A vital benefit in using threshold concepts as one of the underpinnings for the Framework is the potential for collaboration among disciplinary faculty, librarians, teaching and learning center staff, and others. Creating a community of conversations about this enlarged understanding should engender more collaboration, more innovative course designs, and a more inclusive consideration of learning within and beyond the classroom. Threshold concepts originated as faculty pedagogical research within disciplines. Because information literacy is both a disciplinary and a transdisciplinary learning agenda, using a conceptual framework for information literacy program planning, librarian-faculty collaboration, and student co-curricular projects can offer great potential for curricular enrichment and transformation. As a faculty member, you can take the following approaches:
— What are the specialized information skills in your discipline that students should develop, such as using primary sources (history) or accessing and managing large data sets (science)?
— What information and research assignments can students do outside of class to arrive prepared to apply concepts and conduct collaborative projects?
— What kinds of workshops and other services should be available for students involved in multimedia design and production?
— In your program, how do students interact with, evaluate, produce, and share information in various formats and modes?
— How might you and a librarian design learning experiences and assignments that will encourage students to assess their own attitudes, strengths/weaknesses, and knowledge gaps related to information?
"Framework for Information Literacy for Higher Education", American Library Association, February 9, 2015.
http://www.ala.org/acrl/standards/ilframework (Accessed July 5, 2022)