abstract:This study investigates faculty perceptions of teaching information literacy. Using 24 semi-structured interviews, a phenomenographic approach identified four qualitative ways in which faculty experienced teaching information literacy (IL). This paper analyzes the challenging information literacy concepts that faculty identify—known to many librarians as threshold concepts—and their relationship to the Association of College and Research Libraries (ACRL) "Framework for Information Literacy for Higher Education." The study highlights the transdisciplinary nature of IL instruction and indicates that, although unaware of the ACRL Framework, faculty already teach at least three concepts from that document. This finding suggests new opportunities for collaborations between librarians and faculty.

中文翻译：

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通过教师的眼睛：教学阈值概念和框架

摘要：本研究调查了教师对教学信息素养的看法。使用 24 次半结构化访谈，现象学方法确定了教师体验教学信息素养 (IL) 的四种定性方式。本文分析了教师识别的具有挑战性的信息素养概念（许多图书馆员称为阈值概念）及其与大学和研究图书馆协会 (ACRL)“高等教育信息素养框架”的关系。该研究强调了 IL 教学的跨学科性质，并表明尽管不知道 ACRL 框架，但教师已经从该文件中教授了至少三个概念。这一发现为图书馆员和教师之间的合作提供了新的机会。