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| Format: | Recurso educativo Open Access |
| Sprache: | en |
| Veröffentlicht: |
2019
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| Schlagworte: | |
| Online-Zugang: | https://eric.ed.gov/?id=EJ1205239 |
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| _version_ | 1867181669232934912 |
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| author | Dawes, Lorna |
| author_facet | Dawes, Lorna Dawes, Lorna |
| collection | Education Resources Information Center |
| contents | Through Faculty's Eyes: Teaching Threshold Concepts and the Framework Dawes, Lorna College Faculty Information Literacy Fundamental Concepts Higher Education Librarians Library Instruction Teacher Attitudes Interdisciplinary Approach This study investigates faculty perceptions of teaching information literacy. Using 24 semi-structured interviews, a phenomenographic approach identified four qualitative ways in which faculty experienced teaching information literacy (IL). This paper analyzes the challenging information literacy concepts that faculty identify--known to many librarians as "threshold concepts"--and their relationship to the Association of College and Research Libraries (ACRL) "Framework for Information Literacy for Higher Education." The study highlights the transdisciplinary nature of IL instruction and indicates that, although unaware of the ACRL Framework, faculty already teach at least three concepts from that document. This finding suggests new opportunities for collaborations between librarians and faculty. |
| format | Recurso educativo Open Access |
| id | eric_EJ1205239 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2019 |
| record_format | eric |
| spellingShingle | Through Faculty's Eyes: Teaching Threshold Concepts and the Framework Dawes, Lorna College Faculty Information Literacy Fundamental Concepts Higher Education Librarians Library Instruction Teacher Attitudes Interdisciplinary Approach Through Faculty's Eyes: Teaching Threshold Concepts and the Framework Dawes, Lorna College Faculty Information Literacy Fundamental Concepts Higher Education Librarians Library Instruction Teacher Attitudes Interdisciplinary Approach This study investigates faculty perceptions of teaching information literacy. Using 24 semi-structured interviews, a phenomenographic approach identified four qualitative ways in which faculty experienced teaching information literacy (IL). This paper analyzes the challenging information literacy concepts that faculty identify--known to many librarians as "threshold concepts"--and their relationship to the Association of College and Research Libraries (ACRL) "Framework for Information Literacy for Higher Education." The study highlights the transdisciplinary nature of IL instruction and indicates that, although unaware of the ACRL Framework, faculty already teach at least three concepts from that document. This finding suggests new opportunities for collaborations between librarians and faculty. |
| title | Through Faculty's Eyes: Teaching Threshold Concepts and the Framework |
| topic | College Faculty Information Literacy Fundamental Concepts Higher Education Librarians Library Instruction Teacher Attitudes Interdisciplinary Approach |
| url | https://eric.ed.gov/?id=EJ1205239 |