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Creating learning outcomes from threshold concepts for information literacy instruction
| Content Provider | Semantic Scholar |
|---|---|
| Author | Hosier, Allison |
| Copyright Year | 2017 |
| Abstract | ABSTRACT Threshold concepts and learning outcomes represent two different ways of thinking about teaching and learning. Finding a way to translate between the two is necessary for librarians who may wish to use concepts from the Framework for Information Literacy to shape their instruction. The following article outlines a process for transforming concepts from the “Scholarship as Conversation” frame into learning outcomes that the author developed as part of a tutorial project. This process can easily be adapted to a variety of instructional situations. |
| Starting Page | 1 |
| Ending Page | 13 |
| Page Count | 13 |
| File Format | PDF HTM / HTML |
| DOI | 10.1080/10691316.2017.1246396 |
| Alternate Webpage(s) | https://scholarsarchive.library.albany.edu/cgi/viewcontent.cgi?article=1094&context=ulib_fac_scholar |
| Alternate Webpage(s) | https://doi.org/10.1080/10691316.2017.1246396 |
| Volume Number | 24 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
