barriers to learning. Accordingly, by identifying these barriers and directing our teaching towards them, educators can foster deeper understanding and appreciation of complex subjects. In light of the new ACRL Framework's adoption of threshold concepts, this presentation from a former member of the Framework Task Force will offer a critical assessment of the applicability of threshold concepts to information literacy. This presentation will argue that the six "frames" of information literacy are underdetermined, they fail to distinguish concepts from skills, they are too relative to individual student experiences to provide general guidance, and they reduce information literacy to a single discipline. This last point is especially important insofar as the new Framework removes our ability to think of information literacy as a general, interdisciplinary set of critical thinking skills. Ultimately, through its insistence on threshold concepts as first principles, the new ACRL Framework moves away from its promise of holism and instead becomes inward-looking and exclusionary. Thankfully, the Framework is malleable enough that with a few modifications to threshold concept theory, an increased sensitivity to student learning differences, and close attention to the cross-disciplinary relevance of information literacy, there is something to salvage. Rather than accept the ACRL Framework uncritically, we owe it to ourselves and our students to ask tough questions.

1. RECONSIDERING THRESHOLD CONCEPTS
A critical appraisal of the ACRL Framework for
Information Literacy
LOEX 2015 – Denver, CO
Lane Wilkinson – University of Tennessee at Chattanooga
CC-BY-NC-ND https://www.flickr.com/photos/mezzoblue/3268915152/

2. Where I’m not going
CC BY https://www.flickr.com/photos/aloha75/10282887855

3. Today’s sampler
What is
threshold
concept
theory
(TCT)?
Where does
TCT break
down?
How does
TCT limit
the ACRL
Framework?
Where do
we go from
here?
CC BY-NC-ND, https://www.flickr.com/photos/maryatuab/6787202614/

4. What is Threshold
Concept Theory?
CC-BY-NC-ND https://www.flickr.com/photos/woordenaar/16441044465/

5. Liminality
CC-BY-NC-SA https://www.flickr.com/photos/theenmoy/14960354631/
Threshold Concept theory was inspired by the
anthropological concept of liminality.
Are there liminal spaces in learning?

6. Threshold Concepts
CC BY-NC-ND https://www.flickr.com/photos/renedepaula/6014699888/
Jan H. F. (Erik) Meyer
Univ. of Queensland
Ray Land
Univ. of Strathclyde
The founders of threshold concept theory

7. Threshold Concepts
“akin to a portal, opening up a new and
previously inaccessible way of thinking
about something.”
-Meyer & Land, 2003
CC BY-NC-ND https://www.flickr.com/photos/renedepaula/6014699888/

8. Threshold Concepts
“a transformed way of
understanding…without which the learner
cannot progress.”
-Meyer & Land, 2003
CC BY-NC-ND https://www.flickr.com/photos/renedepaula/6014699888/

9. Threshold Concepts
“how people ‘think’ in a particular
discipline”
-Meyer & Land, 2003
CC BY-NC-ND https://www.flickr.com/photos/renedepaula/6014699888/

10. Threshold Concepts
An analytical theory that speaks to how
students gain mastery over specific
domains of knowledge (i.e. disciplines)
CC BY-NC-ND https://www.flickr.com/photos/renedepaula/6014699888/

11. Threshold Concepts
Five Characteristics:
1. Transformative
2. Probably irreversible
3. Integrative
4. Possibly often (though not necessarily
always) bounded
5. Potentially troublesome
-Meyer & Land, 2003
CC BY-NC-ND https://www.flickr.com/photos/renedepaula/6014699888/

12. Threshold Concepts
These are not “core concepts”
“a core concept…has to be understood
but it does not necessarily lead to a
qualitatively different view of subject
matter.”
-Meyer & Land, 2003
CC BY-NC-ND https://www.flickr.com/photos/renedepaula/6014699888/

13. Threshold Concepts and
Information Literacy
Townsend, Brunetti, & Hofer, 2011
• ACRL Standards are of
limited use
Library instruction should
be reframed in terms of
“big ideas” and “core tasks”
CC BY-NC-ND https://www.flickr.com/photos/renedepaula/6014699888/

14. Threshold Concepts and
Information Literacy
Townsend, Brunetti, & Hofer, 2011
• ACRL Standards are of
limited use
• Threshold concepts can
help identify “big ideas”
“information literacy
instructors…expose
students to the threshold
concepts of librarians’
discipline–information
science–and help students
to cross them.”
CC BY-NC-ND https://www.flickr.com/photos/renedepaula/6014699888/

15. Threshold Concepts and
Information Literacy
Townsend, Brunetti, & Hofer, 2011
• ACRL Standards are of
limited use
• Threshold concepts can
help identify “big ideas”
• And inform our teaching
“a way to focus and
prioritize instructional
content and…engaged
teaching.”
CC BY-NC-ND https://www.flickr.com/photos/renedepaula/6014699888/

16. TCT & the ACRL
June 2012: ACRL Board votes to revise Standards
March 2013: Task Force founded
Feb. 20, 2014: Draft 1, Part 1
Apr. 4, 2014: Draft 1, Part 2
Jun. 17, 2014: Draft 2
Nov. 12, 2014: Draft 3
Jan 12, 2015: ACRL Board files the Framework
CC BY-NC-ND https://www.flickr.com/photos/cellphonesusie/5579103341/

17. Where Threshold
Concepts Break Down
CC-BY-NC-SA https://www.flickr.com/photos/jmkuchta/102288877/

18. Criticism
Rowbottom, 2007; O’Donnell, 2010; Walker, 2013; Wilkinson, 2014
• Troublesome knowledge
is agent-relative
What’s troublesome for me
may not be troublesome for
you.
TCT implies that all (or at
least most) learners learn the
same way and struggle with
the same things for the same
reasons
CC-BY-NC-SA https://www.flickr.com/photos/flysi/153021189/

19. Criticism
Rowbottom, 2007; O’Donnell, 2010; Walker, 2013; Wilkinson, 2014
• Troublesome knowledge
is agent-relative
• Disciplines are not
unified
Experts disagree.
So, whose threshold
concepts are we teaching?
CC-BY-NC-SA https://www.flickr.com/photos/flysi/153021189/

20. Criticism
Rowbottom, 2007; O’Donnell, 2010; Walker, 2013; Wilkinson, 2014
• Troublesome knowledge
is agent-relative
• Disciplines are not
unified
Experts disagree.
For example, do the
thresholds in psychology
arise in behavioral
psychology?
Cognitive psychology?
Psychoanalysis?
CC-BY-NC-SA https://www.flickr.com/photos/flysi/153021189/

21. Criticism
Rowbottom, 2007; O’Donnell, 2010; Walker, 2013; Wilkinson, 2014
• Troublesome knowledge
is agent-relative
• Disciplines are not
unified
Experts disagree.
Even in information literacy.
I don’t think that the
scholarship is a conversation.
Does that mean I am not
information literate?
CC-BY-NC-SA https://www.flickr.com/photos/flysi/153021189/

22. Criticism
Rowbottom, 2007; O’Donnell, 2010; Walker, 2013; Wilkinson, 2014
• Troublesome knowledge
is agent-relative
• Disciplines are not
unified
Experts disagree.
Or are we asked to carve
every discipline up into
myriad non-overlapping sub-
disciplines?
CC-BY-NC-SA https://www.flickr.com/photos/flysi/153021189/

23. Criticism
Rowbottom, 2007; O’Donnell, 2010; Walker, 2013; Wilkinson, 2014
• Troublesome knowledge
is agent-relative
• Disciplines are not
unified
• Reinforces siloing
Threshold concepts do not
play nicely with
interdisciplinarity.
CC-BY-NC-SA https://www.flickr.com/photos/flysi/153021189/

24. Criticism
Rowbottom, 2007; O’Donnell, 2010; Walker, 2013; Wilkinson, 2014
• Troublesome knowledge
is agent-relative
• Disciplines are not
unified
• Reinforces siloing
For example, the concept of
‘information’ is different in
librarianship and
engineering.
Given that TCs are
irreversible, what is an
engineering librarian going
to do?
CC-BY-NC-SA https://www.flickr.com/photos/flysi/153021189/

25. Criticism
Rowbottom, 2007; O’Donnell, 2010; Walker, 2013; Wilkinson, 2014
• Troublesome knowledge
is agent-relative
• Disciplines are not
unified
• Reinforces siloing
• Lack of research
TCs are informed by expert
opinion.
But has anyone asked the
students?
Where is the empirical
research?
CC-BY-NC-SA https://www.flickr.com/photos/flysi/153021189/

26. Threshold Concepts &
The ACRL Framework
CC-BY-NC https://www.flickr.com/photos/96dpi/1063145950/

27. CC-BY-NC-SA https://www.flickr.com/photos/dontoine/6015067182/
The Standards need to go
• Not in line with other orgs (AASL, SCONUL)
• No guidance on visual and digital literacy
-ACRL IL Competency Standards Review Task Force, 2012

28. Not entirely
CC-BY-NC-SA https://www.flickr.com/photos/stevegarfield/7410285204/
Is the Framework the right
choice?

29. CC-BY-NC-SA https://www.flickr.com/photos/pah57/3781487784/
Rethinking the Framework
1. Descriptive but not explanatory
2. No connection to Standards
3. Assessment troubles
4. Problem of disciplinarity
5. Lack of research
6. Core concepts?

30. CC-BY-NC https://www.flickr.com/photos/e06158/2956432732/
1. The Framework is not explanatory
The Standards were prescriptive
Think of a footrace.
The Standards focused on the finish line

31. The Framework is descriptive
CC-BY-NC https://www.flickr.com/photos/psi_mon/3473153641/
1. The Framework is not explanatory
The Framework shifts our attention to the obstacles

32. But what’s the broader picture?
CC-BY-NC https://www.flickr.com/photos/25145688@N04/8674931131/
1. The Framework is not explanatory
It’s still a one-sided account of info literacy

33. What are the Frames gateways into?
CC-BY-NC https://www.flickr.com/photos/25145688@N04/8674931131/
1. The Framework is not explanatory
We need both description and prescription (explanation)

34. This is intentional
CC-BY-SA https://www.flickr.com/photos/cogdog/8426054506/
2. The Framework does not connect
to the Standards
“The existence of Standards
undermines the purpose of
the Framework”
-Swanson, 2015

35. Problem: Librarians are going to try
CC-BY-SA https://www.flickr.com/photos/cogdog/8426054506/
2. The Framework does not connect
to the Standards
“It is NOT
counterproductive to
map the IL Standards to
the IL Framework”
- Dalal, 2015

36. Problem: The Standards are still here
CC-BY-SA https://www.flickr.com/photos/cogdog/8426054506/
2. The Framework does not connect
to the Standards
“Filed by the ACRL Board
February 2, 2015, as one
of the constellation of
information literacy
documents from the
association.”

37. The ACRL is promoting two conflicting
documents
CC-BY-SA https://www.flickr.com/photos/cogdog/8426054506/
2. The Framework does not connect
to the Standards
“Filed by the ACRL Board
February 2, 2015, as one
of the constellation of
information literacy
documents from the
association.”

38. Like it or not, we have to assess
CC-BY-ND https://www.flickr.com/photos/petroleumjelliffe/8376835399/
3. What about assessment?

39. Problem: The Framework resists assessment
CC-BY-ND https://www.flickr.com/photos/petroleumjelliffe/8376835399/
3. What about assessment?
“flexible options for
implementation, rather than…
a set of standards, learning
outcomes, or any prescriptive
enumeration of skills.”

40. Problem: The Framework resists assessment
CC-BY-ND https://www.flickr.com/photos/petroleumjelliffe/8376835399/
3. What about assessment?
“it’s impossible to
adequately describe a learning
goal to students who haven’t
yet achieved that goal.”
-Meyer & Land, 2010

41. Problem: The Framework resists assessment
CC-BY-ND https://www.flickr.com/photos/petroleumjelliffe/8376835399/
3. What about assessment?
If we’re going to adopt
threshold concept theory we
have to abandon assessment.
Or, we can do the work and
explain how Meyer and Land
are wrong on assessment.
So, who’s going to do that?

42. CC-BY https://www.flickr.com/photos/pigpilot/8648649408/
4. Issues of disciplinary identity
“information literacy is a disciplinary and a
transdisciplinary learning agenda”
-ACRL Framework
Problem: is information literacy a discipline?

43. “Think like a __________________”mathematician.
CC-BY https://www.flickr.com/photos/pigpilot/8648649408/
4. Issues of disciplinary identity
Problem: Who do we want them to think like?
Threshold Concept Theory is about the
troublesome spaces that separate novices from
experts.

44. “Think like a __________________”chemist.
CC-BY https://www.flickr.com/photos/pigpilot/8648649408/
4. Issues of disciplinary identity
Problem: Who do we want them to think like?
Threshold Concept Theory is about the
troublesome spaces that separate novices from
experts.

45. “Think like a __________________”English professor.
CC-BY https://www.flickr.com/photos/pigpilot/8648649408/
4. Issues of disciplinary identity
Problem: Who do we want them to think like?
Threshold Concept Theory is about the
troublesome spaces that separate novices from
experts.

46. “Think like a __________________”librarian?
CC-BY https://www.flickr.com/photos/pigpilot/8648649408/
4. Issues of disciplinary identity
Problem: Who do we want them to think like?
Threshold Concept Theory is about the
troublesome spaces that separate novices from
experts.

47. CC-BY-SA https://www.flickr.com/photos/ryawesome/4279981607/
5. Lack of research
The Delphi Study?

48. CC-BY-SA https://www.flickr.com/photos/ryawesome/4279981607/
5. Lack of research
Problem: The right methodology?
Delphi Methodology
1950s RAND Corporation
Forecasting the otherwise untestable
Diverse group of experts
Anonymous peer collaboration

49. CC-BY-SA https://www.flickr.com/photos/ryawesome/4279981607/
5. Lack of research
Problem: Why this methodology?
Is student learning otherwise untestable?
Are these findings backed up by any other
research? Can they be?

50. CC-BY-SA https://www.flickr.com/photos/ryawesome/4279981607/
5. Lack of research
Problem: Whose Frames are these?
Who came up with these Frames?
Who are the experts?
How diverse are they?
Do they represent your library?

51. CC BY-ND https://www.flickr.com/photos/craige/3783034877/
6. Where are the core concepts?
Problem: Threshold concepts are not core
concepts
Recall that Meyer & Land are explicit about this.
So, what are the
core concepts of information literacy?

52. CC BY-ND https://www.flickr.com/photos/craige/3783034877/
6. Where are the core concepts?
Problem: Threshold concepts are not core
concepts
Threshold concepts are few and far between in
student learning.
So what are we teaching in between?
What comes before and after the threshold?

53. CC-BY-NC-SA https://www.flickr.com/photos/anotherpintplease/8017018077/
Bonus: Even the Threshold Concepts
guy is skeptical!
• “What are these frames…entries into? Because
they’re not entry into your profession.”
• “[Trying to introduce assessment]…reverts back
to measuring skills and outcomes. We’re a bit
wary about that.”
• Covering this in a one-shot seems “a bit of a tall
order”
-Land, 2015 LILAC Conference

54. Where do we go from
here?

55. The Framework is a great document
but with limited scope
CCBY-NChttps://www.flickr.com/photos/visualities/159815673/

56. It’s just one beer in the six-pack
CC BY https://www.flickr.com/photos/pagedooley/14554179051/

57. Lessons from the Framework
1. Pedagogy matters
CC BY-NC-SA https://www.flickr.com/photos/tomscott/1967268/

58. Lessons from the Framework
Students do have
liminal experiences
CC BY-NC-SA https://www.flickr.com/photos/tomscott/1967268/
1. Pedagogy matters
2. Thresholds matter

59. Lessons from the Framework
Let’s explore broader
roles and new
partnerships across the
curriculum.
CC BY-NC-SA https://www.flickr.com/photos/tomscott/1967268/
1. Pedagogy matters
2. Thresholds matter
3. Integration matters

60. Lessons from the Framework
Ownership implies
responsibility.
Let’s do some real
research on this and
make our position
airtight.
CC BY-NC-SA https://www.flickr.com/photos/tomscott/1967268/
1. Pedagogy matters
2. Thresholds matter
3. Integration matters
4. Research matters

61. Lessons from the Framework
Social epistemology
Critical theory
Communication theory
Speech act theory
???
Librarians aren’t as
theory-averse as you
might think
CC BY-NC-SA https://www.flickr.com/photos/tomscott/1967268/
1. Pedagogy matters
2. Thresholds matter
3. Integration matters
4. Research matters
5. Theories matter

62. Thanks from Chattanooga!
Lane Wilkinson
University of Tennessee at Chattanooga
lane-wilkinson@utc.edu
@lnwlk

63. Stuff I mentioned
Dalal, H. (2015, Jan. 7). An open letter regarding the Framework for Information Literacy for Higher Education. ACRLog.org [web log].
Retrieved from http://acrlog.org/2015/01/07/an-open-letter-regarding-the-framework-for-information-literacy-for-higher-
education/
Davies, P. (2006). “Threshold concepts: how can we recognize them?” in Meyer, E. & Land, R., eds. Overcoming Barriers to Student
Understanding Threshold Concepts and Troublesome Knowledge. London: Routledge.
Iannuzzi, P. (2013). “Info lit 2.0 or déjà vu?” Communications in Information Literacy, 7(2), 98-107.
Land, R. (2015). “There could be trouble ahead’. Threshold concepts, troublesome knowledge and information literacy – a current
debate.” Presentation at the meeting of the Librarians’ Information Literacy Annual Conference, Newcastle, UK.
Meyer, J. H. F. & Land, R. (2003). Threshold concepts and troublesome knowledge: linkages to ways of thinking and practising within
the disciplines. In C. Rust (ed.), Improving Student Learning–Ten Years On. Oxford: Oxford Centre for Staff and Learning
Development (OCSLD), 412-424.
Morgan, P. (2015). “Pausing at the threshold.” Portal: Libraries and the Academy, 15(1), 183-195.
Oakleaf, M. (2014). "A roadmap for assessing student learning using the new Framework for Information Literacy for Higher
Education." Journal of Academic Librarianship, 40(5), 510-514.
O’Donnell, R. (2010). A critique of the threshold concept hypothesis and its application to opportunity cost in economics.( Working
Paper No. 164). Retrieved from http://www.finance.uts.edu.au/research/wpapers/wp164.html
Rowbottom, D. P. (2007). Demystifying threshold concepts. Journal of Philosophy of Education, 41(2): 263-270.
Swanson, T. (2015, Jan. 12). The IL Standards and Framework cannot coexist. [Web log]. Retrieved from
http://tametheweb.com/2015/01/12/the-il-standards-and-il-framework-cannot-co-exist-by-ttw-contributor-troy-swanson/
Townsend, L., Brunetti, K., & Hofer, A. R. (2011). Threshold concepts and information literacy. portal: Libraries and the Academy, 11(3),
853-869.
Townsend, L., Brunetti, K., & Hofer, A. R. (2012). Troublesome concepts and information literacy: investigating threshold concepts for IL
instruction. portal: Libraries and the Academy, 12(4), 387-405.
Walker, G. (2013). A cognitive approach to threshold concepts. Higher Education, 65(2), 247-263.
Wilkinson, L. (2014, June 19). The problem with threshold concepts. [Web log]. Retrieved from
https://senseandreference.wordpress.com/2014/06/19/the-problem-with-threshold-concepts/