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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.", "publicationTitle": "portal: Libraries and the Academy", "publisher": "", "place": "", "date": "2011", "volume": "11", "issue": "3", "section": "", "partNumber": "", "partTitle": "", "pages": "853-869", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1353/pla.2011.0030", "citationKey": "", "url": "http://muse.jhu.edu/journals/portal_libraries_and_the_academy/v011/11.3.townsend.html", "accessDate": "2014-03-03T17:16:27Z", "PMID": "", "PMCID": "", "ISSN": "1530-7131", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "Project MUSE", "callNumber": "", "rights": "", "extra": "

Volume 11, Number 3, July 2011

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