Communications in Information Literacy, Vol 10, No 2 (2016)

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Reading for Integration, Identifying Complementary Threshold Concepts: The ACRL Framework in Conversation with Naming What We Know: Threshold Concepts of Writing Studies

Brittney Johnson, I. Moriah McCracken

Abstract


In 2015, threshold concepts formed the foundation of two disciplinary documents: the ACRL Framework for Information Literacy (2015) and Naming What We Know: Threshold Concepts of Writing Studies (2015). While there is no consensus in the fields about the value of threshold concepts in teaching, reading the six Frames in the ACRL document alongside the threshold concepts of writing studies illuminates overlapping elements that may empower faculty in both fields to advocate collectively against skills-focused writing and research instruction through cross-disciplinary integrations. To facilitate cross-disciplinary conversations around the documents, the authors propose an order for reading the Frames, identify the associated writing concepts, and explain how the shared concepts reveal an internal complexity which may have implications for teaching the ACRL Framework.

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