The curriculum outlines what we believe to be a continuum of skills, competencies, behaviours and attitudes ranging
from functional skills to intellectual operations that together comprise the spectrum of information literacy.
The overarching aim of the curriculum is to help undergraduate learners to develop a high‐level, reflective understanding of information contexts and issues which will empower them with a robust framework for handling new information situations, and to generate strategies for evaluating, analysing and and assimilating that information as needed and at the time it is required.
The emphasis throughout is on the student’s development as a discerning scholar and, beyond the academic arena, as an informed citizen and an autonomous and lifelong learner.
Threshold concepts are a theory of teaching and learning proposed by two British
educators, Jan Meyer and Ray Land. Threshold concepts can be used for teaching information literacy and could inform the Standards revision as well. There are five definitional criteria that make a concept a threshold concept
H. Spada, A. Meier, N. Rummel, und S. Hauser. Proceedings of th 2005 conference on Computer support for collaborative learning: learning 2005: the next 10 years!, Seite 622–631. International Society of the Learning Sciences, (2005)