[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-598776-en":3,"detail-sidebar-cat-0-en-105":30,"doc-seo-598776-105":80},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":20,"is_deleted":4,"is_public":21,"is_downloadable":21,"audit_status":21,"page_count":20,"language":22,"language_code":23,"site_id":24,"html_lang":23,"table_of_contents":25,"faqs":26,"seo_title":27,"seo_description":14,"update_tm":28,"read_time":29},598776,3985747858093,"awa","https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2",8,"Research & Report","Volume 7 - Issue 2 - Reflecting on the Standards","Reflecting on the standards, the article argues that the ACRL Information Literacy Competency Standards for Higher Education require a major retrofit after 13 years. It describes how the post-Google information landscape has transformed access, making the current guide insufficient. Introducing threshold concepts, it explains five criteria—transformative, integrative, irreversible, bounded, and troublesome—to improve information literacy teaching by focusing on transformative content and learning complexity.","Volume 7, Issue 2, 2013  \nREFLECTING ON THE STANDARDS [ARTICLE]  \nA THRESHOLDS CONCEPTS APPROACH TO THE STANDARDS REVISION  \nAmy R. Hofer  \nPortland State University  \nKorey Brunetti  \nCity College of San Francisco  \nLori Townsend  \nUniversity of New Mexico  \nHofer, Townsend & Brunetti, Threshold Concepts Communications in Information Literacy 7(2), 2013  \nCONTINENTAL DRIFT  \nThe upcoming revision of the Association of College and Research Libraries’ (ACRL) Information Literacy Competency Standards for Higher Education brings to mind Hollywood legend Mae West. She once said, “I used to be Snow White, but Idrifted.” Only in our case, the Standards didn’t drift; the world around us did.  \nBefore considering the trouble with standards—and a possible alternative way todo the ACRL Standards, we should have a moment of praise for standards. Standards remind us of our instructional goals at the national, programmatic, and individual levels, while helping us fulfill those goals. They help us orient newbies to our instructional content, formulate assessment strategies, and explain our practice to administrators and faculty. In short, they provide common language describing our teaching content. We need standards, and we need them to be good.  \nThat is why, 13 years after they were adopted, the ACRL Standards are due for a retrofit. Think about it: They were developed around the same time that Larry Page and Sergey Brin were designing their PageRank algorithm. The current Standards do not account for the post-Google information landscape in which a blizzard of emerging technologies and unprecedented modes of information access have dramatically changed our culture. We are operating in radically transformed territory using a guidebook from another era.  \nINTRODUCING THRESHOLD CONCEPTS  \nThreshold concepts are a theory of teaching and learning proposed by two British  \neducators, Jan Meyer and Ray Land. Threshold concepts can be used for teaching information literacy and could inform the Standards revision as well. There are five definitional criteria that make a concept a threshold concept:  \n􀁸 Transformative — cause the learner to experience a shift in perspective;  \n􀁸 Integrative — bring together separate concepts (often identified as learning objectives or competencies) into a unified whole;  \n􀁸 Irreversible — once grasped, cannot be un-grasped;  \n􀁸 Bounded—may help define the boundaries of a particular discipline, are perhaps unique to the discipline;  \n􀁸 Troublesome—usually difficult or counterintuitive ideas that can cause students to hit a roadblock in their learning (Meyer & Land, 2003) .  \nMeyer and Land’s approach is helpful in getting beyond procedural instruction, such as database demos, so that we can share the bigger concepts that make information literacy exciting and worth learning about. Their model also takes into account the relationship between the affective and cognitive aspects of learning. Threshold concepts resonate with what we experience both as students and as teachers about how real learning works.  \nUsing threshold concepts helps us become more reflective, empathetic teachers while at the same time revealing the complexity underlying the content we teach. In fact, oneof the most accessible applications of this theory is using it to improve our teaching practice. This is because threshold concepts  \nHofer, Townsend & Brunetti, Threshold Concepts Communications in Information Literacy 7(2), 2013  \nhelp us to deeply consider the teaching content itself.  \nIf this learning theory sounds a bit familiar, that may be because it draws on other pedagogical models that librarians have engaged with over the years. What threshold concepts can add to the existing conversation is a focus on the transformative content that is unique to our field. A consistent finding of ongoing research to determine threshold concepts for information literacy is that while the proposed threshold concepts relate to the existing standards, th","cbCaiqQFsw1MwdVI","https://ap.wps.com/l/cbCaiqQFsw1MwdVI","pdf",330384,6,1,"English","en",105,"# Reflecting on the Standards\n## Introducing Threshold Concepts\n## Standards and Their Discontents","[{\"question\":\"Why does the article say the ACRL Information Literacy Standards need revision?\",\"answer\":\"It argues that the standards, adopted over a decade ago, do not account for the post-Google information landscape where new technologies and new modes of access have reshaped information culture.\"},{\"question\":\"What are threshold concepts, and what criteria are used to define them?\",\"answer\":\"Threshold concepts are a teaching and learning theory proposed by Jan Meyer and Ray Land. The article lists five criteria: transformative, integrative, irreversible, bounded, and troublesome.\"},{\"question\":\"How does the article connect threshold concepts to information literacy instruction?\",\"answer\":\"It suggests threshold concepts help move beyond procedural instruction and support teachers in being more reflective and empathetic, while also addressing the relationship between affective and cognitive aspects of learning.\"}]","Volume 7 - Issue 2 - Reflecting on the Standards | PDF",1792087579,15,{"code":4,"msg":5,"data":31},[32,37,42,47,52,56,61,64,69,72,76],{"id":21,"doc_module":4,"doc_module_name":33,"category_name":34,"show_sort_weight":35,"slug":36},"Document","Story & Novel",90,"story-novel",{"id":38,"doc_module":4,"doc_module_name":33,"category_name":39,"show_sort_weight":40,"slug":41},2,"Literature",80,"literature",{"id":43,"doc_module":4,"doc_module_name":33,"category_name":44,"show_sort_weight":45,"slug":46},4,"Exam",70,"exam",{"id":48,"doc_module":4,"doc_module_name":33,"category_name":49,"show_sort_weight":50,"slug":51},5,"Comic",60,"comic",{"id":20,"doc_module":4,"doc_module_name":33,"category_name":53,"show_sort_weight":54,"slug":55},"Technology",50,"technology",{"id":57,"doc_module":4,"doc_module_name":33,"category_name":58,"show_sort_weight":59,"slug":60},7,"Healthcare",40,"healthcare",{"id":11,"doc_module":4,"doc_module_name":33,"category_name":12,"show_sort_weight":62,"slug":63},30,"research-report",{"id":65,"doc_module":4,"doc_module_name":33,"category_name":66,"show_sort_weight":67,"slug":68},9,"Religion & Spirituality",20,"religion-spirituality",{"id":67,"doc_module":4,"doc_module_name":33,"category_name":70,"show_sort_weight":67,"slug":71},"World Cup","world-cup",{"id":73,"doc_module":4,"doc_module_name":33,"category_name":74,"show_sort_weight":73,"slug":75},10,"Lifestyle","lifestyle",{"id":77,"doc_module":4,"doc_module_name":33,"category_name":78,"show_sort_weight":48,"slug":79},19,"General","general",{"code":4,"msg":81,"data":82},"ok",{"site_id":24,"language":23,"slug":83,"title":13,"keywords":84,"description":14,"schema_data":85,"social_meta":139,"head_meta":141,"extra_data":143,"updated_unix":144},"volume-7-issue-2-reflecting-on-the-standards","",{"@graph":86,"@context":138},[87,101,121],{"@type":88,"itemListElement":89},"BreadcrumbList",[90,94,96,99],{"item":91,"name":92,"@type":93,"position":21},"https://docshare.wps.com","Home","ListItem",{"item":95,"name":33,"@type":93,"position":38},"https://docshare.wps.com/document/",{"item":97,"name":12,"@type":93,"position":98},"https://docshare.wps.com/document/research-report/",3,{"item":100,"name":13,"@type":93,"position":43},"https://docshare.wps.com/document/volume-7-issue-2-reflecting-on-the-standards/598776/",{"url":100,"name":13,"@type":102,"image":103,"author":108,"headline":13,"publisher":110,"fileFormat":113,"inLanguage":23,"description":14,"dateModified":114,"datePublished":115,"encodingFormat":113,"isAccessibleForFree":116,"interactionStatistic":117},"DigitalDocument",{"url":104,"@type":105,"width":106,"height":107},"https://docshare.wps.com/thumbnails/volume-7-issue-2-reflecting-on-the-standards/598776.png","ImageObject",300,407,{"name":9,"@type":109},"Person",{"url":91,"name":111,"@type":112},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":118,"interactionType":119,"userInteractionCount":20},"InteractionCounter",{"@type":120},"ViewAction",{"@type":122,"mainEntity":123},"FAQPage",[124,130,134],{"name":125,"@type":126,"acceptedAnswer":127},"Why does the article say the ACRL Information Literacy Standards need revision?","Question",{"text":128,"@type":129},"It argues that the standards, adopted over a decade ago, do not account for the post-Google information landscape where new technologies and new modes of access have reshaped information culture.","Answer",{"name":131,"@type":126,"acceptedAnswer":132},"What are threshold concepts, and what criteria are used to define them?",{"text":133,"@type":129},"Threshold concepts are a teaching and learning theory proposed by Jan Meyer and Ray Land. 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