A practical & theoretical case for contextualizing information literacy instruction using threshold concepts and ACRL's draft information literacy framework

1. Rebecca Kuglitsch
University of Colorado
ECIL 2014
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12. References & Further Reading
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http://acrl.ala.org/ilstandards/wp-content/uploads/2014/02/Framework-for-IL-for-HE-Draft-2.pdf
Adler-Kassner, L., Majewski, J., & Koshnick, D. (2012). The Value of Troublesome Knowledge: Transfer and Threshold Concepts in Writing and History. Composition Forum, 26, 12–12.
Booth, C. (2011). Reflective teaching, effective learning: instructional literacy for library educators. Chicago: American Library Association.
Clairoux, N., Desbiens, S., Clar, M., Dupont, P., & St-Jean, M. (2013). Integrating information literacy in health sciences curricula: a case study from Québec. Health Information & Libraries
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Detlor, B., Julien, H., Willson, R., Serenko, A., & Lavallee, M. (2011). Learning outcomes of information literacy instruction at business schools. Journal of the American Society for Information
Science and Technology, 62(3), 572–585. doi:10.1002/asi.21474
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1842.2012.00999.x
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Meyer, J., & Land, R. (2003a). Threshold concepts and troublesome knowledge: linkages to ways of thinking and practising within the disciplines. University of Edinburgh UK. Retrieved from
https://www.dkit.ie/ga/system/files/Threshold_Concepts__and_Troublesome_Knowledge_by_Professor_Ray_Land.pdf
Meyer, J., & Land, R. (2003b). Threshold concepts and troublesome knowledge: linkages to ways of thinking and practising within the disciplines. University of Edinburgh UK. Retrieved from
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Research Libraries (ACRL). Retrieved from http://www.ala.org/acrl/standards/infolitscitech
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