the future of libraries in the digital age
Your Name and Title:
Virginia M. Tucker, MLS, PhD, Assistant Professor
Library, School, or Organization Name:
School of Information, San Jose State University
Area of the World from Which You Will Present:
Washington State, USA
Language in Which You Will Present: English
information literacy instructors, information professionals, librarians, library instructors, LIS educators, MLIS students
Short Session Description (one line):
Designing course activities to support students in learning threshold concepts calls for understanding both the methods of researching threshold knowledge and the methods for creating curriculum for transformative and integrative learning experiences.
Full Session Description (as long as you would like):
Designing course activities to support students in learning threshold concepts calls for understanding both the methods of researching threshold knowledge and the methods for creating curriculum for transformative and integrative learning experiences. This session focuses on ways to design course activities specific to the learning of threshold concepts. It includes practical illustrations from MLIS courses in information architecture and advanced search methods, as well as guidance from the underpinnings of learning theory that steer instructional design decisions, and the instructor’s own role and experience during a course. The session outline is:
All the four areas covered are deserving of in-depth attention, however, the session’s goal is to provide a kind of grand tour of these areas and how they are interrelated, demonstrating connections in the flow of research to content to learning activities to assessment. Question-and-answer discussion time will be included.
Blackie, M., Case, J., & Jawitz, J. (2010). Student-centredness: The link between transforming students and transforming ourselves. Teaching in Higher Education, 15(6), 637-646.
Carini, R.M., Kuh, G.D., & Klein, S.P. (2006). Student engagement and student learning: Testing the linkages. Research in Higher Education, 47(1), 1-25.
Cousin, G. (2010). Neither teacher-centred nor student-centred: Threshold concepts and research partnerships. Journal of Learning Development in Higher Education, 2, 1-9.
Land, R., Cousin, G., Meyer, J.H.F., & Davies, P. (2006). Implications for course design and evaluation. In J.H.F. Meyer, R. Land (Eds.), Overcoming barriers to student understanding: Threshold concepts and troublesome knowledge, (pp.195-206). New York: Routledge.
McLaughlin, J. & Tucker, V.M. (2017). Citation indexing and threshold concepts: An essential ah-ha in student learning. Journal of Education for Library and Information Science, 58(4), 236-240.
Meyer, J.H.F. (2016). Threshold concepts and pedagogic representation. Education & Training, 58(5), 463-475.
Timmermans, J.A. & Meyer, J.H.F. (2017). A framework for working with university teachers to create and embed ‘Integrated Threshold Concept Knowledge’ (ITCK) in their practice. International Journal for Academic Development. http://doi.org/10.1080/1360144X.2017.1388241
Tucker, V.M. (2017). Threshold concepts and core competences in the library and information science (LIS) domain: Methodologies for discovery. Library and Information Research, 41(125), 61-80.
Tucker, V.M. (2018). Threshold concepts and information experience in information literacy professional education: Curriculum for online learning. Communications in Computer and Information Science, 810, 749-758.
Tucker, V.M. (in press). Designing for liminality in learning activities: A case illustration in search expertise. In J.A. Timmermans & R. Land (Eds.), Threshold Concepts on the Edge, chapter 17. Leiden, The Netherlands: Brill|Sense.
Tucker, V.M., Weedman, J., Bruce, C., & Edwards, S.L. (2014). Learning portals: Analyzing threshold concept theory for LIS education. Journal of Education for Library & Information Science, 55(2), 150-165.
Websites / URLs Associated with Your Session: