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Crossing the Threshold:
From Old to New IL Standards
Colleen Burgess, Whitney Kemble,
Sarah Shujah, Silvia Vong, and
Jenaya Webb
The ACRL Standards
The Standards required revision to address:
● students as content creators, consumers, and
evaluators of information.
● changes in learning environments.
● the need to position Information Literacy as a set of
concepts & practices integral to student learning.
● the changing information landscape.
The 2000 ACRL Standards
Standard: 2.1 The information literate student
accesses needed information effectively and
Performance Indicator C: Investigates the
scope, content, and organization of information
retrieval systems (ACRL ILCSHE p.9)
Limitations The 2000 ACRL Standards:
● don’t address knowledge creation as a collaborative
● don’t emphasize the necessary dispositions required for
learning at all levels.
● promote the concept of information literacy as
piecemeal bits of skills and knowledge.
The New Framework...
● provides a holistic framework for IL.
● promotes the skills, dispositions, abilities, and
knowledge practices required in today’s decentralized
information environment.
● encourages faculty and librarian collaboration toward
effective IL education.
New to the Framework:
Threshold Concepts
...Threshold concepts are the core ideas and processes in
any discipline that define the discipline...They are the
central concepts that we want our students to understand
and put into practice, that encourage them to think and act
like practitioners themselves
(Hofer, Townsend, and Brunetti 2012,
The Threshold Concepts
● Authority Is Constructed and Contextual
● Information Creation as a Process
● Information Has Value
● Research as Inquiry
● Scholarship Is a Conversation
● Searching Is Strategic
Authority is Constructed and Contextual:
Learners developing IL abilities:
● motivate themselves to find authoritative sources,
recognizing that authority may be manifested in
unexpected ways.
● question traditional notions of granting authority and
recognize the value of diverse ideas and worldviews.
● are conscious that maintaining these attitudes and
actions requires frequent self-evaluation.
Authority is Constructed and Contextual:
Knowledge Practices
Learners developing IL abilities:
● recognize that authoritative content may be packaged
formally or informally.
● acknowledge that they themselves are developing their
own authoritative voices in a particular area and
recognize the responsibility this entails.
● understand the increasingly social nature of the
information ecosystem.
Authority is Constructed and Contextual:
Self Assessments
● Have students look at a blog, a video on YouTube, a
collection of tweets regarding a contemporary event.
Ask them to describe how they would analyze and
evaluate the authority the author(s) of the information.
● Ask students to create a citation "web" using a citation
analysis database, and conduct a content analysis of
the linked authors by affiliation
and now...
the fishbowl discussion!
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