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ERIC Number: EJ1125449
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Reading for Integration, Identifying Complementary Threshold Concepts: The ACRL "Framework" in Conversation with "Naming What We Know: Threshold Concepts of Writing"
Johnson, Brittney; McCracken, I. Moriah
Communications in Information Literacy, v10 n2 p178-198 2016
In 2015, threshold concepts formed the foundation of two disciplinary documents: The "ACRL Framework for Information Literacy" (2015) and "Naming What We Know: Threshold Concepts of Writing Studies" (2015). While there is no consensus in the fields about the value of threshold concepts in teaching, reading the six Frames in the ACRL document alongside the threshold concepts of writing studies illuminates overlapping elements that may empower faculty in both fields to advocate collectively against skills-focused writing and research instruction through cross-disciplinary integrations. To facilitate cross-disciplinary conversations around the documents, the authors propose an order for reading the Frames, identify the associated writing concepts, and explain how the shared concepts reveal an internal complexity which may have implications for teaching the ACRL "Framework."
Descriptors: Writing Instruction, Writing Skills, Reading Instruction, Reading Skills, Information Literacy, Scholarship, Writing Research, Inquiry, Influences, Information Seeking
Communications in Information Literacy. Director, University of Oklahoma-Tulsa Library, Schusterman Center, 4502 East 41st Street, Tulsa, OK 74135. Tel: 918-660-3222; Fax: 918-660-3215; e-mail: firstname.lastname@example.org; Web site: http://www.comminfolit.org
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A