Threshold Concepts as Metaphors for the Creative Process: Adapting the Framework for Information Literacy to Studio Art Classes

Garcia, Larissa; Labatte, Jessica

doi:10.1086/683383

Cited by 11 publications

(5 citation statements)

References 12 publications

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“…Davies and Mangan (2007) and Shanahan et al (2006) described the use of a web of threshold concepts and suggested that when students use a number of concepts together to solve a problem, they are realising the full power of threshold concepts. This idea of a web of concepts (also referred to as nested or interrelated concepts) has also been articulated by other authors (Coughlan & Graham, 2009;Garcia & Labatte, 2015). How occupational therapists think in practice and how they draw on these pivotal concepts both singularly and in concert, is worthy of further investigation to support the development of skilled clinicians, both prior to, and following graduation.…”

Section: Using a Web Of Threshold Conceptsmentioning

confidence: 74%

Threshold concept acquisition in occupational therapy: A mixed methods study of students and clinicians

Nicola‐Richmond

Pépin

Larkin

et al. 2019

Aus Occup Therapy J

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Background/aim Demand for occupational therapy graduates able to work in complex and diverse workplaces is increasing. The threshold concepts framework has emerged as one pathway to assist in the development of work‐ready graduates. A previous Australian study identified 10 threshold concepts for occupational therapy; the aim of this study was to explore the acquisition of these. Method A mixed‐methods study using observational, cross sectional design and a triangulation design convergence model was undertaken. A survey using Likert scales and open response questions was developed by the authors. Seventy‐three surveys were completed by 13 first and 20 final year Victorian occupational therapy students. Twenty recent graduates and 20 experienced clinicians from across Australia also participated. Seven first and 10 final year occupational therapy students, 10 recent graduates and 10 experienced clinicians also took part in in‐depth interviews. Likert scales were used by participants to rate confidence that they had acquired the threshold concepts, they also answered open‐response questions (via survey or interview) asking them to provide examples of how they would use threshold concepts in practice. Results Fourth year students were statistically significantly less confident than experienced clinicians for the threshold concepts Understanding the models and theories of occupational therapy and Applying clinical reasoning (P < 0.05). When whole group data were analysed, participants were most confident for Occupation and Client centred practice (P < 0.05). These results resonated with the qualitative findings which demonstrated a shift from surface to deep knowledge with increased experience. Fourth year students reported responses that suggested some threshold concepts were still in development, while experienced clinicians used a web of threshold concepts. Conclusion This exploratory study provides provisional data to suggest that students appear to still be acquiring some threshold concepts at graduation and experienced clinicians make use of a web of threshold concepts in their clinical practice.

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Section: Using a Web Of Threshold Conceptsmentioning

confidence: 74%

Threshold concept acquisition in occupational therapy: A mixed methods study of students and clinicians

Nicola‐Richmond

Pépin

Larkin

et al. 2019

Aus Occup Therapy J

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“…Librarians have also used varying approaches in utilizing the Framework to build assessment tools. Numerous art librarians report that ILI that draws on the Framework, combined with embedded librarianship through initiatives such as studio visits and participation in critiques, provides the opportunity for developing more effective tools for qualitative assessment of student IL skills (Carter et al, 2018;Garcia & Labatte, 2015;Salisbury, 2018). This approach also provides opportunities for faculty and librarians to reflect on their instruction practices (Petraits, 2017).…”

Section: Assessment Toolsmentioning

confidence: 99%

How are Art Librarians Using Information Literacy Instruction to Support Art Studio Students?

Huot

2023

Pathfinder

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This literature review examines how art librarians are using information literacy instruction (ILI) to support student research and information needs in art studio practices. The review contextualizes the topic, and identifies current strategies, gaps, and considerations for areas of future growth for a student population that is often underserved by libraries. The review thematically considers the impact of standards and frameworks on ILI in the arts and current strategies in art information literacy instruction. Findings include a need for growth and literature on the subject, disconnects between literature from the field of art, art history, and librarianship, and that recent competency documents have resulted in significant and beneficial pedagogical shifts, concluding that there are many promising future areas of growth and innovative potential for ILI in studio art contexts.

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“…Librarians began to integrate the Framework into their practices after the draft document was unveiled in 2014. Garcia and Labatte (2015) employeed the studio art practices of critique, writing artists' statements, and browsing for inspiration within the Framework. They used 'Scholarship as Conversation' as a metaphor for the artist's statement and 'Searching as Strategic Exploration' to explain browsing for inspiration.…”

Section: Impact Of the Framework On Practicementioning

confidence: 99%

“…However, the literature examined in this article demonstrates how creative, collaborative and adaptable many librarians have been in making sense of the Standards, ARLIS/NA Competencies, and ACRL Visual Literacy Standards in relation to studio art information literacy: how they have planned instructional programming, content and delivery, as well as assessment. Librarians have undertaken assessment to support departmental or institutional accreditation requirements (Halverson, 2008;Vecchiola, 2011) to obtain evidence that was shared with faculty in order to foster collaboration (Greer, 2015;Vecchiola, 2011), and to plan for ongoing instructional improvements (Garcia & Labatte, 2015;Greer 2015;Halverson 2008;). Librarians have employed numerous methods, such as scaling assessment into programs beyond one shot instruction (Greer, 2015;Halverson, 2008;Vecchiola, 2011;), developing formative and summative assignments and exercises (Garcia & Labatte, 2015), and analyzing sources used in capstone projects (Greer, 2015).…”

Section: Implications For Assessment and Teaching Practicesmentioning

confidence: 99%

“…The role of unconventional sources of inspiration within artistic practice (Cowan, 2004;Frank 1999;Mason & Robinson, 2011) and studio art students' needs for interdisciplinary research sources (Garcia & Labatte, 2015;Hemmig, 2009;Keeran, 2013;Mason & Robinson, 2011), easily map to the frames of 'Searching as Strategic Exploration' or 'Research as Inquiry.' When librarians connect research skills to students' artistic practices, they take a step closer to acknowledging the studio art context, embracing the social constructivist pedagogical theory of the Framework rather than relying on more decontextualized approaches of the Standards and ARLIS/NA Competencies documents.…”

Section: Implications For Pedagogymentioning

confidence: 99%

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Crossing the Studio Art Threshold: Information Literacy and Creative Populations

2018

Comminfolit

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Artists often require visual and inspirational information sources that range outside of library walls and websites, and develop their work within the complex social environment of the studio. Librarians historically engage with studio art and design students using multiple standards documents. This article offers an analytical literature review of the pedagogical approaches librarians have taken toward their work in the art and design studios, specifically identifying library practitioners who have adapted or critiqued standards documents in order to address the unique needs of creative populations. The Association of College and Research Libraries' (ACRL) Framework for Information Literacy for Higher Education provides librarians an opportunity to further engage with studio art students in critical information literacy practices. Future pedagogical practices and assessment techniques are considered, and new approaches to studio art and design instruction are discussed.

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Threshold Concepts as Metaphors for the Creative Process: Adapting the Framework for Information Literacy to Studio Art Classes

Cited by 11 publications

References 12 publications

Threshold concept acquisition in occupational therapy: A mixed methods study of students and clinicians

Threshold concept acquisition in occupational therapy: A mixed methods study of students and clinicians

How are Art Librarians Using Information Literacy Instruction to Support Art Studio Students?

Crossing the Studio Art Threshold: Information Literacy and Creative Populations

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