Good for Business: Applying the ACRL Framework Threshold Concepts to Teach a Learner-Centered Business Research Course

Charissa Odelia Jefferson


This article discusses a librarian-designed and facilitated credit-bearing course, which utilizes the ACRL Framework for Information Literacy Threshold Concepts and transforms from Bloom’s Taxonomy to a learner-centered course redesign with Fink’s Taxonomy of Significant Learning. Assessment results reveal a panel of data over the 2015-2016 academic year offering perspectives at the beginning and end of each semester and over the course of the entire academic year’s trajectory of learning. In an effort to imbue more affective learning outcomes, and based on answers received from fall assessments, the author altered the spring assessment to query student confidence levels and the value of the library. This article provides lesson plans that highlight each of the six Information Literacy Threshold Concepts in a business context and offers a trajectory toward significant and lifelong learning.


Assessment; Information Literacy Instruction; Threshold Concepts; ACRL Framework; Learner-Centered; Instruction Design; Business Research; Fink’s Taxonomy; Bloom’s Taxonomy

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