Creating Learning Outcomes from Threshold Concepts for Information Literacy Instruction

Authors

Allison Hosier, University at Albany, State University of New YorkFollow

Document Type

Article

Publication Date

2017

DOI

10.1080/10691316.2017.1246396

Abstract

Threshold concepts theory and learning outcomes represent two different ways of thinking about teaching and learning. Finding a way to translate between the two is necessary for librarians who may wish to use concepts from the Framework for Information Literacy to shape their instruction. The following article outlines a process for transforming concepts from the “Scholarship as Conversation” frame into learning outcomes that the author developed as part of a tutorial project. This process can easily be adapted to a variety of instructional situations.

Comments

This is an Accepted Manuscript of an article published by Taylor & Francis in College and Undergraduate Libraries on November 18, 2016, available online: http://www.tandfonline.com/10.1080/10691316.2017.1246396

Recommended Citation

Hosier, Allison, "Creating Learning Outcomes from Threshold Concepts for Information Literacy Instruction" (2017). University Libraries Faculty Scholarship. 95.
https://scholarsarchive.library.albany.edu/ulib_fac_scholar/95