Teaching Students, Not Standards: Threshold Crossings for Students and Instructors Alike

Abstract

The new ACRL Framework for Information Literacy for Higher Education is an opportunity for IL instructors to ask themselves whether their current approaches to instruction are meeting the higher goals of IL education. Instructors might re-examine their pedagogical approaches by considering their own knowledge practices and dispositions in teaching IL. How might we best create a space in which the desired student knowledge practices and dispositions flourish? How can we approach IL education as fellow students – ones who just happen to be at a different point on the same path of lifelong learning?

Keywords

• ACRL Framework for Information Literacy for Higher Education
• Information Literacy
• Threshold Concepts
• Pedagogy