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Findings show students can provide valid insights from threshold-concept–based instruction, yet may confuse theory with practical application. Effective adoption requires practitioners to involve students directly in teaching and research practices, embracing both the frames and the Framework’s underlying spirit.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/transformative-integrative-troublesome-undergraduate-honors-student-reflections-on-information-literacy-threshold-concepts-exploratory-study/598985/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/transformative-integrative-troublesome-undergraduate-honors-student-reflections-on-information-literacy-threshold-concepts-exploratory-study/598985.png","ImageObject",300,407,{"name":42,"@type":43},"jay","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-17","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":22},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What is the focus of this exploratory study?","Question",{"text":62,"@type":63},"The study asks students enrolled in an undergraduate research methods course to rank and evaluate how the six Framework for Information Literacy frames are troublesome, transformative, and integrative.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"What do the results suggest about students’ understanding?",{"text":67,"@type":63},"Students offer valid insights into threshold-concept–based instruction, but they may confuse the application of ideas with the theory itself.",{"name":69,"@type":60,"acceptedAnswer":70},"Why does the article emphasize involving students in teaching and research?",{"text":71,"@type":63},"Because relevant adoption of the Framework depends on practitioners understanding how students’ perceptions of threshold concepts align with what experts and practitioners prioritize.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},598985,1792208744,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":22,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":127,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144},3985747858866,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Transformative? Integrative? Troublesome? Undergraduate Honors Student Reflections on Information Literacy  \nThreshold Concepts  \nRachel E. Scott, University of Memphis  \nAbstract  \nIn this exploratory study the authors ask students enrolled in a credit-bearing undergraduate research methods course to rank and evaluate the troublesome, transformative, and integrative nature of the six frames currently comprising the Framework for Information Literacy for Higher Education. The results indicate that students have valid insights into threshold concept-based instruction, but may confuse the application with the theory. If practitioners are to embrace not only the frames, but also the spirit of the Framework, we must directly involve students in our teaching and research practices.  \nKeywords: threshold concepts; information literacy; academic libraries, instruction; undergraduate students; questionnaire  \nScott, R.E. (2017) . Transformative? Integrative? Troublesome? Undergraduate Honors Student Reflections on Information Literacy Threshold Concepts. Communications in Information Literacy, 11(2), 283-301.  \nCopyright for articles published in Communications in Information Literacy is retained by the author(s). Author(s) also extend to Communications in Information Literacy the right to redistribute this article via other scholarly resources and bibliographic databases. This extension allows the authors'copyrighted content to be included in some databases that are distributed and maintained by for-profit companies. All other rights of redistribution are licensed by Communications in Information Literacy under Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BYNC-SA 4 .0) .  \nTransformative? Integrative? Troublesome? Undergraduate Honors Student Reflections on Information Literacy  \nThreshold Concepts  \nIntroduction  \nThe Association of College & Research Libraries’(ACRL) Framework for Information Literacy for Higher Education (Framework) was inspired by and based on threshold concepts, a pedagogical model developed by Meyer and Land. Threshold concepts are a discipline’s foundational concepts with which learners must engage in order to cross thresholds of understanding. In a 2003 paper on threshold concepts, Meyer and Land characterized these concepts as transformative, probably irreversible, integrative, possibly often bounded, and potentially troublesome. While several experts and practitioners have evaluated the six threshold concepts (or frames) currently in place in the Framework, this exploratory study leverages Meyer and Land’s definitional characteristics to ask students if and how the frames are transformative, integrative, and troublesome. Concomitant with these questions is one nagging concern: can threshold concepts function differently in a library science context than in other disciplines, or would that somehow diminish them?  \nThe six frames at the core of the Framework were selected and vetted through an iterative process facilitated by an ACRL task force. Librarians were asked to participate in the rewriting and revising of a draft and they answered the call. Accordingly, the process drew heavily on the experience and expertise of information literacy practitioners, library and information science academics, and educational researchers. Student input has not yet directly entered into the Framework’s feedback loop, despite the document’s stated desire to include students’voices.  \nThere is often a disconnect between student and teacher perspectives. This relates not only to what instructors understand they are teaching and what students actually learn, but also what content instructors and learners each perceive to be essential. The Framework calls on practitioners “to collaborate on pedagogical research and involve students themselves in that research”(2015a, para. 6) . This paper is a response to the call to involve students in information literacy research. By asking students to reflect","cbCaimvNNj4LRMlO","https://ap.wps.com/l/cbCaimvNNj4LRMlO","pdf",214138,"English","# Abstract\n# Introduction\n# Research Questions\n# Literature Review","[{\"question\":\"What is the focus of this exploratory study?\",\"answer\":\"The study asks students enrolled in an undergraduate research methods course to rank and evaluate how the six Framework for Information Literacy frames are troublesome, transformative, and integrative.\"},{\"question\":\"What do the results suggest about students’ understanding?\",\"answer\":\"Students offer valid insights into threshold-concept–based instruction, but they may confuse the application of ideas with the theory itself.\"},{\"question\":\"Why does the article emphasize involving students in teaching and research?\",\"answer\":\"Because relevant adoption of the Framework depends on practitioners understanding how students’ perceptions of threshold concepts align with what experts and practitioners prioritize.\"}]","Transformative? Integrative? Troublesome? Undergraduate Honors Student Reflections on Information Literacy - Threshold Concepts - Exploratory Study | PDF",1792087961,48]