Faculty Publications

Document Type

Article

Publication Date

January 2017

Publication Title

Library and Information Research

Volume

41

Issue Number

125

First Page

61

Last Page

80

DOI

10.29173/lirg750

ISSN

1756-1086

Keywords

threshold concepts, competences, grounded theory, information professionals, LIS educators, LIS researchers

Disciplines

Library and Information Science

Abstract

Researchers have used a variety of methodologies for investigating threshold concepts, and this paper considers these approaches for library and information science (LIS) domains. The focus is on specific benefits of constructivist grounded theory for eliciting evidence of core knowledge, and elements of research design for this purpose are discussed, including the importance of collecting experiences from the learners themselves as well as effective protocols for data gathering and analysis through the use of active tasks and semi-structured interviews. The discussion extends to implications of the research design for how it may be applied to thematic analysis more broadly and to discovering critical knowledge that does not have the characteristics of threshold concepts but which may indicate attributes of core competences in the LIS discipline.

Comments

This article was published in Library and Information Research, volume 41, issue 125, 2017, and can also be found online at this link.

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.

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