Beyond information literacy

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1. Beyond Information Literacy Using Variation to determine Informational Thresholds Dr Alison Ruth Academic Curriculum Designer Faculty of Business, Economics and Law [email_address] Dr Jeannie Daniels Academic Language and Literacy Lecturer Curriculum Teaching and Learning Centre [email_address] Dr Luke Houghton Lecturer Information Systems and Management Griffith Business School [email_address] 2. How do we get to informational thresholds?

  • Threshold concepts are said to be
  • transformative they cause a significant shift
  • irreversible they are likely to be irreversible
  • integrative they show hidden intereconnections
  • bounded they help to define conceptual boundaries
  • troublesome they can cause trouble for the learner

3. A threshold (like) concept

  • The following slides will take you through a threshold (like) concept.It embodies all the aspects of a threshold concept.
  • There are seven pieces of a puzzle. At a particular point, you will see an animal made of the other pieces.
  • Note the number on the slide when you see one animal made up of the others.

4. Placing number 1 1 5. Introducing number 2 1 6. 2 Placing number 2 7. 3 Introducing number 3 8. 3 Placing number 3 9. 4 Introducing number 4 10. 4 Placing number 4 11. 5 Introducing number 5 12. 5 Placing number 5 13. 6 Introducing number 6 14. 6 Placing number 6 15. 7 Introducing number 7 16. 7 Placing number 7 17. 7 Transformative What you see hasbeen transformed Irreversible When you look at the piece you can see bits of the animal Integrative You can see the way the animals interconnect Troublesome The beginnings can cause confusion (what was the animal?) Bounded In this case, the boundaries are the other animals 18. Let us know

  • How many pieces did it take for you to see the animal?
  • Make a comment below!

19. Variation

  • Variation in experiences in the comments
  • How many pieces does it take? (generally 3-6)
  • Implications for learning and teaching
  • What does it mean to teach people who took 3 pieces inthe same room as people who take 6?

20. Figure Ground How can we see faces and vase at the same time? (Answer: we cant!) 21. Information Literacy

  • How is this term defined?
  • But what does information literacy mean?
  • What are the implications for information literacy if we know that people learn at different speeds and in different ways?

22. Our Research

  • Where does information literacy come from?
  • How do we develop it?
  • What do we know?
  • Project information: