This case study reflects on the use of threshold concepts (Meyer and Land, 2003) within the teaching of information literacy. It describes three embedded classes which were devised and delivered by an Academic Support Librarian, alongside a Fashion Management Course Leader at London College of Fashion. The article examines how and why the sessions were structured around threshold concepts of information literacy, reflecting on the benefits of the intervention.
information literacy, threshold concepts, libraries, art librarianship, pedagogy
Alexandra Duncan is an Academic Support Librarian at Chelsea College of Arts (UAL), supporting the Interior and Spatial Design programme. Previously Assistant Academic Support Librarian at Central Saint Martins, supporting the Fashion, Textiles and Material Futures programmes, she has over 10 years’ experience in art librarianship. She serves as Communications Officer for the Art Libraries Society UK (ARLIS/UK) and is the co-Host of ARLISmatters: the art librarianship podcast, and co-Editor of ARLISmatters: the UK art libraries and archives blog.
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