Choosing Our Own Adventure: A Collaborative Threshold Concept Instruction Workshop Introduce book Give examples of lesson plans Identify troublesome concept Identify aspects of our instruction that already engage with threshold concepts Develop a plan to teach using a particular threshold concept by tweaking an already existing lesson

The Editors Hazel McClure, MFA, MLIS Liaison to English, Writing, and Environmental Studies Grand Valley State University Libraries Gayle Schaub, MA, MLIS Liaison to Psychology and Sociology Grand Valley State University Libraries Patricia Bravender, MLIS Liaison to Legal Studies, Criminal Justice, and Hospitality and Tourism Management Grand Valley State University Libraries

Create practical lesson plans with a strong conceptual foundation Develop interactive, hands-on activities Share ideas with other instruction librarians

A threshold concept can be considered as akin to a portal, opening up a new and previously inaccessible way of thinking about something… …a transformed way of understanding, or interpreting, or viewing something without which, the learner cannot progress. Threshold Concepts and Troublesome Knowledge: Linkages to Ways of Thinking and Practising within the Disciplines Occasional Report 4 © ETL Project, Universities of Edinburgh, Coventry and Durham, 2003

Transformative Bounded Troublesome Integrative Irreversible Discursive Meyer, Jan, and Land, Ray. Overcoming Barriers to Student Understanding : Threshold Concepts and Troublesome Knowledge. Florence, KY, USA: Routledge, 2006.

Scholarship as Conversation Research as Inquiry Searching as Strategic Exploration Information Creation as a Process Authority is Constructed and Contextual Information Has Value

Tracing Information Over Time Xan Goodman, Health and Life Sciences Liaison Librarian University of Nevada, Las Vegas Louder than Words: Using Infographics to Teach the Value of Information and Authority Hazel McClure, Liaison Librarian to English, Writing, and Environmental Studies Christopher Toth, Assistant Professor of Writing Grand Valley State University, Allendale, Michigan

Most troublesome concept? How do students interact with this concept?

Evidence: how do we know students are having trouble? How to model? How do we interact with this idea? What is it about the process? What do practitioners do? What are we doing already that gets or shows this concept? What do we want students to understand about this concept?

Lesson idea sharing