What do we teach when we teach information literacy in higher education? This paper describes a pedagogical approach to information literacy that helps instructors focus content around transformative learning thresholds. The threshold concept framework holds promise for librarians because it grounds the instructor in the big ideas and underlying concepts that make information literacy exciting and worth learning about. This paper looks at how this new idea relates to existing standards and posits several threshold concepts for information literacy.
Since the release of the Information Literacy Competency Standards for Higher Education,1 academic libraries have implemented a wide range of initiatives and programs. Formats range from traditional library instruction that integrates information literacy concepts in “one shot” sessions to credit-bearing courses that are librarian led and offer course or discipline specific instruction. Delivery modes also range from face-to-face to online instruction. Increasingly, student assessment and indicators related to program impact have become the focus of ongoing discussions. Guidelines such as the Association of College and Research Libraries (ACRL) Standards for Libraries in Higher Education,2 Guidelines for Instruction Programs in Academic Libraries3 and The Value of Academic Libraries: A Comprehensive Research Review and Report4 offer direction related to student assessment and defining program impacts. These documents also reflect a recognition that information literacy and library instruction programs are varied in response to institutional needs
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