Designing a Library Information Literacy Program Using Threshold Concepts, Student Learning Theory, and Millennial Research in the Development of Information Literacy Sessions

2014 ◽  
Vol 19 (3-4) ◽  
pp. 233-244 ◽  
Author(s):  
Brandi Porter
Keyword(s):  
Student Learning ◽  
Information Literacy ◽  
Learning Theory ◽  
Literacy Program ◽  
Threshold Concepts

Information Literacy Learning Outcomes: Critical Factors in the Learning Environment

2013 ◽  
Author(s):  
Heidi Julien ◽  
Brian Detlor ◽  
Alexander Serenko ◽  
Rebekah Willson ◽  
Maegan Lavallee
Keyword(s):  
Learning Environment ◽  
Student Learning ◽  
Learning Outcomes ◽  
Information Literacy ◽  
Literacy Learning ◽  
Student Learning Outcomes ◽  
Literacy Program ◽  
Critical Factors ◽  
Significant Challenge ◽  
Program Components

A significant challenge facing Canadian business schools is how best to work with librarians to incorporate information literacy instruction in curriculum and program designs. This study addresses the question: what is the interplay between factors of the learning environment and information literacy program components on business student learning outcomes?La meilleure façon de travailler conjointement avec les bibliothécaires dans le but d’intégrer les compétences informationnelles aux cours et aux programmes d’études constitue un défi important pour les écoles de gestion au Canada. Cette étude répond à la question suivante : Quelle est l’interaction entre les facteurs que sont l’environnement d’étude et les composantes de programmes de compétences informationnelles sur les résultats d’apprentissage des étudiants en gestion? 

Librarians and instructors developing student learning outcomes

2014 ◽  
Vol 42 (3) ◽  
pp. 484-498 ◽  
Author(s):  
Kacy Lundstrom ◽  
Britt Anna Fagerheim ◽  
Elizabeth Benson
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Information Literacy ◽  
Student Learning Outcomes ◽  
Threshold Concepts ◽  
Content Type ◽  
Writing Instructors ◽  
Department Faculty ◽  
Practical Implications

Purpose – The purpose of this paper if to design a workshop that effectively facilitates the collaborative revision of student learning outcomes based on current research relating to competencies in information literacy (IL). Design/methodology/approach – This case study describes collaborations between librarians and writing instructors throughout an eight-week workshop. The workshop focused on using the results of assessments to revise learning outcomes and restructure instruction practices to help students in the areas they struggle with the most. Three significant frameworks, including threshold concepts, backward design and decoding the disciplines, were used to facilitate effective discussion and revise learning outcomes. Findings – The structure of the workshop based on three key frameworks stimulated innovation, fostered collegiality, prompted future collaborative opportunities and garnered buy-in for the importance and implementation of IL initiatives. This collaboration served as a pilot workshop for future plans to write and revise IL outcomes with other departments across campus. Practical implications – This study can serve as a model for future collaborations with any department faculty, especially when IL learning outcomes need to be articulated or revised. The frameworks described are particularly helpful for guiding this process. Originality/value – While much is written on librarian collaborations, this case study emphasizes the importance of creating even closer collaborative opportunities that place both non-library faculty and teaching librarians on equal footing, allowing everyone in the workshop to take part in the design and implementation of integrating IL into a program. It also gives concrete ways to use threshold concepts to discuss IL issues with faculty, which is a major focus of the newly drafted Framework for Information Literacy for Higher Education.

scholarly journals Applying the Framework as a reflective tool: A teacher learner perspective

2018 ◽  
Vol 79 (8) ◽  
pp. 416
Author(s):  
Ethan Pullman
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Information Literacy ◽  
Threshold Concepts ◽  
Self Reflection ◽  
Knowledge Practices ◽  
Learner Perspective ◽  
Troublesome Knowledge

If you teach information literacy (IL) according to the ACRL Framework for Information Literacy for Higher Education,1 then you have been introduced to terms like knowledge practices, dispositions, and troublesome knowledge. You may have also read several articles debating the Framework (for a quick overview, read Lane Wilkinson’s “The Problem with Threshold Concepts”).2 Regardless of where teaching librarians stand on the Framework, the discourse surrounding it doesn’t adequately address its potential as a reflective tool (as opposed to addressing student learning alone). This is ironic when considering that, at its core, the Framework’s foundation is based in “critical self-reflection, as crucial to becoming more self-directed in [a] rapidly changing ecosystem.”3

scholarly journals Science, Story, and Structure: Framing the Conversation for Psychology Faculty and Librarian Information Literacy Collaboration

2018 ◽  
Vol 46 (1) ◽  
pp. 64-71 ◽  
Author(s):  
Loretta L. C. Brady ◽  
Melinda Malik
Keyword(s):  
Student Learning ◽  
Information Literacy ◽  
Literacy Skill ◽  
Psychology Faculty ◽  
Science Story ◽  
Writing Assignment ◽  
Undergraduate Psychology ◽  
Psychology Major ◽  
Literacy Skill Development

This case study illuminates the effectiveness of collaboration between a librarian and psychology faculty as they use the Framework for Information Literacy for Higher Education and the Guidelines for the Undergraduate Psychology Major to improve an assignment and frame their conversation on scaffolding students’ information literacy skill development. Faculty and librarian collaboration is critical to supporting student learning. Disciplinary standards may be effective tools for librarians and faculty to frame their collaboration, using a shared vocabulary to engage in meaningful conversation about the planning and implementation of course assignments in order to facilitate student learning. Through examination of an undergraduate psychology writing assignment, a librarian and psychology faculty critically examine various paths to information literacy.

Systematic Review of Nursing Simulation Literature for Use of Learning Theory

2009 ◽  
Vol 6 (1) ◽  
Author(s):  
Joanna Kaakinen ◽  
Ellyn Arwood
Keyword(s):  
Student Learning ◽  
Learning Theory ◽  
Cognitive Task ◽  
Developmental Theory ◽  
Learning Paradigm ◽  
Systematic Analysis ◽  
Nursing Simulation ◽  
Improving Student Learning ◽  
Set Up ◽  
Teaching Paradigm

The purpose of this systematic analysis of nursing simulation literature between 2000 –2007 was to determine how learning theory was used to design and assess learning that occurs in simulations. Out of the 120 articles in which designing nursing simulations was reported, 16 referenced learning or developmental theory as the basis of how and why they set up the simulation. Of the 16 articles that used a learning type of foundation, only two considered learning as a cognitive task. More research is needed that investigates the efficacy of simulation for improving student learning. The study concludes that most nursing faculty approach simulation from a teaching paradigm rather than a learning paradigm. For simulation to foster student learning there must be a fundamental shift from a teaching paradigm to a learning paradigm and a foundational learning theory to design and evaluate simulation should be used. Examples of how to match simulation with learning theory are included.

Poverty, vulnerability, and the role of responsible management education in a post-COVID world

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Geri Mason ◽  
Al Rosenbloom
Keyword(s):  
Student Learning ◽  
Management Education ◽  
Future Research ◽  
Threshold Concepts ◽  
Content Type ◽  
Business Context ◽  
Threshold Concept ◽  
Cognitive Frames ◽  
Constructive Alignment ◽  
Responsible Management

Purpose This paper aims to discuss the consequences for responsible management education and learning (RMEL) as an enduring feature of the post-COVID-19 world: increased inequality and increased vulnerable individuals living in poverty. Because of this, responsible management education and learning (RMEL) must integrate poverty as a threshold concept on which students’ cognitive frame is built. Design/methodology/approach This paper advocates for poverty to be taught as a multidimensional threshold concept that encompasses a person’s freedoms and capabilities, in addition to their income (Sen, 1999). Further, this paper provides a framework for integration into all curricula grounded in RMEL’s unique domain of inquiry and study: the integration of ethics, responsibility and sustainability. Findings Threshold concepts transform student learning in durable, immutable ways. When poverty is taught as such, students develop more elaborate poverty cognitive frames that they can apply across their entire course of study. This paper describes how to: (1) reframe poverty as a threshold concept; (2) apply Biggs’ (2003) framework of constructive alignment to assure the integrity of course learning objectives and the curriculum; (3) create poverty-related assignments that are emotionally engaging and relevant for students (Dart, 2008); and (4) use this proposed framework of including poverty in business classes. Research limitations/implications Without an integrated multidimensional understanding of poverty, students will not emerge as managers competent in addressing these critical issues from within a business context (Grimm,2020). It will be imperative in future research to evaluate the outcomes of doing so and to determine whether this solution creates responsible managers more competent in addressing poverty-rooted issues. Originality/value This paper brings together two elements of student learning central to understanding poverty: threshold concepts and cognitive frames. This paper also uses Biggs’ (2003) constructive alignment framework to assure that curricular and course changes have both internal coherence and explicit learning outcomes.

Using an Information Literacy Program to Prepare Nursing Students to Practice in a Virtual Workplace

2011 ◽  
pp. 1482-1498
Author(s):  
Mona Florea ◽  
Lillian Rafeldt ◽  
Susan Youngblood
Keyword(s):  
Community College ◽  
Nursing Students ◽  
Information Literacy ◽  
Working Environment ◽  
Literacy Programs ◽  
Literacy Program ◽  
Evidence Based ◽  
Virtual Workplace ◽  
Other Information ◽  
Three Rivers

The chapter presents healthcare examples of the current virtual working environment and introduces nursing skills necessary for evidence-based practice in a virtual workplace. The authors discuss how the Nursing Information Literacy Program was designed and implemented at Three Rivers Community College to assist nursing students in developing skills such as critical thinking and problem-solving, technological literacy, information literacy, and collaborative and cooperative learning. The authors hope that this example will serve as a model for creating other information literacy programs that prepare students for working in a virtual workplace.

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