Threshold Concepts and the ACRL framework for Information Literacy for Higher Education.

Threshold Concepts

First of all we need to understand what the term "threshold concepts" mean. According to Vocabulary.com "A threshold takes you from one place into another, and when you're about to start something new, you're also on a threshold." (http://www.vocabulary.com/dictionary/threshold)
Many liken threshold concepts to passing through a portal that opens up a previously inaccessible way of thinking. Land & Meyer terms it as the core ideas and processes that relate to a specific discipline.

Criteria for Threshold Concepts:

• It is transformative: it changes the way you see things. New thinking becomes part of the self. Students start to think like a professional instead of student.
• It is integrative: it brings together different concepts/ disciplines. It exposes hidden inter relatedness
• It is irreversible: Once understood it cannot be unlearned
• It is bounded: It defines academic territories.
• It is troublesome: It is usually difficult to unlearn old methods of doing things and the reversal of old methods can be uncomfortable. Concepts in themselves are difficult to understand.

Framework for Information Literacy for Higher Education

There are six (6) frames of Information Literacy for Higher Education:

1. Scholarship is a conversation: There are no easy or single answer in scholarly research, as it is ongoing and discoveries give rise to new ideas and new discoveries. Students are given the opportunity to become conversant in a discipline. It is a practice where ideas are discussed, debated and formulated.
2. Research as Inquiry: students have to rethink, rework, test and explore concepts of their discipline. They need to be taught how to identify unresolved issues and frame questions. This process includes various research methodologies
3. Authority of text is contextual and constructed: It is dependent on the origin, information need and context within which information will be used. The information need help determine the level of authority needed. It is acknowledged that certain views will be elevated (favouring certain authors). All sources are not equal.
4. Information creation as a process: Information is created to convey a message  via various formats.
5. Searching as exploration: Search strategies are not straightforward and involves inquiry, discovery. Discovery of one source may lead to another. Students should be able to match informational need and search strategies with the appropriate search tool.
6. Information has value: Students should understand the legal and ethical obligation to cite work of others and to give proper acknowledgements when using ideas of others. Students should be able to understand the differences between copyright, open access and public domain.

http://www.slideshare.net/fullscreen/estellep/acrl-information-literacy-framework-staff-poster-presentation/1

I am still a little bit in the dark as to how we are going to implement this information in our practices as librarians and what impact it will have, For now it is still abstract concepts based on information we already have. It is nevertheless very interesting to learn and I can't wait to see where this journey will take us. Hopefully I will soon cross that threshold, and see the light

Information Literacy... Continues

This past week I have been fortunate enough to attend a Fieldwork practical at UWC library. One of the aspects we were shown was Information Literacy and how to do searches and find various types of information. I would recommend anyone to go to information sessions at the library as I was amazed at all the possible avenues open to us as students to find accurate, current and relevant information. I just regret not having done this last year or when I was a first time student some years ago. The information I received would have made my academic life so much easier. The saying "Work smarter not harder" is so true. It also made me realise how much I still need to learn regarding IL.

Week 2. Learning Theories

Learning Theories

There are many theories on the process of learning. It's all about the way you teach to elicit learning. Main theories include Behaviourism ( Skinner , Pavlov), Cognitivism  (Vygotsky, Piaget), Social Learning (Bandura), Constructivism (John Dewey, Jerome Bruner) and Inquiry Learning. Learning theories provide insight into the complex processes in which learning takes place. To be able to teach you need to reflect your own theory on learning..
Behaviourism is learning based on external stimuli, eg. being positively or negatively reinforced  will  determine if expressed behaviour will be repeated. An example is when a little child express unwanted behaviour and is spanked, the likelihood of the behaviour occuring is diminished



Example of a comparative map of Learning Theories:

Behaviourism: Learning is a process of responding to external stimuli and is influenced by reward, punishment and stimuli.

Cognitivism: Learning happens through constructing, analyzing and applying information. People aere intrinsically motivated. The mind is seen as a information processor. Retention and recall are emphasized through quality teaching practices. Based on the steps of understanding, retaining and recalling.

Social Learning: Learning occurs within a social context. People learn through observation and modelling other's behaviour. Self efficiency is important in this theory.

Constructivism: Learning is an active process where the learner is an active agent who internalise and reshapes information Learning is an contextualised process of constructing knowledge rather than acquiring knowledge. Knowledge is based on personal experience. Learners bring past experience and cultural factors into the process so each person will have a different interpretation and construction of knowledge. This theory is an amalgamation of social, cognitive and experiential theories.

Inquiry Learning: Learning is inquiry based and is learner driven. This theory is based on Kulthau's model of learning.

I found this Powerpoint presentation on Slideshare.net.  Hope it will help you understand a little better what all these theories are about
http://www.slideshare.net/santiniescolini/theoriesof-learning


Personally I think that learning do not follow just one process but is a combination of the different learning theories. When a child is small, he learns through Behaviourism and Social Learning, as their ability to process information is developed the Cognitivist Theory becomes more prevalent as also the Constructivist Theory.

What is Information Literacy?

According the American Library Association: It is the recognition of a need for information. The ability to access appropriate resources, to evaluate information resources. The use of information effectively and understanding ethical or legal restrictions.

Why is it important?

• To succeed in classes for students and researches
• ability to navigate the world of information
• making effective and efficient use of time
• improve and expand research skills
• ability to make informed decisions.

Where do we use it?

Information Literacy is not just useful in academic work but is used everyday in all aspects of life. Organising a pantry, doing shopping: knowing what is needed and what to buy. At work it helps with troubleshooting and making sure stock is adequate to ensure efficient work procedures.

A short video explaining what IL is:

<iframe width="560" height="315" src="https://www.youtube.com/embed/7sHvQa0vR_M" frameborder="0" allowfullscreen></iframe>

Hi all! Starting a new semester today. The end is in sight! Doing Information Literacy and did not know how illiterate I was on IL.