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Char Booth, Instruction Services Manager & E-Learning Librarian, the Claremont Colleges Library Brian Mathews, Associate Dean for Learning & Outreach, Virginia Tech Invited Paper presented at the California Academic & Research Libraries Conference April 7, 2012, San Diego, California Video available at: http://tinyurl.com/CARL2012-boothmathews Abstract: In order to programmatically improve our efforts at library instruction and outreach, we need to develop a richer understanding of the holistic learning and teaching experience that comprises our institutions. Threshold concepts are core ideas in a particular area or discipline that, once understood, transform perceptions of that subject. Curriculum mapping is a method of visualizing insight into the steps, requirements, and communities a learner negotiates as they engage with a particular learning experience or degree path. When understood and applied in tandem, these strategies provide a powerful means of developing actionable insight into the learner and faculty perspective and highlight pivotal points at which to provide library instruction, resources, and research support. This paper will explore theoretical and applied applications of threshold concepts and curriculum mapping as key to teaching and learning in libraries.
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T H R E S H O L D C O N C E P T S & C U R R I C U L U M M A P P I N G
U N D E R S T A N D I N G T H E L E A R N ER E X P E R I E N C E
@ c h a r b o o t h @ b r i a n m a t h e w s
( D O N ’ T L O O K D O W N )
L O O K
T H E L E A R N ER E X P E R I E N C E
2 1
32 1
i n s t r u c t i o n a l l i t e r a c y
c o m m u n i t i e s o f p r a c t i c e
D E P A R T M E N T S
D I V I S I O N S
D I S C I P L I N E S
M A J O R S
R E S E A R C H T E A M S
c o m m u n i t i e s o f p r a c t i c e
C O G N I T I V E S T R U C T U R A L
C O N C E P T S M A P P I N G
21
B E Y O N D
H O W
S C A L E
R E D U N D A N C Y
P R A C T I C A L
T H E O R E T I C A L
v s
“ T R A I N I N G ”
“A thresho ld concept can be cons idered as ak in to a por ta l , open ing up a new and prev ious ly inaccess ib le way o f th ink ing about someth ing. I t represents a t ransformed way o f unders tand ing, or in terpre t ing , or v iewing someth ing wi thout wh ich the learner cannot progress. ”
T H R E S H O L D C O N C E P T S
Knowledge that is : • Transformat ive • I r revers ib le • In tegra t ive • Bounded • Troub lesome
B A S I C C H A R A C T E R I S T I C S
P H Y S I C S = h e a t t r a n s f e r M A T H E M A T I C S = l i m i t CULTURAL STUDIES = signification L ITERATURE = decons t ruc t ion ECONOMICS = opportunity cost P H I L O SOPHY = p e r s o n h o o d
http://www.doceo.co.uk/tools/threshold_4.htm
CONCEPT 1
CONCEPT 2
CONCEPT 3
MIDTER
M
G R A D U A L S T E P S
LIGHT
THERMODYNAMICS
QUANTUM MECHANICS
GRAVITY
GENERAL RELATIVITY
MATTER
RADIATION
LIGHT
THERMODYNAMICS
QUANTUM MECHANICS
GRAVITY
GENERAL RELATIVITY
MATTER
RADIATION
"By being obsessed with success, students are afraid to fail, so they are reluctant to take difficult steps to master new material. Acknowledging that difficulty is a crucial part of learning could stop a vicious circle in which difficulty creates feelings of incompetence that in turn disrupts learning.” -Frederique Autin & Jean-Claude Croizet
Why does th i s mat te r to l i b ra r ians?
O P P O R T U N I T I E S
Wha t a r e t h e a c c e l e r a t o r s a n d b a r r i e r s t o k n o w l e d g e ?
I NTERNAL V IEW
• How can we improve library instruction? Strategy & Tactics?
• What is difficult? What do we make difficult?
• What don’t students know? What don’t we know?
• How might we improve the learner experience? • Struggling to learn, struggling to teach.
• Students and faculty are walking on same path together. Where are we?
EXTERNAL VIEW
S T U D E N T S
I N S T R U C T O R S
s t u d e n t s
f a c u l t y
a d v i s o r s
t u t o r s
s u p p o r t a g e n c i e s
N A M E T H A T ( T H R E S H O L D ) C O N C E P T
CONCEPT / KNOWLEDGE / M IND MAPP ING
CONCEPT / KNOWLEDGE / M IND MAPP ING
m i n d o m o . c o m
{ }THE CLAREMONT COLLEGES
{ }THE CLAREMONT COLLEGES
{ }THE CLAREMONT COLLEGES
{ }THE CLAREMONT COLLEGES
A S S E S S M E N T & P L A N N I N G
D I S C U S S I O N C A P T U R E
C O M M M U N I T Y B U I L D I N G
C U R R I C U L U M M A P P I N G
C U R R I C U L U M V I S U A L I Z A T I O N
C O M M U N I T Y V I S U A L I Z A T I O N
C O M M U N I T Y V I S U A L I Z A T I O N
I M M E R S I V E E X P L O R A T I O N
C A M P U S
P R O G R A M
R E Q U I R E M E N T S
O B J E C T I V E S
O U T C O M E S
A N N O T A T I O N S
STRATEGY
C U R R I C U L U M M A P P I N G P I L O T : E A
t i n y u r l . c o m / c l a r e m o n t - e a m a p
C A T A L O G / W E B S I T E I M M E R S I O N
C O U R S E I N T E G R A T I O N M A P & R U B R I C
C L A S S E S , M E E T I N G S & G U I D E S
O P E N A C C E S S C A P S T O N E U P L O A D S
T A R G E T E D A S S E S S M E N T
T A R G E T E D A S S E S S M E N T
T R A C K I N G O U T C O M E S
{ }P R O F . C H A R M I L L E R
E A P R O G R A M D I R E C T O R
C O G N I T I V E S T R U C T U R A L
C O N C E P T S M A P P I N G
T H R E S H O L D C O N C E P T S & C U R R I C U L U M M A P P I N G
U N D E R S T A N D I N G T H E L E A R N ER E X P E R I E N C E
@ c h a r b o o t h @ b r i a n m a t h e w s
S U G G E S T E D R E A D I N G S
M e z i r o w . 2 0 0 9 . T r a n s f o r m a t i v e l e a r n i n g i n p r a c t i c e : I n s i g h t s f r o m C ommu n i t y , W o r k p l a c e , a n d E d u c a t i o n .
L a n d , Me y e r , & Sm i t h . 2 0 0 8 . Th r e s h o l d c o n c e p t s w i t h i n t h e d i s c i p l i n e s . R o t t e r d a m : S e n s e P u b l i s h e r s .
H o u n s e l l & E n tw i s t l e . 2 0 0 5 . Enhan c i n g T e a c h i n g - l e a r n i n g E n v i r o n m e n t s I n U n d e r g r a d u a t e C o u r s e s ( U K )
J o h n s o n . 2 0 1 0 . Whe r e D o G o o d I d e a s C ome F r o m : T h e N a t u r a l H i s t o r y o f I n n o v a t i o n .
T o w n s e n d , B r u n e t t i , & H o f e r . 2 0 1 1 . “ T h r e s h o l d C o n c e p t s a n d I n f o rma t i o n L i t e r a c y . ” po r t a l : l i b r a r i e s a n d t h e a c a d e m y , v . 1 1 n . 3 , p p . 8 5 3 - 8 6 9 .
