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The Innovative Library Classroom

Designing One-Shot Sessions Around Threshold Concepts

REFERENCES

  • Adler-Kassner, L., Majewski, J., and Koshnick, D. 2012. “The Value of Troublesome Knowledge: Transfer and Threshold Concepts in Writing and History.” Composition Forum 26. http://eric.ed.gov/?id=EJ985816.
  • American Library Association. 2015Framework for Information Literacy for Higher Education.” http://www.ala.org/acrl/standards/ilframework.
  • Bizup, J. 2008. “BEAM: A Rhetorical Vocabulary for Teaching Research-Based Writing.” Rhetoric Review 27(1):72–86. http://doi.org/10.1080/07350190701738858.
  • Hofer, A.R., Townsend, L., and Brunetti, K. 2012. “Troublesome Concepts and Information Literacy: Investigating Threshold Concepts for IL Instruction.” Portal: Libraries and the Academy 12(4):387–405.
  • Keller, J.M. 1987. “Development and Use of the ARCS Model of Instructional Design.” Journal of Instructional Development 10(3):2–10. http://doi.org/10.1007/BF02905780.
  • Meyer, J. H. F. and Land, R. (2003). Threshold Concepts and Troublesome Knowledge: Linkages to Ways of Thinking and Practising Within the Disciplines, in Rust, C. (ed.), Improving Student Learning: Improving Student Learning Theory and Practice – Ten Years On. Oxford: Oxford Centre for Staff and Learning Development.
  • Wiggins, G.P., and McTighe, J. 1998. Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development.

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