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This theoretical study proposes a set of 'transformative insights' that transcend disciplinary boundaries and point to a common educational foundation at undergraduate level. It involved a review of disciplinary threshold concepts, followed by thematic analyses of institutional and programme level graduate profiles from New Zealand universities. Twelve common clusters of graduate attributes were identified, but their potential as cross-disciplinary threshold concepts was found to be problematic. This led to the alternative proposal that six transformative insights occur during undergraduate education: discernment of underlying beliefs, assumptions, values and expectations; epistemological positioning; linguistic nuance; engagement as a learner; thinking critically, analytically and creatively; and ethical awareness and integrity. Transformative insights reflect a synthesis of threshold concepts and graduate attributes, and support institution-wide approaches to teaching, learning and curriculum development. Further research to establish an empirical basis for the utility of transformative insights and explore their relationship to disciplinary threshold concepts is proposed.

This discussion is based on a review of recent literature on the use of picture books in children's and young adults' library services. It establishes the need for picture books and sophisticated picture books to be included in secondary school library collections, and advocates for their use as tools for teaching and learning in all curriculum areas. While historically picture books were aimed at young children and emergent readers, and were considered to rely on an interdependence of language and illustration, recent trends in publishing have seen 'polysemic', 'sophisticated' and 'postmodern' picture books, which are often aimed at an older audience, deliberately and decisively break from these traditions. Picture books provide a valuable tool to support constructivist, collaborative and inquiry based teaching strategies, and can be used to provoke and engage learners, and to encourage critical reflection in all subjects. These teaching strategies are consistent with the new curriculum being implemented in New Zealand schools this year (2010). [ABSTRACT FROM AUTHOR]