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

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 ow...

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Bibliographic Details
Main Author:	Colleen Burgess
Format:	Article
Language:	English
Published:	The Partnership 2015-06-01
Series:	Partnership: The Canadian Journal of Library and Information Practice and Research
Subjects:	ACRL Framework for Information Literacy for Higher Education Information Literacy Threshold Concepts Pedagogy
Online Access:	https://journal.lib.uoguelph.ca/index.php/perj/article/view/3440

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spelling	doaj-101418dd9e0a4f6ca6325a3a33b840642020-11-24T22:18:45ZengThe PartnershipPartnership: The Canadian Journal of Library and Information Practice and Research1911-95932015-06-0110110.21083/partnership.v10i1.34401787Teaching Students, Not Standards: Threshold Crossings for Students and Instructors AlikeColleen Burgess0Western Libraries, Western University 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? https://journal.lib.uoguelph.ca/index.php/perj/article/view/3440ACRL Framework for Information Literacy for Higher EducationInformation LiteracyThreshold ConceptsPedagogy
collection	DOAJ
language	English
format	Article
sources	DOAJ
author	Colleen Burgess
spellingShingle	Colleen Burgess Teaching Students, Not Standards: Threshold Crossings for Students and Instructors Alike Partnership: The Canadian Journal of Library and Information Practice and Research ACRL Framework for Information Literacy for Higher Education Information Literacy Threshold Concepts Pedagogy
author_facet	Colleen Burgess
author_sort	Colleen Burgess
title	Teaching Students, Not Standards: Threshold Crossings for Students and Instructors Alike
title_short	Teaching Students, Not Standards: Threshold Crossings for Students and Instructors Alike
title_full	Teaching Students, Not Standards: Threshold Crossings for Students and Instructors Alike
title_fullStr	Teaching Students, Not Standards: Threshold Crossings for Students and Instructors Alike
title_full_unstemmed	Teaching Students, Not Standards: Threshold Crossings for Students and Instructors Alike
title_sort	teaching students, not standards: threshold crossings for students and instructors alike
publisher	The Partnership
series	Partnership: The Canadian Journal of Library and Information Practice and Research
issn	1911-9593
publishDate	2015-06-01
description	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?
topic	ACRL Framework for Information Literacy for Higher Education Information Literacy Threshold Concepts Pedagogy
url	https://journal.lib.uoguelph.ca/index.php/perj/article/view/3440
work_keys_str_mv	AT colleenburgess teachingstudentsnotstandardsthresholdcrossingsforstudentsandinstructorsalike
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Teaching Students, Not Standards: Threshold Crossings for Students and Instructors Alike

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