Document Type


Publication Date

Winter 1-2015


Copyright © 2015 The Johns Hopkins University Press. This article will first appear in PORTAL: LIBRARIES AND THE ACADEMY, Volume 15, Issue 1, January, 2015


Threshold concepts are increasingly inescapable at library conferences and in general information literacy discourse, and this visibility will likely only increase as they figure so prominently in the Association of College and Research Libraries inchoate Framework for Information Literacy for Higher Education. Nevertheless, very little has been done to critically consider the wider intellectual ramifications of certain assumptions fundamental to their manifestation in library/information literacy instruction. This paper is an initial attempt to promote such discussions.