Reading for Integration, Identifying Complementary Threshold Concepts: The ACRL Framework in Conversation with Naming What We Know: Threshold Concepts of Writing Studies

被引：6

作者：

Johnson, Brittney ^{[1
]}

McCracken, I. Moriah ^{[1
]}

机构：

[1] St Edwards Univ, Austin, TX 78704 USA

来源：

COMMUNICATIONS IN INFORMATION LITERACY | 2016年 / 10卷 / 02期

关键词：

threshold concepts; information literacy; writing studies; ACRL Framework; Naming What We Know;

D O I：

10.15760/comminfolit.2016.10.2.23

中图分类号：

G25 [图书馆学、图书馆事业]; G35 [情报学、情报工作];

学科分类号：

1205 ; 120501 ;

摘要：

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.

引用

页码：178 / 198

页数：21

共 19 条

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[4]

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[5]

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[8]

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[9]

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[10]

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